1. NU2215 Tara Brookes TPBrookes@uclan.ac.uk @tarapb8
Assignment Brief
NU2215
Tara Brookes
@tarapb8

2. Aim of the Session To clarify the assessment strategy
To identify any general concerns – personal issues or questions are to be taken to module supervision

3. The Assignment Strategy
Part A – Storyboard
Part B – Annotated bibliography
A&B = 1 Assignment (100% weighting)

4. ASSESSMENT PART A Compile and submit a story board
What is a story board?
Exactly the same as any other assignment
Means of demonstrating your knowledge in relation to the module learning outcomes
An alternative method of assessment that considers the different types of learners within the cohort
Mix of visual, hearing, touch and written presentation
Opportunity for students to shape their own assignment presentation
Enjoyable??

5. Who should I base my storyboard on?
Focussed upon a patient from practice and someone who would benefit from health promotion
Ask yourself - does my chosen case study enable me to meet with the learning outcomes?
It should not be a friend, colleague or relative
If your chosen case study has multiple co-morbidities or issues then focus upon the main health concern

6. How should I present my storyboard?
In a way that most appeals to you and enables you to clearly demonstrate the learning outcomes Visual Journal Comic Strip Poster PowerPoint/Prezi/Moovly What materials should I use? Anything that is non-perishable – material, pictures, drawings, painting etc… Please ensure your storyboards are not too big in size NB: The storyboard should be reflective of a Level 5 piece of work.

13. What should the storyboard include?

14. An introduction to your patient
This should include:
Name, age, occupation if relevant
A brief summary (list) of their health issues
How they view their own health

15. Bob 48 years old
Builder
Coronary Heart Disease
Obese
Enjoys socialising with his friends
“I'm very fit really for my age apart from a bit of extra weight”
says Bob, however this does not fit with the commonly used definition of health suggesting that Bob may not be aware how his lifestyle currently affects his health
Health is a state of complete physical, mental and social well-being
and not merely the absence of disease or infirmity (WHO 1948)

17. Context

18. LO1: Review health and health promotion in relation to global, national and local strategies
Identify the extent of your patients main health concern at each level
State the incidence of your patients main issue globally, nationally and locally then summarise how this impacts on health and health outcomes for communities and individuals
Demonstrate the need for health promotion in relation to the issue
Identify the aim of health promotion in relation to the topic and ensuring you link this to your patient
Consider if there is a specific approach or model relevant to your patient
Look at NICE guidance, white papers etc. to support a health promotion approach for your patient

21. LO 2 - Review the factors that promote or are detrimental to health and wellbeing in society
Demonstration of factors influencing the health and health choices for your patient
According to Brookes (2014) there is a
high incidence of alcohol related illness
and manual workers, especially Coronary
Heart Disease. Bob enjoys his after work
Drinks with his friends and considers
5 pints a day an acceptable amount.

23. LO 3 - Appraise strategies for health promotion in current health care practice
Look at specific strategies relevant to the issue and more specifically to your patient
In light of the number of obese patients with CHD, communities need to be more informed of the associates risk factors
Strategy= Media campaign to raise awareness

24. Empowerment Family Focussed Healthy communities Education
Encouraging John to
Stick within the recommended
Units of alcohol will reduce his
Chance of developing diabetes by
50 % (Dykes 2013)
According to the DOH (2010) by 2030 half of the population
will be classed as morbidly obese by the time they reach 30 years old,
in response to this statement initiatives such as the Change for Life
have been developed to empower patients to make healthier choices Link to your patient

26. LO 4 - Review current approaches to service configuration in the light of changing health priorities
Highlight current service delivery/accessibility
Nurse’s role in health promotion/chosen topic
Range of evidence to support service delivery
Teen pregnancy = Give Pharmacists and School Nurses the power to dispense Hormonal Emergency Contraception

27. It has been acknowledged within Education for Life (2015) that contraceptive service provision needs to be more accessible in order to influence the prevalence of teenage pregnancy and increase heath and well-being.
The Department of Health (2010) recommend that contraceptive services need to be in the right places in order to ensure service user engagement, they add that new approaches to contraceptive service delivery is fundamental in reducing the prevalence of teen pregnancy in the U.K and consequently, improving outcomes for this age group.
Brookes (2014) states “Pharmacists are now able to dispense emergency contraception under new health laws, making emergency contraception more widely available to all”
Wells (2015) highlights the unique position of School Nurses in the delivery of
sexual health messages and contraceptive services, adding that prescribing rights now
allow specialist practitioners to dispense emergency contraception in alternative setting
such as schools

29. Baseline Example Introduction to the patient
Facts around the issue – stats etc. – LO1
Social determinants – LO2
Health promotion – LO3
Model of health promotion – LO3
Strategies - LO3 & Services - LO4
1 Global
3 National
4-6 Local (don’t forget the nurse/health service)
Conclusion
Ref List

30. Should I include in and end text references?
YES - a minimum of 15 references
You need to demonstrating achievement of the module learning outcomes by presenting evidence of theoretical understanding underpinning rationale for treatment and patient outcomes. The inclusion of references will demonstrate your level of understanding and awareness of the evidence base surrounding care/treatment/service delivery/health education/influences on health etc.
An end text referencing list will be required as the last page/slide or accompanying sheet – this will also include the references for the annotated bibliography as you will have used them within the storyboard to show their relevance to your patient
Minimum of 15 references, this will include those used for the annotated bibliography
Remember to use the new referencing system The American Psychological Association 6th Edition (APA)

31. How many pages should the storyboard be?
Not a flyer nor the bible!
Depends on how you are presenting the story board
Not prescriptive amount – approx. 8

32. How much writing should the storyboard include?

35. TOO MUCH

36. Don't forget your conclusion
This enables you to summarise your key points
Draw your storyboard to a close
Highlight any gaps in care/strategies

37. QUESTIONS?

38. Part B – Annotated Bibliography
WHY?
demonstrate the quality and depth of reading that you have done
Enable you to include some analytical context to your work (expected at Level 5)
15% - 20% - 25%

39. WHAT IS AN ANNOTATED BIBLIOGRAPHY?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief descriptive and evaluative paragraph, the annotation. The purpose of the annotation in this assignment is to inform the reader of the relevance of the source in relation to the storyboard case study.
i.e. How the NICE guidance for CHD is relevant to the to the treatment of your patient

40. Annotated Bibliography
Must include:-
1 Government publication
2 Framework
3 Model/approach to health promotion
4 Evidence based article in relation to influence on health

41. Format and Style More formal than the storyboard
The annotation must contain a bibliography line, that is, the full source of the information
Bullet point lists must not be used
No Introduction required or concluion

43. Smith, G. ,(2009). Public Health Power and Empowerment (2nd Ed. )
Smith, G.,(2009). Public Health Power and Empowerment (2nd Ed.). London: Palgrave Macmillan
Smith’s book provides an informative read for those concerned with the practice of public health. The main theme of the book is centred around factors influencing the delivery of public health in the community such as the environment and policy. Smith expands on how each of these factors can have both positive and negative consequences in terms of health outcomes and demonstrates this through specific case studies. The premise behind the case studies being the application of theory to practice, further strengthening the reader’s understanding . Smith discusses numerous strategies aimed at assisting the community practitioner to facilitate health promotion activities and over come barriers that hinder the engagement of patients, including traditional values, religion and accessibility of services. Smith draws on current policy to underpin the key points within the text.
In relation to Bob, Smith’s text highlights many influences such as Bob’s employment, traditional male role and social approaches that have impacted on the development of his CHD. When examining the chapter concerned with behaviour change, it is clear that the Boon model (2014) is most appropriate to assist Bob in changing his dietary behaviours; this model considers his need for being in control along with the importance of his social life through a step by step approach to change, an approach that would be much more appreciated by Bob in comparison to other models such as the Taste model that calls for radical change. The appeal of the Boon model (2014) is its ability to empower patients giving them the lead within their own health decisions.
259 words

44. Useful language for talking about texts and arguments:
It is sometimes challenging to find the vocabulary in which to summarise and discuss a text. Here is a list of some verbs for referring to texts and ideas that you might find useful:
account for clarify describe exemplify indicate question analyse compare depict exhibit investigate recognise argue conclude determine explain judge reflect assess criticise distinguish frame justify refer to assert defend evaluate identify narrate report assume define emphasise illustrate persuade review claim demonstrate examine imply propose suggest
The evidence indicates that The article assesses the effect of The author identifies three reasons for The article questions the view that . . .

45. Submission To be submitted to the teaching team on the
04/07/16 –8-9am - venue to be confirmed
Annotated bibliography and reference list to be submitted to Turnitin by 12 midday
DO NOT ANOMYISE ANY OF YOUR WORK FOR THIS MODULE

46. QUESTIONS?