NRSG266 - Principles Of Nursing - Faculty Of Health Sciences - Nursing Assignment Help

Assignment Task

UNIT RATIONALE, DESCRIPTION and AIM:

While the Registered Nurse plays a central role in the provision of health care for people who experience health alterations, they are also involved in caring for those aspects of care required through healthy ageing. Health alterations occur across a range of settings and it is a requirement that the nurse is able to provide care for people experiencing these alterations. This unit is required by students to assist their ongoing development of theoretical knowledge underpinning the many facets of nursing care required by the older person, including aspects of care which are required as a result of normal ageing.

This unit will focus on the importance of promoting quality of life, independence, maintaining choice and dignity for older people as they live with age-related changes, risk factors, sociocultural issues and functional consequences that may occur with ageing. Key principles that underpin best practice will be demonstrated by the use of evidence-based case studies. The roles of the registered nurse across a variety of settings, and within the context of multi-disciplinary care, will be explored. The theoretical knowledge gained in this unit will inform nursing students’ future clinical practice across a variety of settings. This aim of this unit is to support students to develop knowledge and skills for the provision of person-centred, evidence-based nursing care of the older person.

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

Attendance pattern: Students are expected to view weekly online lectures and engage with content and associated activities. Students are expected to attend resource sessions that will explore lecture material in more depth and allow for questions and answers. Students are expected to attend online tutorials via Zoom and to actively participate in tutorials and group work. A record of attendance will be taken at the beginning of each tutorial and students who miss 2 or more tutorials will be required to explain their absences. Please refer to Attendance Requirements section. Poor attendance may affect students’ ability to pass this unit.

Duration: This unit will be taught over 10 weeks. You should anticipate undertaking 150 hours of focused learning – this includes lectures and resource sessions, tutorials, online learning activities, reading and self-direct study, and preparation of assignments to achieve the unit learning outcomes.

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

LO1 critically analyse the concept of healthy ageing and its promotion at an individual and community level; (GA4)

LO2 understand experiences of ageing and how these are impacted by biopsychosocial, spiritual and cultural factors; (GA1, GA4)

LO3 demonstrate advanced knowledge of pathophysiology related to the ageing process; (GA5)

LO4 critically apply the Roper-Logan-Tierney Model of Nursing to the context of ageing; (GA1, GA4, GA5, GA9)

LO5 implement the Levett-Jones’ Clinical Reasoning Cycle across a range of settings, to plan safe, evidence-based, culturally sensitive, person-centred nursing care for the older adult; (GA3, GA4, GA5, GA8, GA9)

LO6 critically apply legal and ethical principles related to care of the older adult. (GA3)

GRADUATE ATTRIBUTES

Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes.

On successful completion of this unit, students should have developed their ability to:

GA1 demonstrate respect for the dignity of each individual and for human diversity

GA3 apply ethical perspectives in informed decision making

GA4 think critically and reflectively

GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession

GA8 locate, organise, analyse, synthesise and evaluate information GA9 demonstrate effective communication in oral and written English language and visual media

NMBA REGISTERED NURSE STANDARDS FOR PRACTICE

The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed in this unit are:

Older people, families, communities and healthy ageing

• Demographic profile of the Australian older population

o Impact of multiculturalism on health care needs of older Australians, including A&TSI and CALD older people.

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

o General health status of older people;

o Common health issues for older Australian people, including A&TSI and CALD older people

• Australian National Health Priorities and their implications for nursing care for older people

• Healthy ageing

o Definition

o Strategies

• Theoretical approaches to ageing

o Biological and physiological ageing

Biological theories (e.g., genetic, wear-and-tear, immunity, cross-linkage, free radicals)

Normal age-related physiological changes and their consequences

Ageing changes in specific organ systems and their consequences (e.g. cardiovascular, respiratory, ENT, endocrine, gastrointestinal, genital/sexual, renal, musculoskeletal, dermatological, and neurological)

Dementia o Psychological aspects of ageing

Psychological theories (e.g. theory of personhood, life course and personality development, gerotranscendence)

Risk factors that impact on psychosocial well-being o Social and spiritual aspects of ageing

Sociological theories and the experience of ageing (e.g., health inequalities, disengagement, activity, person-environment fit)

Ageism, stereotypes and myths of ageing

Social determinants, such as gender and social class

Spiritual theories (e.g., innovation, spiritual needs, multi-paradigm model)

Spiritual growth and identity

Spiritual well-being and activities

Person-centred nursing care for older people

• Holistic nursing assessment of the older adult (informed by Roper-Logan-Tierney Model of Nursing and Levett-Jones’ Clinical Reasoning Cycle)

o Use of assessment tools/instruments

o Prioritising care

o Choice and dignity for older person

• Overview of continuum of care services for older adults

o Community care services including a range of government funded services

o Models of care coordination (i.e. chronic care models, and case management services)

o Respite services

o Acute and subacute care services

o Residential aged care facilities

• Working within a multidisciplinary team

Nurses’ roles

o Evidence-based care

o Palliative approach in aged care

o Health practitioners’ attitudes toward care of the older person

• Factors which can influence activities of living for older people and families o Mobility/balance issues

o Cognitive impairment

o Continence issues

o Independent self-care issues

o Nutrition/hydration issues

o Sensory deficits

o Sexuality in older age

o Social isolation

Quality use of medicines

• Pharmacological issues

• National Medicines Policy - Quality Use of Medicines

• Polypharmacy

o Evidence-based nursing strategies to promote medication safety

Nursing strategies to promote health and quality of life for older adults and their families, within a legal and ethical framework

• Quality of life

• Loss and grief

• Care-giver burden

o Promoting carer wellness

o Needs of family and carers

• 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

QUALITY ASSURANCE AND STUDENT FEEDBACK

Student feedback from NRSG266 (2019) have been used to directly inform this unit offering; including unit content, teaching sessions, teaching modes and assessment tasks.

SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.

LEARNING AND TEACHING STRATEGY AND RATIONALE

Modes of delivery in this unit include lectures, tutorials, 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 faceto-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.

An optional formative online quiz for this unit will also be made available to students in week 6 of semester. This quiz will provide feedback on their progress and guide their unit learning. The formative quiz does not contribute to the student’s grade and follows the same format as the online quizzes used in first year. First year quizzes were summative and did contribute to the unit grade; second year quizzes are predominantly formative and will not contribute to the final unit grade – they are designed to assist students in reinforcing good study patterns which will assist them in their transition toward independent study and life-long learning.

This unit may also be offered on or off campus in intensive mode for sponsored / special cohorts, with the learning and teaching strategies being equitable with on campus mode offerings as endorsed by the Discipline Curriculum Implementation Committee.

LECTURE CAPTURE

Lectures in this unit will be recorded and delivered online. They will be available to students via the LEO page for the unit. Resource sessions on each campus will also be recorded and these recordings will be available following their delivery, in the campus specific LEO tile.

SCHEDULE

NOTE: The learning and teaching schedule for this unit will vary depending on the campus at which you are enrolled. Weeks 1-5 will be common across all campuses and weeks 6-10 will differ according to the scheduling of clinical experience placement.

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.

ATTENDANCE REQUIREMENTS FOR THIS UNIT

Attendance at all lectures, practical classes and simulations is expected. Attendance records of all practical and tutorial classes are maintained with a minimum of 80% attendance expected.

Reasons why attendance is required

In classes, you will be interacting with other students and developing skills which you will use in your professional/clinical experience. Students who attend less than 80% of classes are at risk of not developing these essential skills. Therefore, you are strongly advised to attend a minimum of 80% of classes in this unit.

The expectation for attendance in virtual classrooms has changed as the offering of teaching moves to on-line.

Failure to attend classes will impact on your ability to achieve. Teachers will continue to document attendance and monitor student engagement and use of LEO so that we can support you and identify any potential challenges you may be experiencing as a result of COVID-19. You are encouraged to plan your week carefully and prioritise time to prepare for Virtual Classrooms so that you benefit from the experience and continue to achieve. This is your responsibility as an adult learner. You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation.

ASSESSMENT STRATEGY AND RATIONALE

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 requires three assessment items (one with a low weighting and two significant higher weighted items) and runs concurrently with a unit where two significant high weighted assessments are expected.

The written assignment will 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 oral presentation is designed to facilitate an understanding around healthy ageing and a consumer’s perspective. The case study will ensure a sound knowledge base to address content questions and a synthesis of this knowledge to demonstrate its application in practice.

These assessments are required to build student knowledge and skills which, by the conclusion of this programme, will enable the student to graduate as a safe and effective nurse.

Offshore intensive assessment of this unit will be transparently equitable with on campus mode offerings as endorsed by the relevant Course Implementation Committee. In order to pass this unit, you are required to:

o Achieve an aggregate score of 50% or more for the assessment tasks in the unit.

The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome.

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.

FOR ALL ASSIGNMENTS

Please include the word count of your assignment on the front page of your assignment or in a header. Please note that in-text citations 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 considered for marking. Please see further information in the section below titled ‘Word Count.

WORD COUNT

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 1500 words only 150 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.

What is included in a word count?

Essentially, all text within an assessment item from the introduction through to the conclusion is counted in the word count. This includes all in-text citations, direct quotes and headings. The word count does not include the following:

• Title page

• Reference list

• Appendices

• Tables

• Figures and legends

ASSIGNMENTS SUBMITTED JUST BEFORE THE DUE DATE AND TIME

Please note that if you submit your assignment, notice that the similarity index is high but do not have time to revise your assignment before the due date has passed, then you are advised to:

• Contact the Lecturer in Charge and request that your assignment be removed.

• Revise the assignment, submit it within three days of the due date and incur a late submission penalty.

• Submit it into the regular drop box. Do not submit into the extension drop box.

Please review the Academic Integrity and Misconduct policy if you choose not to do this.

REFERENCING

This unit requires you to use the APA (7th ed) referencing system. See the ‘Academic referencing’ page of the Student Portal for more details.

ACU POLICIES AND REGULATIONS

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, available from the website.

APPENDIX 1: Written Assignment Marking Rubric

APPENDIX 2: Narrated E-poster Marking Rubric

APPENDIX 3: Case Study Marking Rubric

 

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