HNN120 Quality and Safety in Health Care 1: Assessment 3 Narrated PowerPoint Presentation
Context
Deakin University delivers HNN120 as a first-year nursing unit in the Bachelor of Nursing. Assessment 3: Presentation carries a 50% weighting and requires a narrated PowerPoint equivalent to 2000 words. The task asks students to apply core quality and safety concepts to a patient case involving a fall, a fractured neck of femur, and discharge planning. The 2026 iteration retains the Mr Roberts case study used in 2024 and earlier years while keeping the four-prompt structure that has anchored this assessment since at least 2022. The due date is Monday of Week 12 before 8pm AEST. Submission is through the CloudDeakin dropbox as a PDF with embedded audio.
Summary
- Title: Assessment 3: Narrated PowerPoint Presentation
- Due Date: Monday, Week 12, before 8pm AEST
- Length: 2000 words equivalent (8 to 10 minute presentation)
- Weighting: 50%
- Submission: PDF document with embedded audio to CloudDeakin dropbox
Unit Learning Outcomes Assessed
This task assesses ULO2 (apply the professional, legal, and ethical standards of nursing) and ULO4 (describe the role of the nurse within the Australian health care context)[reference:2]. The rubric also addresses Deakin Graduate Learning Outcomes GLO1, GLO4, GLO5, and GLO8.
Task Description
Develop a narrated PowerPoint that relates core concepts from HNN120 to the quality and safe care of a patient. The presentation must address each of the four prompts below in relation to the case study. Use APA 7th edition referencing throughout. Include a reference slide at the end. The presentation should be structured with a title slide, an introduction, four content sections corresponding to the prompts, a conclusion, and a reference slide.
Case Study
You are caring for Mr Roberts, a 72-year-old man admitted for chest pain for investigation. Mr Roberts experienced a fall while in hospital, resulting in a fractured neck of femur. He is currently on day 3 post-operatively following a hemiarthroplasty (partial hip replacement). His chest pain has resolved, and he is currently stable. Mr Roberts will be discharged home tomorrow on analgesia for post-operative pain and will undergo outpatient rehabilitation to continue his physical therapy. His wife and daughter will need support to ensure accessibility within the home prior to his discharge[reference:3].
Task Instructions
Address all four prompts. Each prompt requires a distinct section of the presentation with its own slides and narration.
Prompt 1: Registered Nurse Role and Standards
Describe the role of the Registered Nurse in caring for Mr Roberts in relation to two or more of the Registered Nurse Standards for Practice (NMBA, 2016). Identify the specific standards you are applying and explain how each standard shapes the nurse’s actions in this scenario.
Prompt 2: Person-Centred Care and Safety
Define person-centred care and explain how a person-centred approach can improve the safety and quality of care for Mr Roberts. Connect your explanation to specific elements of the National Safety and Quality Health Service Standards (ACSQHC, 2021).
Prompt 3: Interprofessional Roles
Identify two other health professions that may be involved in Mr Roberts’ care and describe their roles in caring for him within the local healthcare context. Explain what each profession contributes that nursing cannot provide alone.
Prompt 4: Teamwork and Communication
Discuss the importance of teamwork and interprofessional communication in providing safe and quality health care for Mr Roberts. Refer to a structured communication tool or framework used in Australian healthcare settings.
Marking Rubric
| Criteria | Weight | High Distinction (80–100) | Distinction (70–79) | Credit (60–69) | Pass (50–59) |
|---|---|---|---|---|---|
| Application of RN Standards for Practice | 25% | Precise identification and critical application of two or more standards to the case, with nuanced explanation of how each standard shapes nursing action. | Clear application of relevant standards with sound explanation. | Adequate identification and application with minor gaps. | Basic identification of standards with surface-level application. |
| Person-centred care and safety | 25% | Sophisticated definition and analysis of person-centred care, with explicit links to NSQHS standards and the case. | Strong definition and clear links to safety and quality. | Adequate definition with reasonable application. | Limited definition or weak application. |
| Interprofessional roles and collaboration | 20% | Accurate and detailed description of two professions, with critical insight into their distinct contributions and collaborative relationships. | Clear description with appropriate detail. | Adequate description with some detail. | Superficial or incomplete description. |
| Teamwork and communication | 20% | Critical discussion of interprofessional communication with specific reference to a structured tool and its role in safety. | Strong discussion with appropriate reference to a communication framework. | Adequate discussion with limited specificity. | General or vague discussion. |
| Presentation structure and APA referencing | 10% | Impeccable structure, clear narration, professional slide design, and flawless APA 7 referencing. | Clear structure and mostly accurate referencing. | Competent structure with minor errors. | Basic structure with frequent errors. |
Sample Response: Person-Centred Care and the Fallen Patient
Person-centred care is not a synonym for kindness. The Nursing and Midwifery Board of Australia defines it as a collaborative and respectful partnership built on mutual trust and understanding, facilitated through effective communication and interaction (NMBA, 2016, as cited in Byrne, 2025). Applied to Mr Roberts, this definition demands more than asking him how he feels. It requires the nurse to elicit his preferences about discharge, his fears about falling again, and his understanding of the rehabilitation plan. Research on person-centred systems and person-centred nursing practice shows that organisational pressures, such as bed shortages and time constraints, routinely erode this partnership model even when individual nurses endorse it[reference:4]. A strong presentation names that tension rather than pretending it does not exist. The safety case for person-centred care is straightforward: a patient who feels heard is more likely to disclose symptoms, adhere to discharge instructions, and participate in fall prevention. The National Safety and Quality Health Service Standards place person-centred care at the centre of Standard 2, which requires health services to partner with patients in their own care (ACSQHC, 2021). Mr Roberts’ fall was not simply a mobility failure; it was a communication failure. He reported feeling faint before the fall, and that report did not trigger an escalation. A person-centred approach would have treated his words as clinical data, not background noise.
Why Falls Are Communication Events, Not Just Mobility Events
The Mr Roberts case invites a narrow reading: he fell because he was unsteady after chest pain investigation. That reading misses the preceding clinical signal. Hypotension at 90/54 in a 72-year-old man with chest pain is a red flag, and his request for assistance to ambulate should have prompted a repeat set of observations before any mobilisation. Research on missed nursing care in Australian perioperative settings identifies teamwork and communication failures as leading contributors to adverse events, with structured communication tools such as ISBAR recommended to reduce ambiguity in escalation[reference:5]. ISBAR (Identify, Situation, Background, Assessment, Recommendation) exists precisely for moments like this one. A nurse using ISBAR would have said: “Mr Roberts, 72, day 1 post-admission for chest pain, BP 90/54, reports feeling faint, recommend medical review before mobilising.” That sentence is not paperwork. It is the difference between a near miss and a fractured hip. Students who frame the fall as a pure mobility problem will struggle to meet the rubric’s “application of standards” criterion. The RN Standards for Practice require nurses to assess, plan, implement, and evaluate care in partnership with the person, and Standard 4 specifically addresses the responsibility to recognise and respond to deteriorating patients. The fall is a test of whether that standard was enacted.
Addressing a Common Rubric Misconception
Students often list interprofessional roles without explaining why those roles matter for this patient. Naming the physiotherapist and the occupational therapist is a start, but the rubric asks for an account of what each profession contributes that nursing cannot provide alone. A physiotherapist brings expertise in gait re-education and functional restoration after hemiarthroplasty. An occupational therapist assesses the home environment and recommends equipment that reduces the risk of another fall. A social worker may address the wife and daughter’s capacity to support discharge. The analytical work is to show how these contributions fit together around Mr Roberts’ discharge plan rather than sitting in separate silos. A strong presentation uses the case to demonstrate that interprofessional collaboration is a clinical intervention, not an organisational nicety. The same logic applies to Prompt 4. Citing “good communication” is insufficient. Students need to name a structured tool, explain how it works, and apply it to a specific moment in the case, such as the escalation that should have occurred before the fall or the discharge handover that will shape the following week of care.
Conclusion
This presentation rewards students who treat the case as a chain of clinical decisions rather than a list of prompts to answer in isolation. The four sections connect: the RN Standards frame the nurse’s accountability, person-centred care explains why Mr Roberts’ report of faintness mattered, interprofessional roles show what a coordinated discharge requires, and communication ties the whole scenario together. Students who write four separate mini-essays without linking them will lose marks on analysis. Students who follow the patient’s journey from admission to discharge, and who anchor each prompt in specific standards and tools, will meet the higher bands. The narrated format adds a layer of judgment: slides should support the spoken explanation, not duplicate it. Narration should sound like a clinician explaining a case, not a student reading from a script.
References
Australian Commission on Safety and Quality in Health Care. (2021). National Safety and Quality Health Service Standards (2nd ed.). ACSQHC. https://www.safetyandquality.gov.au/standards/nsqhs-standards
Byrne, A.-L. (2025). Two sides of the same coin: Person-centred systems versus person-centred nursing practice. Theory, barriers and opportunities. Journal of Health Psychology. Advance online publication. https://doi.org/10.1177/13591053251327916
Dahl, A. B., Benonisen, E., & Slåtten, K. (2024). The frequency and reasons for missed nursing care in Australian perioperative nurses: A national survey. Journal of Advanced Nursing, 80(9), 3741–3753. https://doi.org/10.1111/jan.16089
Nursing and Midwifery Board of Australia. (2016). Registered nurse standards for practice. NMBA. https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards/registered-nurse-standards-for-practice.aspx
Quality and Safety in Mr Roberts’ Care After a Hospital Fall
Mr Roberts’ fall and fractured neck of femur demonstrate that patient safety depends on more than treating an injury after it occurs. Safe care requires nurses to recognise clinical deterioration, communicate concerns clearly, involve the patient and family, and coordinate discharge with other health professionals. The central argument is that high-quality care for Mr Roberts depends on a nurse who applies the Registered Nurse Standards for Practice, uses person-centred and comprehensive care, works effectively with allied-health colleagues, and communicates risk through a structured framework such as ISBAR.
Registered Nurse Role and Standards
The Registered Nurse (RN) holds responsibility for assessing Mr Roberts, responding to changes in his condition, planning safe care, and evaluating whether interventions reduce risk. Two NMBA standards are especially relevant: Standard 4, Comprehensively conducts assessments, and Standard 6, Provides safe, appropriate and responsive quality nursing practice (Nursing and Midwifery Board of Australia [NMBA], 2016). These standards require the nurse to move beyond routine observation and act on the information gathered from the patient, clinical data, and the care environment.
Comprehensive assessment is central to Mr Roberts’ care because he is an older adult recovering from a hemiarthroplasty after an inpatient fall. The RN should assess pain, mobility, cognition, hydration, medication effects, blood pressure, balance, fear of falling, and the home environment before discharge. A fall is rarely caused by one factor alone; evidence indicates that multifactorial approaches, based on individual risk assessment, are more appropriate than relying on a single prevention strategy (Montero-Odasso et al., 2022). Therefore, the nurse should not treat Mr Roberts’ fall as an isolated mobility problem.
Standard 6 shapes practical nursing action. After Mr Roberts reports feeling faint, the RN should delay unsupervised mobilisation, repeat vital signs, notify the medical team, review analgesia and other medications that may cause dizziness or hypotension, and implement falls precautions. These actions reflect safe, responsive practice because they respond to a specific clinical risk rather than following a general routine. The NMBA states that RNs must provide safe, appropriate, and responsive quality nursing care (NMBA, 2016).
The RN also has a role in discharge planning. Before Mr Roberts returns home, the nurse should confirm that he understands his analgesia regimen, recognises signs of complications, knows how to use mobility aids, and can contact rehabilitation or community services. Discharge education should involve his wife and daughter because they will support access and safety at home. In this way, assessment, intervention, education, and evaluation form one continuous nursing process rather than separate tasks.
Person-Centred Care and Safety
Person-centred care means partnering with the patient so that care reflects his preferences, values, knowledge, and circumstances, while still meeting clinical needs. It is more than being polite or compassionate. The Australian Commission on Safety and Quality in Health Care (ACSQHC) describes person-centred care as shared decision-making in which patients participate in planning and delivery of their care (ACSQHC, 2021). For Mr Roberts, this means asking what matters to him, what he fears about returning home, and what support he believes he needs.
A person-centred approach can improve safety because patients often notice changes before staff do. Mr Roberts reported feeling faint before his fall. If the nurse treats that report as important clinical information, asks follow-up questions, and escalates the concern, the team may prevent another fall. Conversely, if the nurse dismisses the symptom as anxiety or normal tiredness, a preventable injury may occur. The safety issue is therefore both clinical and communicative.
The NSQHS Standards support this approach. Standard 2, Partnering with Consumers, requires health services to involve patients in decisions about their care and provide clear communication that reduces risk (ACSQHC, 2021). Standard 5, Comprehensive Care, requires teams to work with patients, carers, and families to identify and manage clinical risks, including falls. Applied to Mr Roberts, the nurse should include him and his family in a discharge-risk discussion rather than simply telling them what will happen after discharge.
Person-centred care also has practical limits. Nurses may want to involve patients fully, but time pressure, staffing shortages, and bed-flow demands can reduce the opportunity for meaningful conversation. Research suggests that organisational pressures can undermine person-centred nursing practice even when individual nurses value it (Byrne, 2025). A strong care plan therefore needs systems that protect time for assessment, family discussion, and safety planning, rather than relying only on individual goodwill.
For Mr Roberts, the nurse could use a simple shared plan: identify his mobility limitations, agree on realistic rehabilitation goals, explain which activities are unsafe without assistance, and confirm that his home can accommodate a walker or other equipment. His wife and daughter should receive clear instructions about bathroom access, bed height, lighting, footwear, and when to seek urgent help. These actions make safety a shared responsibility rather than a task completed only by hospital staff.
Interprofessional Roles
Two professions particularly important to Mr Roberts’ recovery are physiotherapy and occupational therapy. Both contribute expertise that nursing alone cannot provide, especially in restoring mobility and preparing a safe home environment. Their involvement should begin before discharge, not after problems emerge at home.
| Health profession | Contribution to Mr Roberts’ care | Why nursing alone is insufficient |
|---|---|---|
| Physiotherapist | Assesses gait, balance, strength, and mobility; progresses weight-bearing and walking; teaches safe transfers and use of mobility aids | The physiotherapist has specialist knowledge of post-operative rehabilitation and functional recovery after hemiarthroplasty |
| Occupational therapist | Assesses daily activities, home hazards, bathroom safety, seating, equipment needs, and the family’s ability to support independence | The occupational therapist focuses on enabling safe performance of everyday activities in the home setting |
The physiotherapist helps Mr Roberts regain confidence and physical function after surgery. Rehabilitation after a fractured neck of femur requires careful progression of mobility, strength, balance, and safe transfer skills. A physiotherapist can determine whether Mr Roberts can walk safely with a frame, how far he should walk, and which movements may place the surgical hip at risk. Nursing staff reinforce these strategies between therapy sessions, but they do not replace the physiotherapist’s specialist assessment.
The occupational therapist focuses on function in daily life. Mr Roberts may manage a short walk in hospital but still struggle with getting on and off a toilet, using stairs, bathing, preparing meals, or moving safely through narrow spaces at home. An occupational therapist can assess these activities and recommend equipment or home modifications, such as a raised toilet seat, shower chair, rails, or a clearer walking path. These interventions directly reduce the chance of another fall after discharge.
Collaboration matters because each professional sees a different part of the recovery pathway. The nurse understands Mr Roberts’ medical stability, pain control, medication effects, and daily observations. The physiotherapist understands physical capability. The occupational therapist understands how the home environment may support or obstruct recovery. A discharge plan becomes safer when these perspectives are combined rather than treated as separate professional tasks.
Teamwork and Communication
Effective teamwork is essential because Mr Roberts’ safety depends on information moving accurately between nurses, doctors, physiotherapists, occupational therapists, his family, and community rehabilitation services. Poor communication can lead to missed deterioration, unclear mobility restrictions, medication errors, or an unsafe discharge. Structured communication reduces these risks by giving clinicians a common way to present urgent information.
ISBAR is a widely used structured communication framework in Australian healthcare settings. It stands for Identify, Situation, Background, Assessment, and Recommendation (ACSQHC, 2020). The tool is useful during clinical handover, escalation of concern, and discharge planning because it encourages the speaker to state the problem clearly and propose an action rather than leaving the listener to interpret incomplete information.
An ISBAR conversation before Mr Roberts’ fall could have sounded like this: “I am the nurse caring for Mr Roberts, a 72-year-old man admitted for chest-pain investigation. He reports feeling faint and his blood pressure is 90/54. He is day one post-admission and has been mobilising with assistance. I am concerned that he is at risk of falling. I recommend a medical review and a repeat set of observations before further mobilisation.” This structure turns a vague concern into a clear clinical request.
ISBAR is equally valuable at discharge. The nurse could use it during handover to community rehabilitation: “Mr Roberts is a 72-year-old man, day three after hemiarthroplasty following a fall. He is medically stable, requires analgesia, and has ongoing mobility restrictions. His wife and daughter will support him at home. I recommend early physiotherapy review, an occupational-therapy home-safety assessment, and clear instructions about when to seek urgent review.” The framework ensures that safety concerns travel with the patient.
Teamwork also requires mutual respect and closed-loop communication. When a nurse raises a concern, the receiving clinician should acknowledge it, clarify the plan, and confirm who will act. Mr Roberts’ case shows why this matters. A report of faintness should generate a response, not simply be recorded and forgotten. Evidence on hospital falls indicates that multifactorial prevention, including staff education, environmental modification, assistive devices, rehabilitation, and medication management, is more effective than isolated measures (Montero-Odasso et al., 2022). Communication is the mechanism that connects these measures.
Conclusion
Safe care for Mr Roberts depends on a connected system of assessment, person-centred decision-making, interprofessional expertise, and clear communication. The RN Standards for Practice require the nurse to assess risk, act responsively, and evaluate outcomes; the NSQHS Standards require genuine partnership with the patient and family. Physiotherapy and occupational therapy add specialist knowledge that nursing cannot provide alone, while ISBAR gives the team a practical method for escalating concerns and transferring safety information. Mr Roberts’ fall therefore illustrates a broader principle: quality healthcare is created through coordinated action, not through isolated professional effort.
References
Australian Commission on Safety and Quality in Health Care. (2020). Improving communication, collaboration and teamwork in Australian health services: Scoping paper. ACSQHC. https://www.safetyandquality.gov.au/sites/default/files/resources/attachments/final_scoping_paper_-improving_communication_collaboration_and_teamwork_in_australian_health_services–june_2020.pdf
Australian Commission on Safety and Quality in Health Care. (2021). National Safety and Quality Health Service Standards (2nd ed.). ACSQHC. https://www.safetyandquality.gov.au/standards/nsqhs-standards
Byrne, A.-L. (2025). Two sides of the same coin: Person-centred systems versus person-centred nursing practice. Theory, barriers and opportunities. Journal of Health Psychology. Advance online publication. https://doi.org/10.1177/13591053251327916
Montero-Odasso, M., van der Velde, N., Martin, F. C., Petrovic, M., Tan, M. P., Ryg, J., Aguilar-Navarro, S., Alexander, N. B., Becker, C., Blain, H., Bloch, F., Boffin, A., Bousquet, J., Bunt, S., Callisaya, M. L., Close, J. C. T., Deandrea, S., Dyer, S. M., Elia, M., … Masud, T. (2022). World guidelines for falls prevention and management for older adults: A global initiative. Age and Ageing, 51(9), afac205. https://doi.org/10.1093/ageing/afac205
Nursing and Midwifery Board of Australia. (2016). Registered nurse standards for practice. NMBA. https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards/registered-nurse-standards-for-practice.aspx
Victorian Transport Accident Commission. (2022). Rehabilitation at home guidelines. TAC. https://www.tac.vic.gov.au/providers/working-with-tac-clients/guidelines/provider-guidelines/rehabilitation-at-home-guidelines