Ebooks popular with book lovers during lockdownRotorua Daily Pos.docx

Ebooks popular with book lovers during lockdown
Rotorua Daily Post
April 25, 2020
Copyright 2020 NZME Publishing Ltd All Rights Reserved
Section: REGIONAL; Pg. A005
Length: 343 words
Body
Few organisations can say they have thrived during the
nationwide lockdown but Rotorua Library is one of them,
reporting huge spikes in e-material being issued daily.
Rotorua Library's e-collection includes more than
22,000 eBooks and nearly 2500 eAudiobooks as well as
hundreds of magazine and newspaper titles.
In the past four weeks, the average number of loans from the
eLibrary has more than doubled to 249 loans per day compared
with April 2019, which saw an average of 114 loans per day.
The Saturday prior to lockdown also saw a nearly 50 per cent
increase in loans, with locals borrowing 1706 physical items.
In the eight days prior to closing, library staff saw an increase
of almost 25 per cent in issues over the same period last year.
There are currently 19,422 items in people's homes, that's
almost a third of the library's borrowable collections.
Library director Laura Marshall said the eLibrary collection had
enabled the library to continue meeting the community's needs.
"The elevated usage of these eResources has been exciting to
see."
Marshall is also excited about plans to launch new library
services as the country moves down the alert levels.
"A delivery service is being planned in which librarians will
select and deliver books to customers based on customer

reading preferences. This will be available to customers who
have been advised to stay home based on their age or pre-
existing health conditions."
Other customers will be able to apply to use a new click and
collect service. More information about both of these services
will be available in coming weeks.
Meanwhile, library staff have also made sure locals don't miss
out on the programmes it offers with online sessions of popular
preschool programme He Pi Ka Rere as well as easy craft ideas
to keep house-bound children entertained, virtual origami and
New Zealand Sign Language lessons.
The physical library will remain closed when the country moves
to alert level 3.
Due dates on all items issued before the lockdown have been
extended to June 1.
Classification
Language: ENGLISH
Publication-Type: Newspaper
Subject: LIBRARIES (99%); ASSOCIATIONS &
ORGANIZATIONS (90%); LITERATURE (90%);
LIBRARIANS (90%); MEDICINE & HEALTH (69%)
Industry: LIBRARIES (99%); ELECTRONIC BOOKS (90%);
ELECTRONIC PUBLISHING (90%); LIBRARIANS (90%);
PUBLISHING (74%)
Geographic: NEW ZEALAND (79%)
Load-Date: April 24, 2020
Ebooks popular with book lovers during lockdown

Burnout in Mental Health Nurses
How to Protect This Vital Workforce
Introduction
The burnout syndrome is prevalent in every workforce
particularly in the healthcare industry.
Burnout syndrome is characterized by a state of emotional
exhaustion, depersonalization and low levels of personal
accomplishment that is experienced in the workplace (Lopez-
Lopez, et al, 2019).
Burnout among nurses are commonly a result of imbalanced
workload, lack of work-life balance and other stressors
(Edwards, et al, 2000).
In particular, mental health nurses experience unique prevalence
of burnout as compared to other healthcare nurses and staff.
In the healthcare industry, burnout and stress are among the
most common state being experienced by staff and
professionals. Apparently, the healthcare industry is one of the
most highly dynamic and complex environments. Thus, the
healthcare workforces, especially the nurses, are among the
most vulnerable to burnout and stress. According to Lopez-
Lopez, et al (2019), differences in areas of healthcare is a
significant factor in the development of burnout. In particular,
the mental health sector cares for patients with psychiatric
behaviors which makes mental health nurses more prevalent to
burnout.
2
Objectives/ Purpose of Presentation
As already introduced, mental health nurses are vital to the
effectiveness of the provision of mental health services. Since

we all agree on this conceptualization, this presentation aims to
address three objectives – (read the objectives). By the end of
this presentation, it is expected that students understand the
prevalence of burnout in the healthcare setting and be able to
determine initiatives to protect the health and wellbeing of this
vital workforce.
3
Protecting a Vital Workforce from Burnout
Understand the prevalence of burnout in mental health nurses
Determine the stressors and impact of burnout in mental health
nurses
Explore existing and/or new initiatives to protect the workforce
of mental health nurses
Relevance to Contemporary Mental Health Nursing
Burnout is one of the most researched mental health problem in
the modern world (Heinemann & Heinemann, 2017).
Burnout is one of the impacts of stress and professional
challenges among mental health nurses in the contemporary era

particularly since the emergence of globalization leading to
significant shifts in mental health sector (Foster, et al, 2019).
The prevalence of burnout among mental health nurses has
increased over the past decade due to the build-up of a highly
stressful environment in the mental health sector (Sadiku,
2016).
It is important for mental health management to include relevant
coping strategies and interventions to address burnout taking
into consideration current trends in the labour market and
changes in behaviors of mental health nurses (McTiernan, et al,
2014).
The mental health sector has undergone significant changes over
the last few decades. Prior to the emergence of globalization,
the conventional manner of working in organizations enable
employees to still achieve work-life balance because thereby
causing fewer stress and burnout. Yet, the level of burnout, not
just among mental health nurses but to all employees, has
increased significantly in the contemporary era. Therefore,
studies regarding burnout in workforces became more relevant
particularly in contemporary mental health nursing. Significant
shifts in the mental health sector are continuous which means
that it is important for mental health management to include
relevant coping strategies to address burnout taking into
consideration current trends in the labour market and changes in
behaviors of mental health nurses.
4
Relevance to Clinical Interventions in Practice
Understanding the factors that lead to burnout among nurses can
contribute to the development of effective clinical interventions
in practice.
In today’s modern world, burnout among nurses is highly
prevalent because of continuous exposure to work stress
environment resulting from poor working conditions and

prolonged stress (de Oliveira, et al, 2019).
Similarly, Pijpker, et al (2020) suggested that elimination of
stressors can enable workplace health promotion practitioners to
dealing with burnout among employees in the healthcare setting.
Having a better understanding on burnout in mental health
nurses and how to protect this vital workforce is significantly
useful in promoting interventions in clinical practice
particularly in the modern world. There are a number of studies
in literature connected to promoting effective clinical
interventions in practice but there are still gaps that need to be
filled. Findings from this study can contribute to adding to
empirical knowledge towards obtaining satisfactory
improvements in dealing with burnout in nurses through new
interventions in mental health practice.
5
Relevance to Professional Practice
The findings from this study can be useful in the development
of new interventions that are more applicable in the current
situation within the environment of professional practice.
Lorenz & Guirardello’s (2014) study found that burnout is
correlated by different variables in professional practice such as
job satisfaction, quality of work performance, work attitudes
and intent to quit jobs.
Burnout is caused by work-related stress among nurses and is
associated with psychiatric symptoms that lead to changes in
professional attitudes and behaviors (Karanikola &
Papathanassoglou, 2013).
Burnout is a topic that is relevant to professional practice in
several fields, not just in nursing. As such, there is significant
relevance between this research and related studies about
burnout and stress in the professional practice. Despite the

burnout syndrome being mostly associated with the nursing
profession, it is still considered as an important health problem
in different professional fields such as in leadership profession.
The findings from this study can be found relevant in
contributing to added knowledge on how professionals can use
their education on how to apply their knowledge of burnout in
their work and training on job engagement.
6
Relevance to Reflectiveness in Practice
Nurses have sufficient knowledge and the right perception but
there is still high prevalence of burnout (Nabadda, 2012).
Menezes, et al (2017) noted that exposure to or potential risk of
burnout syndrome can limit professional effectiveness and
learning through experience.
Research regarding burnout is abundant but relevance to
burnout prevention programmes is lacking (Alenezi, et al,
2019).
This study also has significant relevance to reflectiveness in
practice. This means that the findings from this study can raise
reflections with regards to the impact of burnout syndrome to
mental health nurses thereby allowing for the creation of
appropriate clinical interventions in alignment with differences
in behavior and characteristics. This study can aid in raising
awareness about dealing with burnout syndrome effectively
particularly in mental health practice.
7
Relevance to Broader Education in Practice
Nurse leaders play an important role in addressing burnout
syndrome among nurses as well as in improving work
conditions and motivating nurses (Mudallal, et al, 2017).
Volpe, et al (2014) noted that established literatures show the

high risk to develop burnout among mental health professionals.
There is a need to broaden studies about burnout in order to add
to new knowledge and evidence to be fitting in today’s time.
There are still a number of areas that can be explored with
relation to understanding the burnout syndrome. This topic has
relevance to several fields that can be researched further
towards advancing learning and developing new ideas and
concepts about the subject that may be more relevant in today’s
time. One of the areas that can be explored in the future is the
influence of leader empowering behaviors in reducing burnout.
Another area that can further be explored is the risk of burnout
among early career mental health professionals. There are
several other areas that can be explored relating to burnout
towards promoting broader education in practice.
8
Relevance to Mental Health Promotion in Practice
“Semantics provide opportunities for improved precision in
depicting what is ‘intervention’ and what is ‘implementation’ in
health care research” (Eldh, et al, 2017).
Current and new researches about burnout can present
opportunities in relation to mental health promotion in the
modern mental health environment.
Lack of evidence regarding underlying mental health problems
such as burnout raises questions with regard to promoting
mental health and wellbeing of healthcare staff and
professionals (Johnson, et al, 2017).
Understanding the burnout syndrome in mental health nurses
can contribute to promoting the health and wellbeing of nurses.
This can also offer findings that can prove vital to protecting
the mental health workforce. This is an important implication
for the healthcare practice because significant changes are

always happening which means that it is crucial that current
researches are carried out to broaden options towards promoting
mental health in practice.
9
Conclusion
Burnout syndrome has become highly prevalent in current
mental health practice.
Understanding burnout in mental health nurses can contribute to
the development of effective initiatives towards protecting this
vital workforce.
Burnout syndrome has negative effects on the mental health and
wellbeing not just of nurses, but of all professionals.
To deal with burnout syndrome in mental health nurses, current
clinical interventions include having easy access to support
systems, fostering an open and honest culture and promote
shifting schedules and plausible workloads among others
(Dickinson & Wright, 2013).
This presentation is aimed at providing a better understanding
of the relevance of studying burnout in mental health nurses in
different lenses of practice. Research suggests that the burnout
syndrome is now considered as among the major mental health
concerns in practice, especially in the mental health setting.
Thus, there is a need for this research so that findings can be
used to develop solutions and clinical interventions that can
reduce burnout towards protecting the mental health workforce.
10
What Have You Learned?
Why is it important to have a better understanding of burnout in
mental health nurses?
Are the existing clinical interventions for dealing with burnout
not effective in today’s modern time? Why?
How can mental health nurses be protected from experiencing

burnout syndrome?
11
References
Alenezi, A., Fallon, P. & McAndrew, S. (2019). Burning out
physical and emotional fatigue: Evaluating the effects of a
programme aimed at reducing burnout among mental health
nurses. International Journal of Mental Health Nursing, 28(5),
1-11
de Oliveira, S. M., de Alcantara Sousa, L. V., Gadelha, M. S. V.
& do Nascimento, V. B. (2019). Prevention Actions of Burnout
Syndrome in Nurses: An Integrating LiteratureReview. Clinical
Practice & Epidemiology in Mental Health, 15, 64-73
Dickinson, T. & Wright, K. M. (2013). Stress and burnout in
forensic mental health nursing: a literature review. British
Journal of Nursing, 17(2),
https://doi.org/10.12968/bjon.2008.17.2.28133
Edwards, D., Coyle, D., Burnard, P. & Fothergill, A. (2000).
Stress and Burnout in Community Mental Health Nursing: A
Review of the Literature. Journal of Psychiatric and Mental
Health Nursing, 7(1), 7-14
Eldh, A. C., DeCorby, K., Almost, J. & Gifford, W. (2017).
Clinical interventions, implementation interventions, and the
potential greyness in between -a discussion paper. BMC Health
Services Research, 17(1), 1-10
Foster, K., Roche, M., Delgado, C., Cuzzillo, C., Giandinoto, J.
& Furness, T. (2019). Resilience and mental health nursing: An
integrative review of international literature. International
Journal of Mental Health Nursing, 28, 71-85
Heinemann, L. V. & Heinemann, T. (2017). Burnout Research:
Emergence and Scientific Investigation of a Contested
Diagnosis. Sage Open, 2017, 1-12
Johnson, J., Hall, L., Berzins, K., Baker, J., Melling, K. &

Thompson, C. (2017). Mental healthcare staff wellbeing and
burnout: A narrative review of trends, causes, implications and
recommendations for future interventions. International Journal
of Mental Health Nursing, 27(1), 20-32
Karanikola, M. N. K. & Papathanassoglou, E. E. D. (2013).
Exploration of the Burnout Syndrome Occurrence Among
Mental Health Nurses in Cyprus. Archives of Psychiatric
Nursing, 27(6), 319-326
Lopez-Lopez, I. M., Gomez-Urquiza, J. L., Canadas, G. R., Dela
Fuente, E. I., Albendin-Garcia, L. and Canadas-Dela Fuente, G.
A. (2019). Prevalence of burnout in mental health nurses
andrelated factors: a systematic review and meta-analysis.
International Journal of Mental Health Nursing, 28, 1032-1041
Lorenz, V. R. & Guirardello, E. (2014). The environment of
professional practice and Burnout in nurses in primary
healthcare. Revista Latino-Americana De Enfermagem, 22(6),
926-933
Menezes, P. C. M., Alves, E. S. R., Neto, S., Davim, R. &
Guare, R. (2017). Burnout Syndrome: A Reflective Analysis.
Journal of Nursing, 11(12), 5092-5101
Mudallal, R. H., Othman, W. M. & Hassan, N. F. (2017).
Nurses’ Burnout: The Influence of Leader Empowering
Behaviors, Work Conditions, and Demographic Traits. Inquiry,
54, 1-10
Nabadda, M. (2012). Knowledge and perception toward
professional burnout among nurses caring for patients with
terminal illnesses at Hospice Africa Uganda and Uganda Cancer
Institute. Thesis, Retrieved from
https://www.researchgate.net/publication/236881072_Knowledg
e_and_perception_toward_professional_burnout_among_nurses_
caring_for_patients_with_terminal_illnesses_at_Hospice_Africa
_Uganda_and_Uganda_Cancer_Institute
Pijpker, R., Vaandrager, L., Veen, E. J. and Koelen, M. A.
(2020). Combined Interventions to Reduce Burnout Complaints
and Promote Return to Work: A Systematic Review of
Effectiveness and Mediators of Change. International Journal of

Environmental Research and Public Health, 17(55), 1-20
Sadiku, V. (2016). Strategies for Prevention: Mental Health
Nurse Burnout and Stress. European Journal of
Multidisciplinary Studies, 1(1), 361-365
Volpe, U., Luciano, M., Palumbo, C., Sampogna, G., Del
Vecchio, V. & Fiorillo, A. (2014). Risk of burnout among early
career mental health professionals. Journal of Psychiatric and
Mental Health Nursing, 21(9), 774-781
RMIT University Alistair Ross 05/04/2020 Page 1
NURS2098 ONLINE TUTORIAL PRESENTATION
FEEDBACK SHEET:
Student Name & Topic:
Criteria Possible
Mark
Actual
Mark
Section Comments:
Introduction to topic including objectives/purpose of the
presentation. 1.
1. Discusses relevance of topic to contemporary mental health
nursing.
OR
2. Discusses 1-2 pieces of literature related to the topic and to

contemporary mental health nursing.
Consider:
- Relevance to clinical interventions in practice.
- Relevance to professional practice.
- Relevance to reflectiveness in practice.
- Relevance to broader education in practice.
- Relevance to mental health promotion in practice.
8.
Utilises clear strategies to engage the tutorial group during the
Presentation.
2.
Makes effective use of handouts to support the Presentation. 1.
Makes effective of time in your Presentation. 1.
Questions and answer section of the Presentation effectively
lead /
managed.
2.
Use of creativity in the Presentation. 1.
Bibliography provided in APA format. 4.
Total 20 .
Assessors Comments:

TUTORIAL PRESENTATION MARKING RUBRIC.
Assessment
Criteria
Fail Pass Credit Distinction High Distinction
Introduction [1]
Your Introduction Recording / Slides
are illogical and disorganised. They
did not reflect the topic at all, nor did
it provided adequate detail about the
presenter or the objectives or
purpose of the presentation [0]
are reasonably well organised. They
reflected the topic however it did not
provide adequate detail about the
objectives or purpose of the
presentation [0.5]
are very welll organised. They
included the presenter details and
reflected the topic as well as provide
excellent detail regarding the

objectives or purpose of the
presentation [1]
OPTION 1:
Discusses
relevance of topic
to contemporary
mental health
nursing (8)
Your Presentation Recording / Slides
are unrealistic, unrelated and
ambiguous and does not focus
adequately on the topic. The
exploration of the topic itself is
superficial and lacks the necessary
depth and detail whilst your discussion
linking it to contemporary MH Nursing
practice is unclear, vague and
generally lacks relevance to practice.
[0-3]
are barely realistic, poorly related and
ambiguous and only focuses to a basic
standard on the topic. The exploration
of the topic itself is superficial and
contains the minimum necessary
generally has only limited relevance to
practice. [4]
are reasonably realistic, relating well

to the topic and include a good
standard of detail on the topic. The
exploration of the topic itself is sound
and contains a good level of depth and
detail whilst your discussion linking it
to contemporary MH Nursing practice
is well considered and has reasonable
relevance to practice. [5]
are highly realistic, relating very well
to the topic and include a very good
standard of detail on the topic. The
exploration of the topic itself is well
constructed and contains a very good
level of depth and complexity whilst
your discussion linking it to
contemporary MH Nursing practice is
very well done with a high level of
are exceptionally realistic and
accurate, relating very well to the topic
and include an excellent standard of
detail. The exploration of the topic
itself is extremely well constructed and
contains an outstanding level of depth
and complexity whilst your discussion
practice is outstanding with a high
level of relevance to practice. [7-8]
OR Your Presentation Recording / Slides
are unrealistic, unrelated and
ambiguous and does not focus

adequately on your chosen 1-2 pieces
of literature as they relate to the topic.
The exploration of the literature itself
is superficial and lacks the necessary
generally lacks relevance to practice.
[0-3]
are barely realistic, poorly related and
ambiguous and only focuses to a basic
standard on your chosen 1-2 pieces of
literature as they relate to the topic.
is superficial and contains the
minimum necessary depth and detail
whilst your discussion linking it to
unclear, vague and generally has only
limited relevance to practice. [4]
are reasonably realistic, relating well
to the topic and focuses to a good
standard of detail on your chosen 1-2
pieces of literature as they relate to the
topic. The exploration of the literature
itself is sound and contains a good
level of depth and detail whilst your
discussion linking it to contemporary
MH Nursing practice is well
considered and has reasonable

are highly realistic, relating very well
to the topic and focuses to a very good
standard of detail on your chosen 1-2
topic.. The exploration of the literature
itself is well constructed and contains a
very good level of depth and detail
are exceptionally realistic and
accurate, relating very well to the topic
and focuses to an excellent standard of
detail your chosen 1-2 pieces of
literature as they relate to the topic.
is extremely well constructed and
and detail whilst your discussion
level of relevance to practice. [7-8]
OPTION 2:
Discusses
relevance of 1-2
pieces of
literature to
contemporary
mental health
nursing (8)

Utilises clear
strategies to
engage the
tutorial group [2]
Presentation content mostly read out
verbatim from the Slides with little or
no attempt to engage the tutorial
group through ablid commentary or
discussion around visual elements
during the Video Presentation. No
significant attempt at strategies to
promote audience engagement
evident during the presentation. [0-
0.5].
Large sections of the Presentation
content read out verbatim from the
Slides with minimal attempt to engage
the tutorial group through ablid
commentary or discussion around
visual elements during the
presentation. Limited attempt at
strategies to promote audience
engagement evident during the
presentation. [1].
deliverd in the form of short sections
of content read out from slides with
significant ablid commentary or
discussion around visual elements
evident during the presentation. Very
good attempt at strategies to promote
audience engagement evident

throughout the presentation. [1.5].
Overwhelming majority of the
Presentation deliverd in the form of
short sections of content read out
from slides with significant adlib
verbal expansion and discussion
supported by extensive attempts to
engage the tutorial group evident
during the presentation. Excellent use
of strategies to promote audience
engagement evident during the
presentation. [2].
Makes effective
use of handouts
to support the
Presentation: [1]
No handouts provided in support of
the Presentation. [0]
Basic quality Slides provided with text
only in support of the presentation.
This may include generic information
relevant to the topic obtained from
external sources (i.e. information
flyers). Limited reference to the Slides
during your presentation to support
your discussion. [0.5]

Excellent quality Slides provided in
support of the presentation. This will
include information relevant to the
topic obtained from external sources
and combined into a handout specific
to your presentation topic supported
with Images / Diagrams. Extensive
references to the Slides during your
presentation to support your
discussion. [1]
Makes effective of
time in your
Presentation. [1]
Presentation section less than 5
minutes duration. [0.5]
Presentation section 5-9 minutes
duration. [0.5]
Presentation section 9-10 minutes
duration. [1]
Questions and
answer section of
the Presentation
effectively lead /
managed [2]
No Questions provided for the online
Q&A activity resulting in no
meaningful Online discussion relating

to the topic. [0]
Only Two basic questions presented
that are adapt reasonably well to
writing 50 words on, resulting in
reasonable responses / discussion
relating to the topic. [1]
2 well considered questions with
some reflectiive questions / summary
points integrated through the
presentation (on slides and in
discussion) resulting in detailed
responses to the questions. [1.5]
2 oputstanding questions with
enegaging & reflectiive questions /
summary points integrated through
the presentation (on slides and in
discussion) resulting in robust
meaningful responses to the
questions. [2]
Use of creativity
in the
Presentation [1]:
Video Presentation delivered in a
didactic type video presentation style
with no evidence of creativity
(beyond basic strategies to engage the
tutorial group as listed above) noted
during the presentation. [0]
Video Presentation primarily
delivered in a didactic type style with

some evidence of / attempt at
creativity (beyond basic strategies to
engage the tutorial group as listed
above) noted during the presentation.
[0.5]
Video Presentation delivered in a
creative and imaginative style (well
beyond basic strategies to engage the
tutorial group as listed above) with
substantial creativity / creative
elements evident. [1]
Bibliography
provided in APA
format [4]:
Very poor standard of referencing.
Consistent errors in APA referencing
style / format.
Inadequate use of literature to
support your presentation.
Bibliography not provided as part of
your notes for the Tutor to access /
read to presenting. [0-1]
You have provided the minimum level
of literature required to support your
presentation.
Some errors in APA referencing style
/ format.
Bibliography provided as part of your
notes for the Tutor to access / read to
presenting prior to viewing your
Presentation. [2]

You have provided a sound level of
literature required to support your
presentation.
Good poor standard of referencing
overall.
Presentation. [2.5]
You have provided a good level of
presentation.
Very good poor standard of
referencing overall.
Presentation. [3]
You have provided an excellent of
literature beyond what was required
to support your presentation.
Excellent standard of referencing
overall.
Presentation. [4]
NURS2098 Complex Mental Health

& Recovery
Semester 1 of 2020
RMIT University Alistair Ross 19/03/2020
Page 1
Complex Mental Health & Recovery
TUTORIAL PRESENTATION INFORMATION:
are required to deliver a presentation to
the class on One of the following:
o [i] A discussion on the relevance of your topic
for Mental Health Nursing.
o [ii]A shortcritique of the most useful 1‐2 pieces
of literature used in your
research [this again must relate to contemporary
Mental Health Nursing].
Topics will be chosen in your Week
1 tutorial class; therewill be no
class in Week 2 and then presentations will
commence in Week 3 of semester. If
you do not attend the Week 1 class a topic
will be chosen for you by the Course
Coordinator (students on clinical will be allowed to
select a proxy to choose their
topicin Week 1).

note that you need to develop and present
your information in a manner
that is engaging and interesting to the class.
reading out largesections of pre‐written
notes without regular adlib
commentary or discussion is not acceptable
and will result in a lower grade being
awarded as you have not fulfilled the core requirements
of the assessment.
presentation will need to run for 10 minutes
plus an additional 5 minutes
allocated for question and answer time [total 15
minutes].
will need to have a plan to lead the
question time section of the presentation
as this will be included as part of your grade.
a clear presentation plan / dot points.
signposts & information provided by
Presentation Marking Guide / Rubric.
tips for effective presenting skills
online (there are a lot!).

& Recovery
Semester 1 of 2020
Page 2
/ Computer Projector will not be
available to use in your presentation.
creative; if unsure about the suitabilityof
an idea for your presentation please
email your tutor regarding your ideasto discuss this
further.
must provide a Bibliography (in APA 6th
edition format) to your Tutor before
commencing your presentation.
o This is a bibliography so you can include
anything you read in
preparing your presentation (which is more than what
you might
expect to see cited in a reference list).

o Do not include reference to the NURS2098 lecture
notes or to
Wikipedia: thesewill NOT be considered.
o You need to use contemporary literature (last 5‐7
years) from journals,
books and Government web pages that is
relevant and trustworthy.
o If you do not present the list to your Tutor
before commencing your
presentation you will receive 0/4 for this section
and the rest of your
presentation will be marked down as you have
not supported your
work with an evidence base.
o Any list that is not in APA 6th edition format
will score a maximum of
1/4.
& Recovery
Semester 1 of 2020
Page 3
TUTORIAL PRESENTATION Feedback Sheet

Criteria Possible
Mark
Actual
Mark
Introduction to topicincluding objectives/purpose of
the presentation. 1.
1. Discusses relevance of topicto contemporary mental
health nursing.
OR
2. Discusses 1‐2 pieces of literature related to
the topicand to
contemporary mental health nursing.
Consider:
‐ Relevance to clinical interventions in practice.
‐ Relevance to professional practice.
‐ Relevance to reflectiveness in practice.
‐ Relevance to broader education in practice.
‐ Relevance to mental health promotionin
practice.
8.
Utilises clear strategies to engage the tutorial group
during the
Presentation.
2.
Makes effective use of handouts to support the
Presentation. 1.
Makes effective of time in your Presentation. 1.

Questions and answer section of the Presentation
effectively lead /
managed.
2.
Use of creativity in the Presentation. 1.
Bibliography provided in APA format. 4
Total 20 marks
Total Marks Total / 20
Assessors Comments:
_____________________________________________________
_____________________________________________________
________
_____________________________________________________
_____________________________________________________
________
_____________________________________________________
_____________________________________________________
________
_____________________________________________________
_____________________________________________________
________
_____________________________________________________
_____________________________________________________
________
& Recovery

Semester 1 of 2020
Page 4
TUTORIAL PRESENTATION MARKING RUBRIC.
Assessment
Criteria
Fail Pass Credit Distinction High Distinction
Introduction [1]
YourIntroduction was illogical and
disorganised. It did not reflect the
topicat all, nor did it provided
adequate detail about the presenter
or the objectives or purpose of the
presentation [0]
YourIntroduction was reasonably
well organised. It reflected the topic
however it did not provide adequate
detail about the objectives or purpose
of the presentation [0.5]
Your Introduction was very welll
organised. It included the presenter
details and reflected the topicas well
as provide excellent detail regarding
the objectives or purpose of the
presentation [1]

OPTION 1:
Discusses
relevance of topic
to contemporary
mental health
nursing (8)
Yourpresentation is unrealistic,
unrelated and ambiguous and does not
focus adequately on the topic. The
exploration of the topicitselfis
superficial and lacksthe necessary
generally lacksrelevance to practice.
[0‐3]
Yourpresentation is barely realistic,
poorly related and ambiguous and only
focuses to a basicstandard on the
topic. The exploration of the topicitself
is superficial and contains the
minimum necessary depth and detail
unclear, vague and generally has only
limited relevance to practice. [4]
Yourpresentation is reasonably
realistic, relating well to the topicand
focuses to a good standard of detail on
the topic. The exploration of the topic
itselfis sound and contains a good
level of depth and detail whilst your

MH Nursing practice is well
considered and has reasonable
Yourpresentation is highly realistic,
relating very well to the topicand
focuses to a very good standard of
detail on the topic. The exploration of
the topicitselfis well constructed and
contains a very good level of depth and
detail whilst your discussion linking it
to contemporary MH Nursing practice
is very well done with a high level of
Yourpresentation is exceptionally
realistic and accurate, relating very
well to the topicand provides an
excellent standard of detail. The
exploration of the topicitselfis
extremely well constructed and
and detail whilst your discussion
level of relevance to practice. [7‐8]
OR Your presentation is unrealistic, unrelated
and ambiguous and does not
focus adequately on your chosen 1‐2
topic. The exploration of the literature
itselfis superficial and lacksthe
necessary depth and detail whilst your
MH Nursing practice is unclear, vague

and generally lacksrelevance to
practice. [0‐3]
Yourpresentation is barely realistic,
poorly related and ambiguous and only
focuses to a basicstandard on your
chosen 1‐2 pieces of literature as they
relate to the topic. The exploration of
the literature itselfis superficial and
contains the minimum necessary
generally has only limited relevance to
practice. [4]
Yourpresentation is reasonably
realistic, relating well to the topicand
focuses to a good standard of detail on
your chosen 1‐2 pieces of literature as
they relate to the topic. The
exploration of the literature itselfis
sound and contains a good level of
practice is well considered and has
reasonable relevance to practice. [5]
Yourpresentation is highly realistic,
relating very well to the topicand
focuses to a very good standard of
detail on your chosen 1‐2 pieces of
literature as they relate to the topic..
is well constructed and contains a very
good level of depth and detail whilst

your discussion linking it to
Yourpresentation is exceptionally
realistic and accurate, relating very
well to the topicand focuses to an
excellent standard of detail your
chosen 1‐2 pieces of literature as they
relate to the topic. The exploration of
the literature itselfis extremely well
constructed and contains an
outstanding level of depth and detail
outstanding with a high level of
relevance to practice. [7‐8]
OPTION 2:
Discusses
relevance of 1‐2
pieces of
literature to
contemporary
mental health
nursing (8)
Utilises clear
strategies to
Presentation mostly read out
verbatim from notes with little or no
attempt to engage the tutorial group

read out verbatim from notes with
minimal attempt to engage the
Large sections of the Presentation deliverd in
the form of shortsections
read out from cue cards with
Overwhelming majority of the
Presentation deliverd in the form of
shortsections read out from cue cards
& Recovery
Semester 1 of 2020
Page 5
engage the
tutorial group [2]
evident during the presentation. No
significant interactivity evident
between the Presenter and the
Tutorial group members. [0‐0.5]
tutorial group (i.e. examples of this
may include asking the group
questions / facilitating group
discussion / using visual or or proprs

/ using clinical exelplars etc) evident
during the presentation. Limited
interactivity evident between the
Presenter and the Tutorial group. [1]
significant adlibverbal expansion and
discussion supported by strong
attempts to engage the tutorial group
(i.e. examples of this may include
asking the group questions /
facilitating group discussion / using
visual or or proprs / using clinical
exelplars etc) evident during the
presentation. Very good interactivity
evident between the Presenter and
the Tutorial group. [1.5]
with significant adlibverbal
expansion and discussion supported
by extensive attempts to engage the
tutorial group (i.e. examples of this
may include asking the group
questions / facilitating group
discussion / using visual or or proprs
/ using clinical exelplars etc) evident
during the presentation. Excellent
interactivity evident between the
Presenter and the Tutorial group. [2]
Makes effective
use of handouts
to support the
Presentation: [2]
No handouts provided in support of

the Presentation. [0]
Basic quality handouts provided in
support of the presentation. This may
include generic information relevant
to the topicobtained from external
sources (i.e. information flyers).
Limited use of the handouts during
your presentation to support your
discussion. [1]
Very good quality handouts provided
in support of the presentation. This
will include information relevant to
the topicobtained from external
sources and combined into a handout
specific to your presentation topic.
Consistent use of the handouts during
discussion. [1.5]
Excellent quality handouts provided
in support of the presentation. This
will include information relevant to
the topicobtained from external
sources and combined into a handout
specific to your presentation topic.
Extensive use of the handouts during
discussion. [2]
Makes effective of
time in your
Presentation. [2]

Presentation section less than 5
minutes duration / Q&A section less
than 2.5 minutes duration. [0.5]
Presentation section 5‐7 minutes
duration / Q&A section 2.5‐3 minutes
duration. [1]
Presentation section 7‐9 minutes
duration / Q&A section 3‐4 minutes
duration. [1.5]
Presentation section 9+ minutes
duration / Q&A section 4+ minutes
duration. [2]
Questions and
answer section of
the Presentation
effectively lead /
managed [2]
No plan / structure utilised for the
Q&A section resulting in no
meaningful discussion relating to the
topic. [0]
Poorly prepared plan / structure
utilised for the Q&A section (simply
asking the Tute group if they have any
questions would be an example of
this) resulting in very little
meaningful discussion relating to the
topic. [1]

Reasonably well prepared plan /
structure utilised for the Q&A section
(such as asking the Tute group
specific, well considered questions to
facilitate discussion) resulting in
robust meaningful discussion relating
to the topic. [1.5]
Very well prepared plan / structure
utilised for the Q&A section (such as
asking the Tute group specific, well
considered questions / running
quizzes etc. to facilitate discussion)
resulting in robust meaningful
discussion relating to the topic. [2]
Use of creativity
in the
Presentation [1]:
Presentation delivered in a didactic
type style with no evidence of
creativity (beyond basicstrategies to
engage the tutorial group as listed
above) noted during the presentation.
[0]
Presentation primarily delivered in a
didactic type style with some
evidence of creativity (beyond basic
strategies to engage the tutorial group
as listed above) noted during the
presentation. [0.5]
Presentation primarily delivered in a
creative and imaginative style (well

beyond basicstrategies to engage the
tutorial group as listed above). [1]
Bibliography
provided in APA
format [4]:
Very poor standard of referencing.
Consistent errors in APA referencing
style / format.
Inadequate use of literature to
support your presentation.
You have provided the minimum level
of literature required to support your
presentation.
Some errors in APA referencing style
/ format.
You have provided a sound level of
presentation.
Good poor standard of referencing
overall.
You have provided a good level of
presentation.
Very good poor standard of
referencing overall.
You have provided an excellent of
literature beyond what was required
to support your presentation.
Excellent standard of referencing
overall.

& Recovery
Semester 1 of 2020
Page 6
Bibliography not provided prior to
presenting. [0‐1]
Bibliography provided prior to
presenting. [2]
presenting. [2.5]
presenting. [3]
presenting. [4]

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