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Discuss the aetiology and pathophysiology of health breakdown in a chosen body system. ULO2: Analyse clinical diagnostic and laboratory results to direct care for the patient in the chronic care setting. ULO3: Apply the

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NURS2014 Positive Approached to Chronic Health and Disability Assessment 01 Brief

Category Assignment Subject Psychology
University Southern Cross University Module Title NURS2014 Positive Approached to Chronic Health and Disability

NURS2014 Learning Outcomes 

This assessment evaluates your achievement of the following Unit Learning Outcomes: 

  • ULO1: Discuss the aetiology and pathophysiology of health breakdown in a chosen body system.
  • ULO2: Analyse clinical diagnostic and laboratory results to direct care for the patient in the chronic care setting.
  • ULO3: Apply the principles of evidence-based nursing care to devise strategies and interventions to promote independence, well-being, and quality of life for individuals with chronic illness and their carers. 

Assessment Rationale 

Infographics are an effective way of combining graphics and text to help convey information and concisely educate an intended audience. As a health care provider, patient education is a critical skill to promote independence, health, well-being, and self-management. 

This assessment aims to identify the concepts of a selected chronic condition. Students will develop an understanding of the impact of chronic illness and disability on individuals and carers and describe strategies to promote wellness and independence. 

Being able to complete this assessment, students will be confident, competent, and proactive practitioners equipped with the qualities and skills to think critically, communicate effectively, and deliver culturally aware, evidence-based, and high-quality care.

Task Description 

Students are required to develop an infographic around one of the selected chronic illnesses below. The infographic is to be designed as an educational tool to be used for patients and carers in the community. The infographic should aim to:

  • Educate patients and their carers about the chronic illness, and its aetiology and pathophysiology
  • Communicate diagnostics that are required for the selected chronic illness.
  • Evidence-based nursing care that can promote self-management, wellbeing and quality of life. 

Addressing this assessment will include covering content modules 1 and 2 in this unit. 

  • Chronic kidney disease
  • Rheumatic heart disease (culturally specific)
  • Lung cancer
  • Prostate cancer 

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Task Instructions 

  • You are to design a visually engaging infographic that will act as an educational resource for people to use in the community/ chronic care setting.
  • The infographic should be visually engaging, easy to read and pitched to a community audience.
  • You can use images/ graphics and are encouraged to use Headings and dot points (full sentences are not required).
  • The infographic should educate on 3 KEY CONCEPTS related to the chosen chronic condition: 

Aetiology and pathophysiology. 

Clinical diagnostic and laboratory testing results to direct patient care (in the chronic care setting). 

Evidence-based nursing care to promote independence, wellbeing and quality of life for individuals and their carers, including self-management. 

Referencing Requirements 

You are required to use the APA 7th referencing style. Refer to the SCU Library Guides for detailed guidance. Referencing (in-text citations and reference list on the same slide): 

  • Include a minimum of two sources (within 5 years) for each key concept. That is a minimum of six sources for the assessment task.
  • You may use the sources from myReadings and/or find your sources. 
  • The sources must be cited (in-text citations in your infographic) and referenced correctly in the reference list, according to APA 7th referencing guidelines. 

Marking, Grades & Feedback 

Works submitted by the due date will be evaluated against the grading criteria and standards specified in the assessment rubric. For more information regarding SCU grades and standards, visit Final Grades. 

Grades and feedback will be posted to the ‘Grades & Feedback’ section on the unit learning site. Please allow up to seven business days for marks to be posted. 

Rules relating to Assessment and Examination 

Please refer to How to apply for Special Consideration and Rules Relating to Awards – Rule 3 – Coursework Awards – Student Assessment and Examinations for information regarding: 

  • Extensions
  • Special Consideration
  • Late submission
  • Resubmission
  • SCU Grades
  • Appeals
  • Academic Integrity

 If you have any questions regarding the above, please contact the Unit Assessor as soon as possible. 

Academic Integrity Declaration 

At Southern Cross University, academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect for academic work. 

The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information, see the SCU Academic Integrity Framework.

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NOTE: Academic Integrity breaches include unacceptable use of generative artificial intelligence (GenAI) tools, the use of GenAI has not been appropriately acknowledged or is beyond the acceptable limit as defined in the Assessment, poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information. 

At SCU, the use of GenAI tools is acceptable, unless it is beyond t