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Talk to an Expert| Category | Assignment | Subject | Science |
|---|---|---|---|
| University | Waikato Institute of Technology (Wintec) | Module Title | MNSC931 Whānau and Community Hauora |
| Assessment Type | Essay |
|---|---|
| Assessment Title | Assessment 3 |
| Title | Assessment 3 – Whānau and Community Hauora | Total Possible Mark | 100 |
| Type | Essay | Weighting | 70% |
|
Learning Outcome(s) |
1. Apply evidence-based care pathways to contemporary models of care that guide practice and therapeutic relationships with health consumers, whanau and communities across the lifespan.
2. Demonstrate inter-professional collaboration within health and social services to meet health consumer, whanau and community needs. 3. Identify and support opportunities for health promotion through the development of partnerships with health consumers, whanau and / or community organisations |
||
This assessment aims to complete a comprehensive tamariki / child or adolescent assessment, interpret and analyse findings and develop a person / whānau centred plan of care that incorporates appropriate health promotion/health-protecting approaches to support whānau / family and the developmental stage of the child / tamariki.
This can be related to a well-child check/immunisation/childhood illness. It is preferable that you choose a child/adolescent for your case, but if this is not possible then you may choose an adult case to assess/examine.
Word count 1500 +/- 10% 1500 words +/- 10%, not including your appendix.
You are NOT ALLOWED to use AI tools for any part of this assessment. This includes using AI tools for research or writing purposes. Please read the instructions for an explanation of why AI tools have been deemed inappropriate. NOTE: Any AI contribution reliably detected in your submission will be treated as “Inappropriate use”.
Refer to the Postgraduate of Nursing Handbook and the Academic Regulations for information about resubmission, resit, or reassessment. The Postgraduate Programme Committee will make the decision based on individual students’ situations.
| A range- Exemplary | B range Proficient | C range Acceptable | D-E range Needs
Improvement |
|
| Completes and presents | Comprehensive health history | Health history and | Health history and physical | Health history and |
| comprehensive assessment | and physical assessment is | physical assessment is | assessment is not | physical assessment is ill- |
| using a developmentally | developmentally appropriate, | chronological, sequential | chronological, sequential or | chosen lacks a |
| appropriate framework and | chronological, sequential and | and accurately | accurately documented. | chronological, sequential |
| consent processes . | accurately documented. | documented. Some parts | Some parts miss relevant and | approach and is |
| Consent processes meet | require relevant and / or | / or developmentally | inaccurately | |
| normative frameworks and the | developmentally | appropriate detail / process. | documented. Lacks detail | |
| needs of those involved. | appropriate detail / | Consent processes meet | and depth. Consent is | |
| process. Consent | normative frameworks and | mismanaged, fails to | ||
| processes meet normative | the needs of those involved. | meet normative | ||
| frameworks and the needs | frameworks and is | |||
| of those involved | unsafe. | |||
| Possible mark | 20……………..16 | 15.5……………….13 | 12…………….10 | 9.5…………….0 |
| Critical analysis of data is | Excellent critical analysis of data | Critical analysis of data | Analysis of data misses | Interpretation of |
| sophisticated and | is sophisticated and | highlights good | critique and interpretation of | physiology/ |
| demonstrates understanding | demonstrates in-depth | understanding of | physiology / pathophysiology | pathophysiology and |
| of physiology / | understanding of physiology / | physiology / | and developmental stages is | developmental stages is |
| pathophysiology and | pathophysiology and | pathophysiology and | often superficial and | superficial, disorganized |
| developmental stages | developmental stages | developmental stages | disorganized | and/or incorrect. Lacks |
| logical analysis of data | ||||
| and misses critique. | ||||
| Possible mark | ||||
| Possible mark | 20……………………16 | 15…………………..13 | 12………………………10 | 9.5……………..0 |
| Therapeutic collaborative plan incorporates appropriate strategies for health promotion and health protection supported by up to date evidence to justify approach | Highly credible therapeutic plan includes well developed, robust strategies for health promotion and health protection based on critical analysis of recent evidence and collaboration with all concerned | Therapeutic, plan includes credible collaborative strategies for health promotion and health protection supported by evidence. Some aspects of the plan would benefit from more critique / logic. Collaboration and therapeutic approach remains central. | Therapeutic, plan includes some collaborative strategies for health promotion and health protection not always supported by up to date evidence. Aspects of the plan would benefit from more critique / logic / collaboration. | Plan misses and / or misconstrues the processes of analysis and fails to develop a therapeutic, collaborative plan. Strategies are inappropriate for health promotion / health protection and unsupported by recent evidence. |
| Possible mark | 30……………………..22,5 | 22………………………..19 | 18……………………….15 | 14……………………………..0 |
| Reflection on relational health promoting approaches and planning enables goals for practice development that relate to whānau and community hauora | Excellent reflection includes critique of relational approaches and planning. Thoughtful goals developed for practice highly relevant to whānau and community hauora | Useful reflection on relational approaches and planning starts the process of practice development, good connections to whānau and community hauora. | Limited or ambiguous reflection on relational approaches and planning misinterprets appropriate goals for practice development and / or relevance to whānau and community hauora. | 0 Reflection on relational approaches and planning is missing or misconstrued, fails to identify opportunities for practice development as approach to whānau and community hauora is unsafe. |
| Possible mark | 20……………….16 | 15……………………..13 | 12…………………..10 | 9.5…………………………0 |
| Scholarship is evident throughout in writing style, referencing and format; significant attention is given to ethical approach. Aligns with
the assignment intention |
Sophisticated approach is logical, ethical and informative, could be presented to practice, accurate referencing throughout, the intention of the
assignment is clear throughout |
Logical flow, well developed paragraphs, minor errors in referencing, meets ethical standards, and follows the intention of the | Logical flow impaired in places. Writing style needs refinement, Multiple referencing errors;, some parts of assignment
unaligned to the intention of |
Poor construction of paragraphs, lacks logical flow, significant referencing errors, , misunderstands the
intention of assignment, |
| assignment. Meets ethical
standards. |
the assignment, some ethical
elements missing overlooked |
ethical issues require
clarification, is unsafe. |
||
| Possible mark | 10………………………..9.5 | 8.5………………..7 | 6.5……………………….5 | 4.5…………………….0 |
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