And contextualises and profiles the scope

FACULTY OF HEALTH SCIENCES
School of NURSING, MIDWIFERY AND PARAMEDICINE
NATIONAL
SEMESTER 2, 2022
NRSG266: PRINCIPLES OF NURSING: CONTEXTS OF AGEING UNIT OUTLINE

This material has been reproduced and communicated to you by or on behalf of

Campus	LIC	Email	Telephone
Ballarat
	Emily Weston	Emily.Weston@acu.edu.au
			(07) 3623 7535
Canberra
	Coral Bayley (NLIC)	Coral.Bayley@acu.edu.au
			(02) 9465 9121

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Mode: This unit is offered in mixed mode format. This means the content will be delivered via online lectures and activities, resource sessions, self-directed study material and either online tutorials via Zoom or face to face tutorials held on campus.

Attendance pattern: Students will be provided with access to online Lectures, and self-directed learning modules. It has been planned for some campuses to offer students a choice of either face to face or virtual tutorials for this unit. Once chosen, students must stay in their allocated tutorial for the whole semester – movement between modes cannot be accommodated. However, in circumstances where directives regarding COVID restrictions impact students' ability to attend campus, your class will be provided as a virtual tutorial via Zoom. Face-to-Face tutorials will resume on campus when it is deemed safe to do so. The campus tiles will provide links to access Zoom tutorials.

LEARNING OUTCOMES

On successful completion of this unit, students should be able to:

GA1 GA3 GA4 GA5 GA8 GA9

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o Impact of demographics on older adults, their family, community and health care

• •	
	

o Definition
o Strategies

• Theoretical approaches to ageing
o Biological and physiological ageing

o Psychological aspects of ageing

 

•

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o Respite services
o Acute and subacute care services
o Residential aged care facilities

• National Medicines Policy - Quality Use of Medicines

• Polypharmacy
o Evidence-based nursing strategies to promote medication safety

• Legal and ethical issues across a continuum of care settings o Autonomy and rights
o Advance care planning
o Advance care directives
o Facilitating decisions about care
o Transition to residential care
o Elder abuse and neglect

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Modes of delivery in this unit include lectures, tutorials (either online or face to face), online activities and self-directed study. Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers.

Students at university need to operate effectively as self-sufficient learners who drive their own learning and access the learning supports they require. To guide students in their learning, feedback is required to identify what is being done well, what requires additional work and to identify progress toward required learning outcomes. Located in the second year of the programme, this theory unit includes moderate face-to-face teaching hours and an increasing online component of learning to build life-long learning skills. Lectures are utilised to convey content and its central principles while tutorials deliver interactive and student driven learning sessions which require an increasing reliance on students to extend their community of learners and increase self-reliance. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to independent study and life-long learning.

SCHEDULE

For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule. The learning and teaching schedule for this unit may vary depending on the campus at which you are enrolled. Please refer to your campus tile within the national NRSG266 LEO site for a breakdown of study weeks and campus based resource sessions.

Public Holidays falling in Semester 2, 2022

ACT: Monday 3/10/2022 (Labour Day)

Attendance records of tutorial classes are maintained with a minimum of 80% attendance expected.

Reasons why attendance is required

A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes.

This unit has three assessment items. Assessment task one is a narrated e poster designed to facilitate an understanding around healthy ageing and a consumer‟s perspective. Assessment task two is an essay designed to engage students with the application of theory into practice and how this needs to be flexible to meet the needs of the person requiring health care assistance. The third assessment task is a case study designed to ensure a sound knowledge base, synthesis of knowledge to the given scenario.

ELECTRONIC SUBMISSION, MARKING AND RETURN

Electronic submission, marking and return is being used for this unit. Assessment tasks will be submitted and marked via LEO.

				Graduate attributes assessed
Assessment Task 1 Written Assignment.	2pm on Wednesday August 17th,2022	40%	LO1, LO2
			LO1, LO3, LO5.	GA1,GA4, GA5, GA9
	2pm on Wednesday October 19th, 2022

FOR ALL ASSIGNMENTS

Please include the word count of your assignment on the front page of your assignment or in a header as appropriate. Please note that in-text citations and headings are included in the word count whilst the reference list is not included in the word count. Words that are more than 10% over the word count will not be marked. Please see further information in the section below titled „Word Count‟.

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ASSESSMENT 2 - Narrated e-poster presentation (group assessment)

Return of assignment:

Assessment criteria:

LO1, LO3, LO5

The submission must include 2 items. 1. A completed ACU Group Assignment Cover Sheet containing each group members name and Student ID. 2. The narrated E poster presentation. The assessment is to be submitted to the Assessment 2 campus drop box located in NRSG266 LEO Assessment tile. The group will nominate one member of the group to submit the task. One submission only per group. Do not submit multiple copies of the task.

This assessment is an opportunity for students to demonstrate a breadth of understanding relating to care of older people in Australia. In addition, students will apply knowledge and develop nursing interventions to case scenarios. Students will analyse literature on the topic of healthy ageing, and critically analyses the role of the registered nurse in working with older people.

	LO2, LO3, LO4, LO6 The assessment must be in word document format and is to be submitted to the relevant Turnitin assessment drop box located on NRSG266 LEO Assessment Tile.

Writing requires skill and being able to write within a specified word limit is an essential component of professional and academic work. Reading and writing critically are fundamental skills which demonstrate an understanding and an ability to make judgements and solve problems, hence why only 10% of a word count should be direct quotes. That is, if the word count is 1400 words only 140 of those words should be direct quotes. Word counts provide students with an indication of the amount of detail and work required for each assessment item. Words over the maximum limit will not be graded.

What is included in a word count?

• Tables

• Figures and legends

See the page of the Student Portal for more details.

ACU POLICIES AND REGULATIONS

You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge.

Please note that:

You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy and the Academic Misconduct Procedures are available from the website. Please read them, and note in particular that cheating, plagiarism, collusion, recycling of assignments and misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and can include being excluded from the course.

Turnitin

	teaching staff to identify areas of possible plagiarism in students‟ written work.

While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the Academic Skills Unit.

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STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects of support please visit section in the Student Portal.

INHERENT REQUIREMENTS

•

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TEXTS AND REFERENCES
Recommended references
Bernoth, & Winkler, D. (2017). Healthy ageing and aged care. Oxford University Press.

Chang, & Johnson, A. (2021). Living With Chronic Illness and Disability: Principles for Nursing Practice. Elsevier.

Edwards, Buckley, T., Aitken, R. L., & Brown, D. (2019). Lewis’s Medical-surgical Nursing Ebook: Assessment and Management of Clinical Problems. Elsevier.

Further references
As per LEO modules and NRSG266 reading list

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/5	4.5 – 5					0
/5	The conclusion is articulate and returns to what was stated in the introduction.	Clearly outlines all the main discussion points of the paper and conclusions drawn attempt to reflect larger implications of the topic. Any use of expert quotes supports the writing.			Conclusion is vague, too broad and does not address the purpose of a conclusion.	No conclusion.
			3.5	2.5-3
	Each answer is expertly organised into paragraphs that are perfectly structured without error.	There are few errors with grammar, spelling and punctuation, and the meaning is easily discernible.	Answers are organised into paragraphs, and the information is organised appropriately within the paragraph.	There are some errors with grammar, spelling and punctuation.	Writing was characterised by incorrect terminology, or a lack of professional language. There is evidence of paragraphs, however paragraph structure is disorganised
/5	4.5 – 5					0
/5	Accurate use of APA 7th Ed referencing style on all occasions.		Minimal errors in use of APA 7th Ed referencing style. In text citations are provided where required in some instances.		Insufficient resources are used.	There are no references used.

/10	8.5 – 10					0
/10	The student's voice is well- modulated, there is appropriate use of oral language, and the meaning is clearly discernible by the target audience.	Oral content thoroughly supports slide content with expansion and elaboration of most points.	The student's voice is well-modulated, there is appropriate use of oral language, and the meaning can generally be discerned by the target audience.		Any of the following: Unsatisfactory oral presentation. The student voice is discernible but there is minimal use of voice modulation, and the meaning is difficult to understand by the target audience. The student appears uncomfortable with presentation of the material. Oral content is mostly read directly from e-poster content with limited variation or addition.
	4.5 – 5	4
	Accurate use of APA 7th Ed referencing style on all occasions. In text citations are provided where required in all instances.		In text citations are provided where required in some instances.	Frequent errors in use of APA 7th Ed referencing	In text citations are used infrequently. Insufficient resources are used.	There are no references used.