CQUniversity Unit Profile
ECHO12004 Cardiac Assessment Skills 1
Cardiac Assessment Skills 1
All details in this unit profile for ECHO12004 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

Appropriate to the practice of cardiac physiology and echocardiography, this unit provides you with a theoretical foundation and transferable clinical skill set necessary to perform cardiovascular assessment - in particular, cardiac rhythm management. You will interrogate outcomes from a variety of clinical cardiac assessments. Industry-level equipment, unique to a stimulation centre in Sydney, Australia, will be used to teach practical skills. Attendance at practical activities is required.

Details

Career Level: Undergraduate
Unit Level: Level 2
Credit Points: 12
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.25

Pre-requisites or Co-requisites

Pre-requisites: MEDS12001 Physics of Ultrasound ANDECHO12006 Cardiac ScienceANDECHO11002 Cardiac Structure and Function

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 - 2019

Brisbane
Perth
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).

Residential Schools

This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.

Class and Assessment Overview

Recommended Student Time Commitment

Each 12-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 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. Practical Assessment
Weighting: Pass/Fail
3. In-class Test(s)
Weighting: 30%
4. Examination
Weighting: 40%

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.

Previous Student Feedback

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from Unit evaluation

Feedback

Students found the weekly revision questions were very good.

Recommendation

Weekly revision questions will remain and if required expanded on.

Feedback from Unit evaluation

Feedback

Students found the unit was structured in a clear and systematic way, providing an authentic introduction into the cardiac modality of pacing.

Recommendation

The online Moodle layout was changed from last year at the request of the students and as it has proven to be successful the layout will remain the same with possible minor changes.

Feedback from Unit evaluation , instructor reflection

Feedback

Group work assessments remain unpopular with some students. Some students feel that group assignments do not represent the current workforce and others don't like to depend on other students when it comes to university grades / marks.

Recommendation

For future delivery, there will be increased resources made available to help prepare the students to successfully function within different group dynamics.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Explain the concepts underpinning cardiac assessment procedures associated with cardiac rhythm management
  2. Perform baseline measurements, capture threshold and sense tests for a range of cardiac rhythm management devices, including consideration of quality assurance
  3. Interrogate the diagnostics, and stored electrogram episodes, of a cardiac device including consideration of quality assurance.
  4. Demonstrate professional collaboration with your peers

Linked to International Standards:
Unit developed in collaboration with International Board of Heart Rhythm Examiners certified staff.

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
1 - Group Work - 30%
2 - Practical Assessment - 0%
3 - In-class Test(s) - 30%
4 - Examination - 40%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4
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 - Practical Assessment - 0%
3 - In-class Test(s) - 30%
4 - Examination - 40%
Textbooks and Resources

Textbooks

Prescribed

The Nuts and Bolts of Cardiac Resynchronization Therapy

(2007)
Authors: Tom Kenny
Wiley-Blackwell
UK
ISBN: 978-1-4051-5372-0
Binding: Paperback
Prescribed

The Nuts and Bolts of ICD Therapy

(2009)
Authors: Tom Kenny
Wiley
UK
ISBN: 978-1-4051-8404-5
Binding: Paperback
Prescribed

The Nuts and Bolts of Implantable Device Therapy: Pacemakers

(2014)
Authors: Tom Kenny
Wiley
UK
ISBN: 978-1-118-67067-5
Binding: Paperback
Prescribed

The Nuts and Bolts of Paced ECG Interpretation

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

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing style: Vancouver

For further information, see the Assessment Tasks.

Teaching Contacts
Aidan Rickwood Unit Coordinator
a.rickwood@cqu.edu.au
Schedule
Week 1 Begin Date: 15 Jul 2019

Module/Topic

Pacemaker indications

Chapter

The Nuts and Bolts of implantable device therapy: Pacemakers. 

Chapters 10 and 11.

Events and Submissions/Topic

Week 2 Begin Date: 22 Jul 2019

Module/Topic

NBG Code

Chapter

The Nuts and Bolts of implantable device therapy: Pacemakers.

Chapters 13

The Nuts and Bolts of Paced ECG Interpretation.

Chapters 4

Events and Submissions/Topic

Week 3 Begin Date: 29 Jul 2019

Module/Topic

Electrical concepts of pacing

Chapter

The Nuts and Bolts of implantable device therapy: Pacemakers. 

Chapters 2 and 8

Events and Submissions/Topic

Week 4 Begin Date: 05 Aug 2019

Module/Topic

Single chamber pacing

Chapter

The Nuts and Bolts of implantable device therapy: Pacemakers. 

Chapters 2 and 8

Events and Submissions/Topic

Week 5 Begin Date: 12 Aug 2019

Module/Topic

Intensive workshop with Abbott

Chapter

Please review documentation provided on unit Moodle site prior to attendance at Abbott.

Events and Submissions/Topic

In-class test Due: Week 5 Friday (16 Aug 2019) 12:00 am AEST
Break Week Begin Date: 19 Aug 2019

Module/Topic

Break Week

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 26 Aug 2019

Module/Topic

Dual chamber pacing and timing cycles

Chapter

The Nuts and Bolts of implantable device therapy: Pacemakers.

Chapters 15

The Nuts and Bolts of Paced ECG Interpretation. 

Chapters 1 

Events and Submissions/Topic

Draft submission of Poster Due: Week 6 Friday (30 Aug. 2019) 17:00 am AEST


Week 7 Begin Date: 02 Sep 2019

Module/Topic

Dual chamber timing cycles and Tachy basic

Chapter

The Nuts and Bolts of implantable device therapy: Pacemakers

Chapter 2

The Nuts and Bolts of Paced ECG Interpretation

Chapter 2

Events and Submissions/Topic

Week 8 Begin Date: 09 Sep 2019

Module/Topic

Intensive workshop with Abbott

Chapter

Please review documentation provided on unit Moodle site prior to attendance at Abbott.

Events and Submissions/Topic

In-class test Due: Week 10 Friday (13 Sept. 2019) 12:00 am AEST

Week 9 Begin Date: 16 Sep 2019

Module/Topic

ICD Indications, sensing and detection

Chapter

The Nuts and Bolts of ICD therapy

Chapters 4, 6, and  7 

Events and Submissions/Topic

Week 10 Begin Date: 23 Sep 2019

Module/Topic

Intensive workshop with Abbott

Chapter

Please review documentation provided on unit Moodle site prior to attendance at Abbott. 

Events and Submissions/Topic

Poster and oral presentation Due: Week 10 Wednesday (25 Sept 2019) 11:45 pm AEST
Device interrogation and EGM analysis Due: Week 10 Thursday (26 Sept 2019) 9:00 am AEST
Week 11 Begin Date: 30 Sep 2019

Module/Topic

Arrhythmia therapy, Brady therapy in ICDs and Cardiac Resynchronisation therapy


Chapter

The Nuts and Bolts of ICD therapy.

Chapters 8 and 10.

The Nuts and Bolts of Cardiac Resychronization therapy.

Chapters 9 and 10

Events and Submissions/Topic


Week 12 Begin Date: 07 Oct 2019

Module/Topic

Revision Week

Chapter

Events and Submissions/Topic

Review/Exam Week Begin Date: 14 Oct 2019

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 21 Oct 2019

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

The unit coordinator for ECHO12004 is Aidan Rickwood. In the first instance, students are requested to utilise the Moodle Q&A forum for content related questions. As there are multiple content experts teaching into this unit, this enables the most appropriate staff member to respond to your forum post. If the query is of a personal nature, please email a.rickwood@cqu.edu.au, or phone Aidan directly on (08) 9260 4034.  Please note: Aidan is based at the Perth Campus. There is a 2hr time difference between local Perth time and AEST.

Weekly tutorials will be held during the term. Specific times and zoom meeting IDs will be posted on the Moodle site.  To give yourself the best chance of success with the unit, please ensure that you undertake all the additional readings and activities that are provided to you.


Attendance at the 3 separate intensive workshops, held at the Sydney CQU Campus, are a compulsory requirement for this unit.


The venue location is:

CQU Campus,

400 Kent Steet,

Sydney CDB.


The intensive workshops will be held over 3 separate weeks during term 2 delivery in 2019, as outlined below:

Attendance will be required by all enrolled students between the hours of 10am – 4pm Tuesday to Thursday and 9am - 3pm Fridays. During the third intensive workshop (week 10), practical exams will be held on Thursday (26th September) and re-sit practical exams will be held on the friday (27th September). Over these two day students will be allocated a specific time to sit their practical exam, therefore attendence is not required all day. If students are successful in passing the practical exam on the Thursday they will not be required to attend on Friday, however if a re-sit of the practical exam is required students will be need to attend the allocated timeslot anywhere between 9am to 3pm. The exam timetable will be provided during the third intensive workshop in week 10.


Week 5 Tuesday to Friday the 13th to the 16th of August

Week 8 Tuesday to Friday the 10th to the 13th of September

Week 10 Tuesday to Friday the 24th to 27st of September


As the Sydney Campus is centrally located, there are multiple transport options for daily arrival and departures. A lunch break of 30minutes will be allocated and students are required to organise thier own food etc. There are multiple food options nearby the campus but students are also encouraged to bring in a packed lunch if they desire. 

Enrolment and participation in ECHO12004 is only permitted upon successful completion of requisite units as listed in the university handbook. Please bear this in mind when booking any early travel arrangements. Consideration should be given to cancellation options.  All associated travel costs are the responsibility of the student.

Students are required to adhere to the Course Dress Code and CQUniversity Code of Conduct when attending the Abbott residential school.

Assessment Tasks

1 Group Work

Assessment Title
Poster and oral presentation

Task Description

Employer feedback rates the ability to work in a team as a desirable employee attribute. This is particularly notable in the health professions which work predominantly in teams to promote good practice and reduce medical errors. In this task you will work in a group to achieve this assessment task outcome. The unit coordinator will assign students to a group for this assessment task, and each group will be allocated a case study for evaluation. In groups, you will be required to create a poster and a 10-minute presentation articulating your findings. This task is designed to give you experience in preparing for an in-house or conference presentation to fellow colleagues in your future career.


This assessment requires you to construct links between pathophysiology, clinical symptoms, diagnosis and treatment. Your target audience is your fellow ECHO12004 students. Your objective is to teach student peers about your assigned pathology and patient case. All group members must be involved in both the preparation of the poster and oral presentation.


There are four components to this assessment:

  • Part A: Draft submission of Poster ideas
  • Part B: Patient Care Flow Analysis Poster
  • Part C: Oral Poster Presentation
  • Part D: SPA tool


Part A: Draft submission of Poster (5% of unit total)

  • a brief outline of your proposed poster is required.
  • identify what your group is considering for patient management strategy and possible interventions
  • dot point or brief descriptions is acceptable
  • only one group member is to submit via Moodle           


Part B: 'Patient Care Flow Analysis' Poster. (10% of unit total)

The 'Patient Care Flow Analysis Poster' should summarise:

  • the patient medical history (symptoms and known anatomical/patho-physiological abnormalities)
  • speculated plausible differential diagnoses to explain current presentation
  • the pathway of specialised cardiac assessment that would be required to substantiate the most plausible diagnosis (including examples of anticipated assessment outcomes)
  • common management strategies, possible interventions, and prognosis relevant to the group allocated case study


The 'Patient Care Flow Analysis' poster should:

  • be self explanatory
  • contain appropriate key information, diagrams, cardiac images and referencing as required
  • be able to be easily viewed at a distance of one meter or more
  • contain lettering that is as large as possible and preferably in bold type
  • contain captions and tables that are clear and succinct
  • be presented in portrait orientation
  • not use abbreviations or acronyms without initial explanation in the text
  • allow the movement pathway of the eye over the poster to be natural (down columns and along rows)
  • use arrows, hands, numbers and/or symbols to clarify poster viewing sequence
  • use Vancouver in-text, image and diagram referencing style
  • not be overloaded with written content or visual graphics, simplistic styling is recommended


Students will be required to print one poster per group submission in either A1 or A0 paper sizing, and to upload a digital copy of the same poster via the Moodle site assessment tab. The printed poster will be retained by the University and may be displayed for peer review.


Part C: Oral Poster Presentation. (10% of the unit total)

The 'Oral Poster Presentation' discussing the poster content:

  • must be no longer than 10 minutes duration
  • should not add new material but simply present a summation of the group findings
  • will be video recorded for marking moderation purposes


Part D: Self and Peer Assessment (SPA) tool x 2. (5% of unit total)

The SPA is a tool that utilises the ten responses gathered from your teammates to quantify the value they have placed on your contribution to the group work. All students will be required to individually complete two SPA tool on two separate occasions. Students will be emailed a SPA Tool access link via email. SPA submission details are confidential and are not made available to other members of the group. An individual mark is allocated to each student based on their team work contribution.


This task carries a 30% weighting toward the final unit grade.


The case study scenario options are listed below:

Case One:
A 65-year-old man presented to his GP with symptoms of increasing breathlessness, tiredness, and a chesty cough. The patient volunteered that his symptoms had been slowly worsening over recent months and were now limiting his activity. Clinical examination revealed pedal oedema, elevated heart rate and blood pressure. The patient denied having episodes of chest pain.
Other relevant medical history includes pacemaker implantation at 40 years of age for complete heart block, medication-controlled diabetes, and known multivessel coronary artery disease (but no history of infarction). Electrocardiograph demonstrated right ventricular apical pacing morphology.
Identify possible diagnoses based on clinical presentation and medical history. Select a plausible diagnosis, identify further cardiac investigations and illustrative findings that would be required to substantiate diagnosis. Discuss patient management strategy, possible interventions, and prognosis.

Case Two:
A 37-year-old woman with known HOCM attended her annual cardiology appointment. Upon questioning, the patient volunteered that she was experiencing increasing shortness of breath and bouts of light-headedness with exertion. The patient has been asymptomatic until recent months.
Other relevant medical history includes ICD implantation, prescribed medications at highest tolerable or recommended dosages (beta-blocker, calcium channel blocker and Amiodarone), known aversion to surgical interventions.
Identify possible diagnoses based on clinical presentation and medical history. Select a plausible diagnosis, identify further cardiac investigations and illustrative findings that would be required to substantiate diagnosis. Discuss patient management strategy, possible interventions, and prognosis.

Case Three:
A 28-year-old woman was brought by ambulance to the emergency department after she collapsed whilst jogging. The ambulance documented ventricular tachycardia with left bundle branch appearance on her electrocardiograph at the time of presentation. The patient had regained consciousness and the arrhythmia had resolved by the time the ambulance arrived at the hospital. The patient described a history of occasional palpitations.
Other relevant medical history includes the death of her father suddenly at the age of 45 years, from an undiagnosed cardiac complaint. A repeat 12 lead ECG at the hospital demonstrated T wave inversions in V1-V3 with associated prolonged S-wave upstroke.
Identify possible diagnoses based on clinical presentation and medical history. Select a plausible diagnosis, identify further cardiac investigations and illustrative findings that would be required to substantiate diagnosis. Discuss patient management strategy, possible interventions, and prognosis.


 


Assessment Due Date

Week 10 Wednesday (25 Sept 2019) 11:45 pm AEST

To be carried out during the Abbott intensive workshop


Return Date to Students

Week 11 Wednesday (2 Oct 2019)


Weighting
30%

Assessment Criteria

Completion Advice:

Group work is defined as working together in a team and not simply working next to each other. I strongly advise that all group members collaborate into all aspects of this task.

All team members will receive the same mark for Part A, B & C together.

It is expected that you will share the work of this assessment task equally between group members so that an even spread of input between group members is achieved.


Part A: Draft submission of Poster (5% of unit total)

  • a brief outline of the groups proposed poster ideas
  • identify what the group is considering for patient management stratigies and possible interventions for the specific condition of the patient.
  • dot point or brief discriptions are acceptable
  • only one group member to submit word doc via Moodle
  • Submission due Week 6, Friday the 30th August at 17:00 AEST

Part B (10% of unit total) 'Patient Care Flow Analysis Poster:

The 'Patient Care Flow Analysis' poster should:

  • be self explanatory
  • demonstrate research from relevant literature sources, with collation of relevant key points in logical format
  • be free from grammatical and formatting errors
  • include appropriate key information, diagrams, cardiac images
  • demonstrate creativity
  • use Vancouver referencing style in-text , and for images and diagrams displayed

Referencing: There is a link on the unit Moodle site for referencing assistance. CQUni takes the use of plagiarism very seriously, so please refer to the published guidelines on the Academic Misconduct Procedure IMPORTAL.


Part C (10% of unit total) Oral Poster Presentation:

The group presentation should:

  • not add new material but simply present a summation of the group findings
  • include an introduction with a clear purpose
  • demonstrate a seamless transition between speakers, and have a presentation format that is smooth and well rehearsed
  • include a detailed discussion and concise summary/conclusion
  • be 10 minutes in duration

Speakers should:

  • demonstrate confidence through voice and body language
  • be clearly audible
  • use technical terms appropriate to audience

A detailed marking rubric for assessment task Part A and B can be found on the Moodle site. Students are advised to familiarise themselves with this document.


Part D: Self and Peer Assessment (SPA) tool. (5% of unit total)

SPA ONE will be open for completion during week 7. (Closing Friday 6th September at 4pm AEST )

SPA TWO will be open for completion during week 11. (Closing Friday 4th October 4pm AEST)


Referencing Style

Submission
Group

Learning Outcomes Assessed
  • Explain the concepts underpinning cardiac assessment procedures associated with cardiac rhythm management
  • Demonstrate professional collaboration with your peers


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice
  • Social Innovation

2 Practical Assessment

Assessment Title
Device interrogation and EGM analysis

Task Description

This task will assess the student's ability to practically perform a routine 'CRM device set up and check' at an advanced beginner level, along with appropriate interpretation of associated diagnostics and electrograms.

This is a PASS/FAIL assessment piece. The assessment task is broken into two parts, a ‘professional (pre and post-test requirements)' and a ‘technical’ component.

Professional (pre-test and post-test) requirements component

  • Apply patient care techniques and effective communication to obtain relevant patient history, informed consent, and to direct 'patients' accordingly.
  • Apply professionalism in dealing with equipment and the testing setting.

Technical (testing) component

  • performance of all baseline measurements, capture threshold, impedance and sensing tests of a pacemaker, internal defibrillator or cardiac resynchronization therapy device
  • interpretation of diagnostics in a pacemaker, internal defibrillator or cardiac resynchronization therapy device
  • interpretation of stored electrogram episodes in a pacemaker, internal defibrillator or Cardiac Resynchronisation Therapy device


The student will have 20 minutes to perform the practical (testing) component and 30 minutes for the EGM interpretation aspects of this assessment. These two components will be held over two different days with all re-sits available on Friday the 27th September.


To achieve an overall pass, each assessment component must be passed individually.

  • An ‘Assessment of Readiness for Clinical’ (ARC) tool will be used to mark each component.
  • The ARC tool can be found on the unit Moodle site. Students are encouraged to review this document.
  • The components are graded separately so that if one component is passed and the other is not, only the failed component must be repeated.
  • All the BOLDED items in the assessment ARC must be completed to receive full marks to pass the professional assessment.
  • If the student has failed only the professional component, the full assessment will be repeated, but the student will only be marked on the professional component.
  • All assessments will be moderated. Both the technical and professional components of the test will be video recorded for moderation purposes.
  • There will be only ONE (1) opportunity to re-site either the technical and/or professional components of this assessment component. (Friday 27st September, Week 10 intensive workshop)
  • Re-sit results will be released within 10 working days to ensure thorough and accurate moderation.


As per Assessment of Coursework Procedures (Section 3 Assessment Extensions), item 3.2.5, 'these testing tests are considered professional assessment tasks and have an absolute submission date. Accordingly, these assessments must be completed by/on the specified date. In the absence of an approved extension, there will be no opportunity to complete the task after this date, and there will be no opportunity to apply a late penalty'.


Students who fail a pass/fail component of a graded unit will be deemed to have failed that unit.



Assessment Due Date

Week 10 Thursday (26 Sept 2019) 9:00 am AEST

To be carried out during the Abbott intensive workshop


Return Date to Students

Week 10 Thursday (26 Sept 2019)


Weighting
Pass/Fail

Assessment Criteria

For the practical component student will be allocated to an Abbott programmer where they will individually work through the process of a CRM device set up and check. At the end of the specified time they will produce two pieces of information, firstly will be the written answer sheet for specific questions through the device check and secondly will be the device summery printout. It will be these two pieces of information that will be marked.

The student will have 20 minutes to perform the practical (testing) component and 30 minutes for the EGM interpretation aspects of this assessment. These two components will be held over two different days. EGM analysis exam will be held on Wednesday the 25th September with the option for a re-sit on Friday the 27th September. The practical exam will be held on Thursday the 26th September with an option for a re-sit on Friday the 27th September. 


The ‘Assessment of Readiness for Clinical’ (ARC) tool - found on the unit Moodle site, will be used by the tutor to critique student performance.


The ‘professional’ component of the ARC tool will critique:

  • communication
  • professional behaviour
  • patient care
  • infection control
  • ergonomics


The ‘technical’ component of the ARC tool will critique:

  • device optimisation (for baseline measurements)
  • demonstration of knowledge regarding basic device parameters
  • testing technique (including device capture and sense tests)
  • adherence to test protocols
  • interpretation of device diagnostics
  • interpretation of stored device electrograms


Referencing Style

Submission

No submission method provided.


Learning Outcomes Assessed
  • Perform baseline measurements, capture threshold and sense tests for a range of cardiac rhythm management devices, including consideration of quality assurance
  • Interrogate the diagnostics, and stored electrogram episodes, of a cardiac device including consideration of quality assurance.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

3 In-class Test(s)

Assessment Title
In-class test

Task Description

Each health profession possess a body of knowledge, the fundamentals of which must be learnt and understood. The echocardiographic and cardiac physiology profession has selected concepts relevant to your future scope of practice. These concepts will be built upon in your future clinical capacity.

You will be asked to complete two separate In-class tests. The two in-class test marks are summative and will contribute toward 30% of the final unit grade. Each in-class test will be worth 30 marks.

  • The tests will review the your knowledge of cardiac device concepts taught in lectures, tutorial delivery and practised during the residential school.
  • Questions may be composed of multiple components, multiple choice, short answer, image interpretation style format.
  • You may also be asked to interpret electrocardiograms, images and patient data.
  • Question examples will be provided during the tutorial and residential school sessions to help you prepare for this assessment task.
  • You may benefit from having a calculator available when sitting the test

In-class test One will be conducted during the Abbott intensive workshop during week 5 on Friday the 16th August.

In-class test Two will be conducted during the Abbott intensive workshop during week 8 on Friday the 13th September.

The maximum time allowed for each in-class test to be completed is 60 minutes. (2 minutes per mark)

As per the Assessment Procedures all In-class tests must be written at the scheduled time. There is no ability to apply a late penalty. In the absence of an approved assessment extension, if you do not write a test at the scheduled time, your mark on that test will be zero. This assessment is to be undertaken as an individual. As with all other university examination, colluding with other students on non-group work tasks is considered academic misconduct, and may lead to action being taken the Deputy Dean of Learning and Teaching.


Assessment Due Date

Week 5 Friday (16 Aug 2019) 12:00 am AEST


Return Date to Students

Week 6 Friday (30 Aug 2019)

Results will be made available after tests have been marked and moderated.


Weighting
30%

Assessment Criteria

Each in-class test is worth a total of 30 marks.

Responses will be assessed according to:

  • accuracy and relevance of response, and competence in addressing all elements of the question
  • use of appropriate terminology and descriptors as well as grammar and spelling
  • the student’s ability to appropriately interpret electrocardiogram/images/patient data and then to succinctly compose an appropriate response based on their learning from the unit


Referencing Style

Submission

No submission method provided.


Learning Outcomes Assessed
  • Explain the concepts underpinning cardiac assessment procedures associated with cardiac rhythm management
  • Interrogate the diagnostics, and stored electrogram episodes, of a cardiac device including consideration of quality assurance.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence
  • Ethical practice

Examination

Outline
Complete an invigilated examination

Date
During the examination period, at a CQUniversity examination centre

Weighting
40%

Length
180 minutes

Minimum mark or grade
50

Details
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?