How to write a Nursing PowerPoint Presentation

Trust nursingbuddie.com to deliver exceptional Nursing PowerPoint presentations that meet and exceed your expectations. Our team comprises skilled writers and editors with a solid understanding of nursing concepts, theories, and practices.

They are dedicated to conducting thorough research to support the content of your presentation. Our experts customise the presentation to suit your requirements and audience, ensuring it is engaging, informative, and easy to understand.

At nursingbuddie.com, we pride ourselves on our attention to detail, excellent communication, and writing skills. Our team can proofread and edit your presentation to ensure it is of the highest quality, error-free, and accurately represents your ideas and concepts.

We understand the importance of meeting deadlines in nursing, and our team is reliable and committed to delivering your presentation within the required time.

 

Expertise in Nursing PowerPoint Design and Layout

In addition to having subject matter expertise, our writers and editors are skilled in Nursing PowerPoint presentation design and layout. They have an eye for detail, are proficient in using multimedia and visual aids to enhance the presentation, and can create a cohesive and well-organized presentation that effectively communicates the key messages.

 

Rigorous Editing and Quality Assurance

Choosing nursingbuddie.com means opting for a service with a rigorous editing and quality assurance process. Our editors have a keen eye for grammatical errors, typos, and other mistakes, ensuring that the presentation is error-free, well-structured, and meets all the assignment requirements.

Nursing PowerPoint Presentation Writing

Nurses are often expected to make presentations, with some class assignments requiring nursing PowerPoint presentations. Writing nursing PowerPoint presentations involves mastery of the art of making nursing PowerPoint presentations in terms of language, content, and visuals.

At nursingbuddie.com, we prepare professional nursing PowerPoint presentations that meet your expectations and those of your lecturer or audience. Additionally, we ensure that the presentations have the correct content per the instructor’s instructions, are well-referenced, and are plagiarism-free. Whenever you need nursing PowerPoint presentation writing services, trust us for the best job.

How to Present Your Nursing PowerPoint Presentation

Nursing PowerPoint Presentation Tips for a University Assessment

Tip 1: Stick to the task/brief set.

Nursing PowerPoint presentations aim to support nurses’ career development in some way.

Step 1: Check with the Module Lead to Clarify what is expected

The first essential tip is that you need to keep to the task and the brief set, and a classic mistake is that a student misinterprets the assessment. It could be as simple as one word that leads them down the wrong path, and you risk losing marks by not doing what is being asked or even failing the assignment.

So, before you start planning, check your module handbook; there should be clear guidance for the presentation assessment, and if you’re confused, don’t hesitate to check with the module lead early on to clarify what’s expected. Do this before you start so that you’re not wasting time going off on a tangent, and then you’ve created this fantastic presentation, but it’s not with the right area and focus.

Step 2: Check the Marking Grid

Another critical tip is to check the marking grid. This is what you’re going to be marked on. It’s important because you can see exactly where the marker is.

What the Marker is looking for is where they’re going to allocate marks and percentages and how it’s spread out across the assessment grid so that you might have specific headings, such as organisation into the immigration of evidence engagement with the audience different universities have got different marking grids, and you can see which sections of the marking grid are giving you most of your marks.

Many students think they will be marked poorly if they’re very nervous and stuttering over words. We all do it when we’re anxious; usually, that’s not the case. You may know a large percentage of marks linked to the content and the integration of your evidence.

For example, your critical analysis is usually a good chunk of marks. So, if there’s no reason why, even if you’re very nervous, you don’t feel you’re a confident speaker and can only gain a few marks in a presentation.

Step 3: Clear Aim, Objective(s), or learning Outcome(s) related to your Presentation

Part of keeping to the task and the brief set includes understanding keywords and the turns linked to the topic area of the assessment. So, reflecting on those keywords, terms, or statements related to the presentation assessment is helpful.

Do you know what the words and the terms mean? What do you have to do as part of this assessment? So, for example, do you know what evaluation means, a service improvement plan, or a quality improvement project?

It all depends on what presentation you’re given. It’s not just the title. You also need to understand key Healthcare terms related to the topic and how they relate to your presentation if you have to present.

I need to find a proposal for a change in practice; for example, you’ll need to understand how this links to change management models and the different tools and models. Potentially check with the module lead and tutors.

If you need to provide a teaching or a lesson plan as part of your presentation assessment, you’ll need a precise aim, objective or learning outcomes related to your presentation.

You can read our article on how to write aims, objectives, learning outcomes, and smart goals that you might find helpful. So, we have some articles if you need to devise aim objectives and learning outcomes, as I said, but also if you need clarification on what certain

words mean.

We have articles on terms linked to risk management quality improvement service evaluation, and I’ve summarised some keywords and terms in these areas.

I’ve also got a range of articles on leadership quality improvement, advanced practice, and education if you have any of those topics for future assignments.

Tip 2: Provide a Clear Structure

There usually needs to be clear evidence that you have used a clear structure in your presentation. You aim to demonstrate your organisational skills systematically and show off your time management skills using this clear structure.

So, similar to any assignment, you should make the structure of your presentation clear, for example, using a simple introduction and then a main body, and then you’ve got your conclusion.

In your introduction, you state your aims and objectives, link to the assessment, set the scene, and state what you will do. You may just State aims and objectives verbally or write them on an introductory nursing PowerPoint slide. It depends on how you’re doing your presentation.

In the main body, you can spend the most amount of time systematically covering the topic. Thinking about how you want your main section to flow would be best.

Do you want to start with a creative quiz, present some statistics and background information, and then analyse the main topic? It depends on your presentation; this is where you can get advice from your tutors. That’s what they’re there for.

Finally, summarise what you’ve achieved and cover it in a concluding slide. Your conclusion could summarise what you found, and leaving the audience with the final thoughts for the future is promising.

Check the structure that your universities have asked you to use because they will often guide the structure in module handbooks, and different units sometimes have different structures. Think about your presentation method.

Many students use nursing PowerPoint, and it’s very popular with students, but posters or group work you know may be suitable as well; depending on your topic, it can work very well, but spend time thinking about what would work with your tutors and discuss before you decide which method you’re going to use.

It would be best to keep to the time allocated for holding to the structure. Sometimes, people assessing presentations will have an alarm or a little clock that goes off, and they’ll be marks allocated relating to your keeping to time and your organisational skills; by practising your presentation, you can gauge what you need to cut out or what you might need to add. You can time it before you go into that assessment.

Do you need to summarise references and signposts in those slides rather than read out large chunks of text, for example? If the marking grid has given you a large percentage of marks for critical analysis, then you don’t need large amounts of description, and it’s optional.

You can signpost, and it’s the analysis that’s important. Summarising and signpost background literature helps reduce your words in slides as well. So, if, for example, you wanted to present an overview of national standards or laws like nursing Midwifery Council standards of proficiency for registered nurses, you would need to show all seven platforms.

You might bullet the platforms, but have a link to the Nursing and Midwifery Council (NMC) website that your audience can read later or have a handout with more information.

Your analysis might be about critiquing the proficiencies, what works, what needs to improve, how these proficiencies relate to your talk, and how you’re integrating the evidence into your talk. That’s where you could decrease the number of descriptions.

Tip 3: Check your check your presentation for mistakes before you present

You don’t want to lose marks unnecessarily for errors, as the presentations are marked to the same standard as an essay. Check for spelling, grammatical errors or referencing errors before you present. Don’t squeeze too much font into a nursing PowerPoint or Prezi

slide PowerPoint.

For example, the minimum font size they recommend is 24 points, but always check the module presentation guidance and what that states. Usually, for nursing PowerPoint, six to eight lines per slide are recommended, so you need to summarise key points. For example, you could use bullets, a visual image, or a quote to make a point, and you can use notes to discuss your pointers on your slides.

You shouldn’t have loads of massive chunks of small writing on slides and reading out vast amounts of text from slides because your audience can’t see it.

I recommend using prompt cards so you have notes to read from so you don’t forget there’s nothing wrong with that. For example, I use these little lined cards, and then I hole punch.

As you can see, I hole punch and then put a little string through, so if I was reading one slide. For example, as a student, I might turn my page over, and I’m not losing and dropping lots of papers on the floor, so it’s perfectly acceptable to have some notes in front of you of your key points.

If you have lots of Wads of paper and it drops on the floor, you can completely lose your thread. Another tip is to know what you can do when you’ve read out sentences here, and I used to do it a lot when I first started teaching.

I put a red dot at the end of a sentence or a paragraph, and I would consciously look up at the audience because I tended to talk very fast. And some of the feedback I got on teaching courses.

This was a tip I was given, so if you’re not talking too much or forget to look at your audience. It’s helpful to have that little red dot, and then also you can take a breath and take your time. It slows you down and looks up at your audience.

I know that if you do speech and drama lessons, for example, they teach you how important it is to engage and look up at your audience, so I would say putting the red dots on here helps so you don’t forget, especially if you’re very nervous.

Very few people are natural orators and presenters. Often, they’ve done teaching

courses that feature drama. Many nurse leaders and presenters will use teleprompters. For example, in conferences, it can be challenging to tell you to know on TikTok, for instance, or on Instagram, they’ve got prompts and scripts in front of them with these teleprompters.

It takes years to hone those presentation skills, but some techniques help, and as with anything, the more you practice, the better you’ll get. If you prepare, it’ll be easier on the day of your presentation.

I was awful when I first started my teaching certificate. I was teaching at the bedside, and only through practice did I develop my confidence to teach in groups and lectures at the University.

I made those mistakes, seeing what worked for me and what didn’t. Teaching courses are beneficial in developing this critical transferable skill, and it is a crucial skill that is unique to present to groups of people if you think about it.

Handover is presenting to others in a multi-disciplinary meeting, a case meeting, or a reward meeting you’re presenting to others. You need to get your point across, and if you go for future posts as well, many interviews now are asking for presentations from, say, a band Six onwards because those posts are competitive.

Hence, it’s an excellent skill to develop, and getting a teaching certificate or a postgraduate diploma in teaching is beneficial for your long-term career.

Tip 4: Integrate the evidence-base

The evidence base includes analysis synthesis evidence in your presentation according to your module handbook and the assessment criteria, so constantly review those criteria in your marking criteria.

Is the presentation explicitly asking you to critique a tool or present a proposal according to specific guidance, or is it up to you to find a more open topic? So, it depends on that assessment.

When reviewing the literature, you would do that as in the assignment and then pick out essential evidence standards or research to present. So is this topic linked to National NHS or health and safety standards?

Is it related to legislation or Professional NMC Standards, for example? Do you need to place the topic in context as a whole link to an up-to-date literature review or user personal reflection again? It depends on your topic; your model leads and presentation guidance should guide you.

My essential tip for presentations is to be selective when presenting the literature and that the evidence underpinning your presentation is the quality of evidence and research and literature rather than the quantity. It’s good to focus on widely referenced seminal literature and choose those critical research studies to present the same as you would in an assignment.

If there’s been a recent literature review in this area or a concept analysis. It is a widely referenced tool, so if you were looking at quality improvement, the PDSA cycles are widely referenced and often used for quality improvement.

Compare and contrast literature studies or models depending on your topic. Justify the literature chosen, the tool Chosen, and the national guidance, which are always good because they are easy to justify if there needs to be more literature or research in an area. You can state that there’s a gap and conclude the need for more research.

It would be best to analyse the same as you would in assignments critically, so you’d see a section on your marking grid, usually on analysis of literature or reference literature used.

Hence, you need to give that analysis as pointers in your talk and the references should be on the slides and have a reference list. Some universities will ask to separate the reference list because reading references on a slide takes work.

After all, the narrative can be pretty small, but if you’re talking about a PDSA tool, for example, a quality improvement tool, you would, or I don’t know the four pillars of advanced practice, you should have a reference. So, for the four pillars of advanced practice, you might have kin Kim Manley’s seminal work on the four pillars of advanced practice.

We have an article on the four pillars of advanced practice without referencing. If you need it, you should put the author and the year at the bottom to get marks for integrating references into your slides. You don’t just have lots of slides with no references at all on them.

Tip 5: Try to be creative and engage with the audience.

So, tip 5: try to be creative and engage with your audience to make your presentation stand out for it to be engaging. There are usually marks for engaging with your audience and creativity.

You could start your present presentation. For example, you are presenting some interesting statistics to begin to set the scene.

Did you know that 50 of whatever or which of these national statistics or percentages you think is correct? If so, throw a question out to your audience. You don’t always have to answer immediately to have this two-way conversation.

You can use quizzes to present a case study or use a personal reflection to set the context of a topic. It captures the audience’s attention and allows them to give their view, so if you talk briefly about your experience.

Then you can say that, as anyone else experiences this, you need to get a bit of a discussion going. Also, you can engage audiences by making them do something, so setting a task for them, you might get them to use some flip chart paper to make some game up, or you may want to use other visual or auditory aides can data National statistics also be presented as a visual chart.

For example, can evidence-based results or study results be represented by an image? What’s your core message? There is so much out there nowadays with podcasts.

You’ve got the internet too and might use a photo image to be pretty creative, but you must always adhere to copyright and review your University’s guidance and rules on that. There might be a limit to how long you can present an extract of a video.

For example, or a bit of a podcast for example so you might have a limit of one minute for your presentation. Another way is to use practical group exercises to increase insight and awareness, increasing learner engagement.

I remember a student many years ago asking the other students to breathe through a straw, for it was about two or three minutes, and as long as they could tolerate it, they didn’t want anyone fainting.

This was to give them the feeling of somebody whose respiratory system was compromised, for example, through asthma or chronic obstructive airway disease. One of the learner’s objectives was to increase their insight and awareness of how it feels for patients who can’t get hold of their inhalers, for example.

She achieved that creatively through this group exercise exercise, so keep practical exercises simple. If you see people on TV doing demonstrations, they’re often straightforward in getting the point across. Still, seeing those in presentations is pretty interesting, meaning you’ll get more marks for creativity.

Tip 6: prepare and practice well in advance

I’ve been a modular lead and marked assignments and presentations. I know how nerve-wracking and difficult presentations are for students, but please don’t think that because you’re not a natural presenter, you cannot pass and do well in a presentation.

I’ve given you lots of tips, and the earlier you start seeking support from your module leads to ensure you’re on the right lines, the easier it will be. The best way to overcome nerves is to prepare well and practice speaking out loud.

Think creatively: So, the focus is only sometimes on you making one of your peers read out a quote. For example, feedback on a group exercise doesn’t always have to be you talking if you use visual aids; it again takes the onus off you.

It depends on the brief, what’s linked to your presentation, and how long you have. You might not have enough time to present a group exercise if it’s a short presentation, but by practising, you make all those stutters and mistakes before your presentation.

It helps on the day, and you can see the presentation works to time, and you know, practising out loud several times beforehand helps you be familiar with what you’re presenting.

As I said, use prompting notes in case you lose your thread. You might not need them. You might be very good at remembering. I couldn’t do a presentation without some prompting, but they’re there if you need to refer to them.

Do not worry if things don’t go according to plan; it happens to everybody. Have a glass of water near you in case your mouth goes dry and if you’re feeling excessively nervous and it’s starting to affect your mental health.

Please seek support from module leads and the university. You might be able to present just to your tutors rather than to your peers, but you have to inform your module leads and go through a specific process but where possible, with that practice, you know it will help calm those nerves.

Tip 7: Leave the audience with a final thought

It’s nice to leave the audience with a final thought at the end of a presentation or any talk, so use a punch line or a quote after a conclusion.

It could be a visual aid, a photo, an audio, or a final question or sentence to leave your audience thinking about your topic and the future.

This is my final thought at the end of my this article, for you all always ask if you are struggling with your presentation, and that’s my final thought. You have to think about what you might use for your final thoughts.

I wish you all well with your presentations, and I hope some tips I’ve given will help.