CQUniversity Unit Profile
ECHO12003 Principles of Cardiac Assessment
Principles of Cardiac Assessment
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The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
Corrections

Unit Profile Correction added on 28-08-17

PLEASE REMOVE ALL DETAILS FOR GROUP ASSESSMENT TASK DESCRIPTION AND REPLACE WITH THE FOLLOWING. ASSESSMENT WEIGHTING HAS NOT BEEN ALTERED.

THE CHANGE IS REQUESTED DUE TO OVERLY ONEROUS TASK INITIALLY SET WITH NO RUBRIC CLARITY.

Group Work – Pathology based case study

Written component Due Date Week 11 Friday (29 September 2017) 2PM AEST

Presentation of Poster Due Week 10 during residential school

Return Date to Students Week 12 Friday (6 October 2017)

Weighting 30% of Unit total

Pass Mark 50% grade

Task description

Problem-based learning is widely used in Medical and Health Sciences to consolidate knowledge via clinical scenarios. The purpose of this task is to be able to collaborate as a group in clinical review, just as you will in your clinical placements and hospital medical facility work environments.

Students will be allocated a pathology commonly encountered in critical care cardiac environments. See group allocations and pathology topics HERE.

Assessment Components

  1. Patient care flow analysis document (15% of overall)

This document is a narrative of the patient care flow chart. It includes an analysis of the likely sequence of events backed up by evidence collected from current literature obtained by the group during the production of the poster.

  • Suggested document inclusions:

- Analysis of the patient presentation, the initial assessment, cardiac diagnostic tests performed, results of tests, other diagnostic tests that could have further assisted diagnosis, and the final outcome

  • This component of assessment is individual based. Each student submits their own analysis document. Individual marking rubric is available HERE.
  • 750 word count +/- 10% submitted as a word document.
  • Word count does not include references and appendix which may contain diagnostic test results and images or diagrams.
  • Referencing

- APA (numbered) Referencing Style. See referencing information available HERE.

- Sources must be relevant and up-to-date (<10 years old)

2. Self and Peer assessment (SPA) tool (5% of overall)

SPA tool will be utilised to assess evidence of collaborative team work and contribution of individuals. The Self and Peer Assessment tool (SPA), a web based system which integrates with Moodle, will be used so that you can both give and receive feedback on the teamwork task. Individual marks for group contribution will be allocated by your peers according to your level of input, equal sharing of workload plus your fulfilment to team commitments. SPA is simple and quick to use in a survey style format.

- This will be done twice during the term: once at the midway point of the group-work task (week 6) and again at the completion of the task during (week 10), thus giving you the opportunity to improve your team contribution performance between peer evaluations.

  • Your mark for the individual component is derived from your peers. Group member’s assessments of their team mates' performance, based on a series of 10 standard questions, are averaged and this mark is transferred to the Moodle gradebook. Your own self-assessment is excluded from the mark. As such there is no marking rubric for this portion.

3. Poster – ‘Patient Care Flow Analysis Presentation’ (10% of overall)

As a group you will research the anatomy, pathophysiology, pharmacology, patient presentation, diagnostic testing and imaging (including expected outcomes and measures) and common management options related to your allocated cardiac pathology. Findings are to be summated and presented in a poster format to peers.

  • This component of assessment is group based.
  • Poster is to be of A1-A0 size.
  • Power Point can be used to create the poster.
  • The Poster should be self-explanatory and demonstrate appropriate use of illustrations and referencing using APA style numbered in-text citations.
  • Presenting group members should be listed on the Poster.
  • The presentation should not add new material but simply present a summation of patient care flow analysis.
  • All team members are to contribute to a verbal presentation (5 min duration)
  • An electronic version of poster also needs to be submitted through Moodle. This can be attached to individuals ‘Patient Flow Care analysis document’.
  • Group work Rubric is available HERE
General Information

Overview

An understanding of the concepts of invasive and non-invasive diagnostic and therapeutic procedures of the cardiovascular system is necessary in the field of echocardiography and cardiac physiology. In this unit you will acquire knowledge of the principles and technical components of cardiac assessments and therapeutic procedures in complex cardiac disease, including electrophysiology, cardiac angiography, non-invasive cardiac and respiratory measurements and a variety of cardiac imaging procedures. You will apply your knowledge to simulated clinical scenarios and case studies to compare and contrast the choice of procedure within an ethical framework of best practice and patient safety.

Details

Career Level: Undergraduate
Unit Level: Level 2
Credit Points: 6
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Pre-requisite: ECHO12002 Adult Echocardiography 1 AND BMSC12006 Cardiorespiratory Physiology and Coronary Care Management

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 2 - 2017

Sydney

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Group Work
Weighting: 30%
2. Online Quiz(zes)
Weighting: 20%
3. Examination
Weighting: 50%

Assessment Grading

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Explain diagnostic and therapeutic procedures of the cardiovascular system appropriate to acquired heart disease.
  2. Critically evaluate the practice of invasive pressure measurements.
  3. Contrast the cardiac investigations appropriate to acquired heart disease.
  4. Analyse the results of cardiac assessment in acquired heart disease.
  5. Take responsibility for achieving group goals

Linked to National and International Standards
1. ASAR Accreditation Standards for Cardiac Sonography - critical practice Unit 8 - Cardiac
2. European Association of Cardiovascular Imaging Core Syllabus
3. American Registry for Cardiac Sonography Core Syllabus

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Group Work - 30%
2 - Online Quiz(zes) - 20%
3 - Examination - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation
10 - Aboriginal and Torres Strait Islander Cultures

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Group Work - 30%
2 - Online Quiz(zes) - 20%
3 - Examination - 50%
Textbooks and Resources

Textbooks

Prescribed

Cardiac Electrophysiology: A Visual Guide for Nurses, Techs, and Fellows

Edition: 2011 (2011)
Authors: by Paul D. Purves; George J. Klein; Peter Leong-Sit; Raymond Yee; Allan C. Skanes; Lorne J. Gula; and Andrew D. Krahn
Cardiotext Publishing
Minneapolis United States Minneapolis United States , Minneapolis , Minneapolis
ISBN: ISBN-13: 978-1935395515 ISBN-10: 1935395513
Binding: Paperback
Prescribed

The Nuts and Bolts of Cardiac Resynchronization Therapy

((2007))
Authors: Tom Kenny
Published by John Wiley and Sons Ltd
United Kingdom United Kingdom , United Kingdom , United Kingdom
ISBN: ISBN 10: 1405153725 ISBN 13: 9781405153720
Binding: Paperback
Prescribed

The Nuts and Bolts of ICD therapy

Edition: 2007 (2007)
Authors: Tom Kenny
December 2005, Wiley-Blackwell
United Kingdom United Kingdom , United Kingdom , United Kingdom
ISBN: ISBN: 978-1-4051-3511-5
Binding: Hardcover
Prescribed

The Nuts and Bolts of Implantable Device Therapy: Pacemakers

Edition: 2015 (January 2015, )
Authors: Tom Kenny
Wiley-Blackwell
UK UK , UK , UK
ISBN: ISBN: 978-1-118-67067-5
Binding: Paperback
Prescribed

The Nuts and bolts of Paced ECG Interpretation

(May 2009)
Authors: Tom Kenny
May 2009, Wiley-Blackwell
UK UK , UK , UK
ISBN: ISBN: 978-1-4051-8404-5
Binding: Hardcover

Additional Textbook Information

These books will be used in all 3 Electrophysiology units and clinical placement

Below is also a good book to purchase

Cardiac Electrophysiology 2: An Advanced Visual Guide for Nurses, Techs, and Fellows

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • St Jude / Abbott online facilities
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Paula Boucaut Unit Coordinator
p.boucaut@cqu.edu.au
Schedule
Week 1 Begin Date: 10 Jul 2017

Module/Topic

ECHO: Revision of Left ventricular function and assessment in 2D echocardiography 1

CCL: revision of ECG assessment for AMI

Chapter

Course Resources Online (CRO)

Moodle resources

Events and Submissions/Topic

Week 2 Begin Date: 17 Jul 2017

Module/Topic

ECHO: Pathology that can be recognised with 2D echocardiography - cases

EPS/CRM: Residential school 1

Chapter

Moodle resources

Residential school material

Events and Submissions/Topic

Week 3 Begin Date: 24 Jul 2017

Module/Topic

EP: Anatomy directly associated with EP

ECHO: Importance of 2D measurements in recognising pathology

CCL: the importance of cardiac output

Chapter

CRO

Moodle resources

Cardiac Electrophysiology: A Visual Guide for Nurses, Techs, and Fellows. Purves (2011) Chapter 7

Events and Submissions/Topic

Online Quiz
Opens Tuesday 8am

Due: Wednesday 3pm

AEST

Week 4 Begin Date: 31 Jul 2017

Module/Topic

CCL: the use of invasive measurements for various Blood Pressures

EPS/CRM: pathology we use Transseptal & Ablation techniques in - 1

ECHO: Pathology that can be assessed with colour Doppler - valves

Chapter

CRO

Moodle resources

Cardiac Electrophysiology: A Visual Guide for Nurses, Techs, and Fellows. Purves (2011) Chapter 10, 11 ,20

Events and Submissions/Topic

Week 5 Begin Date: 07 Aug 2017

Module/Topic

ECHO: Pathology that can be assessed with colour Doppler - shunts - cases

CCL: STEMI

Chapter

Moodle resources


Events and Submissions/Topic

Online Quiz
Opens Tuesday 8am

Due: Wednesday 3pm

AEST

Vacation Week Begin Date: 14 Aug 2017

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 21 Aug 2017

Module/Topic

EPS/CRM: Residential school 2

ECHO: Pathology detected with spectral doppler

CCL: introduction to structural heart disease - acquired

Chapter

CRO

Moodle resources

Events and Submissions/Topic

Week 7 Begin Date: 28 Aug 2017

Module/Topic

EPS/CRM: Pathology we use CRM in

ECHO: Pathology detected with spectral doppler - cases

Chapter

Moodle resources

Cardiac Electrophysiology: A Visual Guide for Nurses, Techs, and Fellows. Purves (2011) Chapters 9, 11

Events and Submissions/Topic

Online Quiz
Opens Tuesday 8am

Due: Wednesday 3pm

AEST

Week 8 Begin Date: 04 Sep 2017

Module/Topic

EPS/CRM: Residential school 3

ECHO: Pathologies that can be missed without performance of the FULL echo protocol

Chapter

CRO

Moodle resources


Events and Submissions/Topic

Week 9 Begin Date: 11 Sep 2017

Module/Topic

EP: Ventricular Tachycardia - pathology cases

ECHO: Cases in valvular disease

CCL: Cases in CCL valve disease/shunts

Chapter

CRO

Moodle resources

Cardiac Electrophysiology: A Visual Guide for Nurses, Techs, and Fellows. Purves (2011) Chapters 8, 13

Events and Submissions/Topic

Online Quiz
Opens Tuesday 8am

Due: Wednesday 3pm

AEST


Online Quiz(zes) Due: Week 9 Wednesday (13 Sept 2017) 3:00 pm AEST
Week 10 Begin Date: 18 Sep 2017

Module/Topic

EPS/CRM: Residential school 4

ECHO: Review

CCL: Review

Chapter

CRO

Moodle resources

Events and Submissions/Topic

Group Work - Pathology based case study Due: Week 10 Friday (22 Sept 2017) 2:00 pm AEST
Week 11 Begin Date: 25 Sep 2017

Module/Topic

EP: Revision

ECHO: Revision

CCL: Revision

Chapter

CRO

Moodle resources

Events and Submissions/Topic

Week 12 Begin Date: 02 Oct 2017

Module/Topic

EP: revision

ECHO: Revision

CCL: Revision

Chapter

Events and Submissions/Topic

Review/Exam Week Begin Date: 09 Oct 2017

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 16 Oct 2017

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

Unit contacts:

  • CCL: John Boland, SYD, j.boland@cqu.edu.au
  • EP/CRM: Cassandra Sims, SYD c.sims@cqu.edu.au / Katrina Sowak, Abbott Health
    k.sowak@cqu.edu.au / Gerald Russell, Abbott Health g.russell@cqu.edu.au
  • ECHO: Sharon Kay, SYD, s.kay@cqu.edu.au / Kate Taylor PER k.taylor2@cqu.edu.au / Paula Boucaut,
    BNE. p.boucaut@cqu.edu.au
  • General/operational unit inquiries: Alexandria Bailey, ROK, a.r.bailey@cqu.edu.au
Recommended supplementary texts
  • Anderson, B. 2017, Echocardiography: The Normal Examination and Echocardiographic Measurements (3rd edition), Echotext, Australia.
  • Lang, R., et al, ASE Comprehensive Echocardiography, (2nd edition) 2016 Elsevier, Canada.

The theoretical learning in ECHO12003 aligns directly with the practical teaching in ECHO12004. These units should be studied in conjunction with each other.

Abbreviations

AFib Atrial fibrillation
AI Aortic valve incompetence
AMI Acute myocardial infarction
AS Aortic valve stenosis
AVNRT Atrioventricular nodal re-entry tachycardia
AVRT Atrioventricular re-entrant tachycardia
BMS Bare metal stent
CCL Cardiac Catheterisation Laboratory
CMP Cardiomyopathy
CO Cardiac output
CRT Cardiac resynchronisation therapy
DES Drug eluting stent
DTBT Door to balloon time
ECHO – MMODE Echocardiography motion mode
ECLS Extracorporeal life support
ECMO Extra-corporeal membrane oxygenation
EP Electrophysiology
EPS Electrophysiology study
CRM Cardiac rhythm management
FFR Fractional flow reserve
IABP Intra-aortic balloon pump
ICD Implantable cardiac defibrillator
ICE Inter-cardiac echocardiography
IVUS Intra-vascular cardiac ultrasound / echocardiography
MR Mitral valve regurgitation
NBG NASPE/BPEG Generic (Pacemaker code)
OCT Optical coherence tomography
PCI Percutaneous cardiac intervention
POBA Plain old balloon angiography
PS Pulmonary valve stenosis
RHC Right heart catheterisation
STEMI ST Elevation myocardial infarction
STENTS Stents
TR Tricuspid valve regurgitation

Assessment Tasks

1 Group Work

Assessment Title
Group Work - Pathology based case study

Task Description

Problem-based learning is widely used in Medical and Health Sciences to consolidate knowledge via clinical scenarios. The purpose of this task is to be able to collaborate as a group in clinical review, just as you will in your clinical placements and hospital medical facility work environments.

Students will be allocated a pathology commonly encountered in critical care cardiac environments. The aim is to produce a poster for oral presentation (total 5 minutes) in week 10.

This assessment involves 4 submissions:

  1. Portfolio (submitted by one team member)
  2. Poster (submitted by one team member)
  3. Presentation (delivered by all team members)
  4. Rebuttal (submitted by individuals)
  • Ensure that you (and your team) completes each submission.
  • During week 2, students will be allocated into groups of 4.
  • Students must participate in all parts.
  • Part 1, 2 and 3 are assessed as a group.
  • Part 4 is assessed as an individual component.

Portfolio
The research must be logged in a portfolio along with the dates and times of group meetings, attendees and associated dot-point minutes of each meeting and "brief" minutes. The portfolio must indicate a timeline used to complete the project and attendance or not of group members. The portfolio details will be in the unit Moodle site assessment block.

As a team you will research the anatomy, pathophysiology, pharmacology, patient presentation, diagnostic testing & imaging (including expected outcomes and measures) and common management options related to your allocated cardiac pathology. This researched report must acknowledge sources and be referenced. See the marking criteria in the unit Moodle site assessment block. The research report and meeting documents (submission 1) will be submitted in a portfolio by one team member.

Poster
The poster and oral presentation will demonstrate the anatomy, pathophysiology, pharmacology and patient presentation, followed by the imaging diagnostic testing and common management options which relate to the pathology.

The poster is to be of A1-A0 paper size. (NB: Power Point can be used to create these posters). The posters must meet CSANZ guidelines. Further details are available in the unit Moodle site assessment block.The poster (submission 2) will be submitted through the unit Moodle site by one team member.

Presentation
The oral presentation (total 5 minutes) will be presented to tutors and peers and must have at least 2 team members speaking though it would be preferred if all team members spoke. Oral presentation details are in the unit Moodle site assessment block (submission 3).

Rebuttal
After the presentation you will be given feedback and 5 questions from your tutors and peers. Individually each team member must respond to the questions / review comments within seven (7) days of the presentation date.

Maximum word count for team researched report is 1000 words +/- 10%, not including references and appendix which may contain diagnostic test results and images / diagrams.

Submit your 'Rebuttal' individually (submission 4) as a word document (for editing purposes) through the unit Moodle site.



Assessment Due Date

Week 10 Friday (22 Sept 2017) 2:00 pm AEST


Return Date to Students

Week 12 Friday (6 Oct 2017)


Weighting
30%

Minimum mark or grade
50%

Assessment Criteria

Portfolio submission

  • Comprising of well-structured and succinct use of referencing (minimum 10 references) as set out in http://heart.bmj.com/pages/authors/
  • The quality and relevance of the references and most up-to-date knowledge will be looked at favourably.
  • Demonstrated scientific review with a supported clinical diagnosis (10 marks).
  • Referencing (5 marks).
  • Written expression and proofing (5) marks).
  • Evidence of collaborative team work and meeting attendance / contribution (5 marks).

Presentation

  • The poster should be self-explanatory, so that you are free to supplement and discuss particular points raised by viewers.
  • The presentation should not add new material but simply present that displayed on the poster.
  • Use CSANZ poster format and guidelines.
  • Illustrations (5 marks).
  • Referencing (5 marks).
  • Presentation (5 marks).
  • Flow and clarity (10 marks).

Individual rebuttal

  • Clear, evidence-based justification, argument and / or clarification of information in the poster / presentation.
  • Concise, well explained and accurate response to each of the questions.
  • Responses well supported by scientific evidence.

Peer review and rebuttal

  • After the presentation, questions will be submitted by your peers and tutors, and "review" of your poster will be given by your peers and tutors.
  • Each group member is then to produce a written 1000 word rebuttal, within 7 days of the presentation.
  • This rebuttal will provide answers to the questions submitted, defence or agreement of poster review, it can include extra seminal papers or research.
  • Part of this includes submission of a patient care flow analysis (PFA), comprising of patient presentation, the initial assessment, cardiac diagnostic test performed, results of tests, alternative cardiac diagnostics tests that could have assisted diagnosis, final outcome. This should be separately referenced specific to topics included in this rebuttal.


Referencing Style

Submission
Online Group

Learning Outcomes Assessed
  • Critically evaluate the practice of invasive pressure measurements.
  • Contrast the cardiac investigations appropriate to acquired heart disease.
  • Analyse the results of cardiac assessment in acquired heart disease.
  • Take responsibility for achieving group goals


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Ethical practice

2 Online Quiz(zes)

Assessment Title
Online Quiz(zes)

Task Description

There will be 4 online quizzes. One will be held in week 3, one in week 5, one in week 7 and one in week 9. They are to assess your knowledge of the unit material in preparation for residential school.

Each quiz will have 10 questions. You will be allowed 3 attempts at each quiz. It is not compulsory to attempt each quiz 3 times. The highest grade you achieve will serve as your final score for that quiz.

Quizzes open at 8 am on Tuesday and close Wednesday at 3pm (AEDT) in each week as specified above.

Quiz dates and specific topics are available on the unit Moodle site.

Once the quiz has commenced, approximately 3 minutes per question will be given, for example, a 10 question quiz would be given a time limit of 30 minutes to complete. This is subject to change at the discretion of the course coordinator based on the content of the pool of questions.

No attempts are permitted after the quiz has closed, so ensure adequate time for completion.


Number of Quizzes

4


Frequency of Quizzes

Other


Assessment Due Date

Week 9 Wednesday (13 Sept 2017) 3:00 pm AEST

Week 3, Week 5, week 7, week 9


Return Date to Students

Students will receive their score once all students have completed the quiz.


Weighting
20%

Assessment Criteria

Students must achieve a pass rate of 50% in each of the FOUR (4) quizzes to pass this component.

Answers will be either correct or incorrect and tabulated by the unit Moodle online system.

These are an open book quizzes, so you have the opportunity to consult your notes, lecture slides, text books and unit Moodle page. However there will be little time for consulting unit resources and it would be better to collate your own revision sheet from the unit resources prior to attempting the quizzes.

This assessment is to be undertaken as an individual. As with all university examinations, colluding with other students in non-group work tasks is considered academic misconduct.


Referencing Style

Submission
Online

Submission Instructions
Quizzes will be open for 30hrs to complete.

Learning Outcomes Assessed
  • Explain diagnostic and therapeutic procedures of the cardiovascular system appropriate to acquired heart disease.
  • Analyse the results of cardiac assessment in acquired heart disease.


Graduate Attributes
  • Communication
  • Problem Solving
  • Information Literacy
  • Information Technology Competence

Examination

Outline
Complete an invigilated examination

Date
During the examination period, at a CQUniversity examination centre

Weighting
50%

Length
180 minutes

Minimum mark or grade
50%

Details
Calculator - all non-communicable calculators, including scientific, programmable and graphics calculators are authorised
Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
Closed Book
Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

What can you do to act with integrity?