Overview
In this unit, you will have the opportunity to explore, evaluate and apply nursing theories and models that are currently used in the care of older people in different care settings – acute, community, and residential aged care. You will investigate societal perceptions of older people, ageing and the impact these perceptions may have on the older person. You will plan changes to enhance the organisational culture of your clinical setting to provide an environment that is conducive to meeting the clinical, social and psychological needs of the older person and their families.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CL22 Master of Clinical Nursing or CL16 Graduate Certificate in Clinical Nursing to undertake this unit. Pre-requisite: DCHA2003.
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 - 2024
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).
Recommended Student Time Commitment
Each 6-credit Postgraduate 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
Assessment Overview
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.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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 Feedback from Zoom meetings and discussions with students
The coordinator for this unit received feedback from students that the activities, tasks and assessment items were practical and useful.
Continue to include activities, tasks and assessment items that students can relate to.
Feedback from Feedback from SUTE data
The coordinator for this unit received feedback from students that they appreciated her detailed feedback on their assessments. Feedback was useful, and assisted in improving their writing skills.
Continue to provide constructive, in-depth and useful feedback
Feedback from Feedback given after a student presented an oral presentation.
The coordinator for this unit received feedback from a student how the contemporary unit content assisted them in using examples of the unit content to assist in a professional interview that the student was successful in obtaining an educator position.
Continue to provide contemporary unit content that is relevant to student health care settings.
- Evaluate the application of nursing models of care pertinent to the holistic nursing care of the older adult and their families in your healthcare setting.
- Analyse the impact that societal values have on the older adult and their nursing care across diverse care settings.
- Critically discuss evidence-informed clinical, social, and psychosocial care needs of the older adult using contemporary evidence and national standards.
- Construct and justify strategies to enhance a competent, culturally inclusive, person-centred work culture that meets the needs of older adults and their families across diverse care settings.
This unit is not linked to external accreditation.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Case Study - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
Ageing in a nursing home: foundations for care
Edition: 1st (2022)
Authors: Hudson, R.
Springer
Cham Cham , Switzerland
ISBN: 978-3-030-98267-6
Binding: eBook
Gerontological nursing: A holistic approach to the care of older people
(2021)
Authors: Vafeas, C., & Slatyer, S.
Elsevier
Chatswood Chatswood , NSW , Australia
ISBN: 978-0-7295-4367-5
Binding: eBook
Additional Textbook Information
These textbooks are available as ebooks through the CQU library.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Academic Learning Centre services
- Access to MIMS through the university library
- CQ U library search engines for research articles
- CQUniversity library literature search tools
- Microsoft Word
- Wordprocessing, spreadsheeting and powerpoint software
- Zoom account (Free)
- Zoom app on your smart phone or access to Zoom on your laptop
- Endnote bibliographic software. This is optional for formatting references.
- Online access Australian Standards (through CQU Library)
- CQUniversity Library Nursing Resources
- CQUniveristy Library Resources
- Zoom (both microphone and webcam capability)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
a.monson@cqu.edu.au
l.jack@cqu.edu.au
Module/Topic
Ageing in Society.
Chapter
Complete the readings and activities as outlined in the Module. Review Assessment One Task Information.
Events and Submissions/Topic
Activity – Access the General Discussion page and introduce yourself to your colleagues by providing your:
- Name
- Where you work
- Why you are studying MCN.
Assessments 1 and 2 - Review the assessment tasks and make a study plan.
Foundations of Academic Integrity Program - complete your annual program.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Cross-Cultural Ageing.
Chapter
Complete the readings and activities as outlined in the Module. Review and Research information for Assessment One Task.
Events and Submissions/Topic
Recorded Zoom - Ageing and Societal Views & Culture and Ageing. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Theories and Ageing:
Topics include:
- Biological & Sociological/Psychosocial.
Chapter
Complete the readings and activities as outlined in the Module. Being Working on Assessment One Task.
Events and Submissions/Topic
Zoom Tutorial - Q & A. Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Theories of Ageing:
Topics include:
- Psychological, Cognitive, and Spiritual.
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Recorded Zoom - Theories and Ageing. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Models of Care.
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Zoom Tutorial - Q & A: Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Vacation week.
Chapter
Please use this mid-term break as an opportunity to rest and recover. Enjoy your break!
Events and Submissions/Topic
No timetabled learning activities.
Please use this week to progress your assessments.
Module/Topic
Contemporary Challenges.
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Recorded Zoom - Challenges in Caring for Older People. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Written Assessment Due: Week 6 Wednesday (21 Aug 2024) 5:00 pm AEST
Module/Topic
Culturally Response Practice.
Chapter
Complete the readings and activities as outlined in the Module. Review Assessment Two Task Information.
Events and Submissions/Topic
Zoom Tutorial - Q & A: Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Health Promotion.
Chapter
Complete the readings and activities as outlined in the Module. Review and Research information for Assessment Two Task.
Events and Submissions/Topic
Recorded Zoom - Health Promotion of Healthy Ageing. Located in week 10's module. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Innovative Approaches to Care.
Chapter
Complete the readings and activities as outlined in the Module. Begin working on Assessment Two Task.
Events and Submissions/Topic
Zoom Tutorial - Q & A: Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Building a Culturally Competent Workforce.
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Recorded Zoom - Inspiring Nurses to Pursue a Career in Aged Care. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Hot Topics -
- Chemical Restraint
- Missed Care in Aged Care
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Zoom Recordings - Located in the Module under Hot Topics.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Hot Topics. -
- Lost Voices in an Aged Care system gone wrong
- Lived Experiences of a carer - whose husband had dementia
- Registered Nurse experiences in aged care
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Zoom Recordings - Located in the Module under Hot Topics.
Announcement and Discussion Boards - Check for posts and updates.
Case Study Due: Week 12 Wednesday (2 Oct 2024) 5:00 pm AEST
Module/Topic
Nil.
Chapter
Nil.
Events and Submissions/Topic
Nil.
Module/Topic
Nil.
Chapter
Nil.
Events and Submissions/Topic
Nil.
1 Written Assessment
Aim
The aim of this written assessment is to critically examine the stigma or misconceptions of the registered nurse (RN) workforce in caring for older adults and the consequential impact on both RNs and the health outcomes of older individuals.
Instructions
You are writing an academic essay that requires you to select and examine the stigma or misconceptions of the RN and critically analyse the effect of those views on the RN and the older adult. You should discuss how societal views affect job satisfaction, mental health, and a sense of professional fulfillment for the RN and the impact on the quality of care provided to older adults. Your discussion should include strategies to raise public awareness about the value and necessity of the expertise of the RN in caring for older adults and to reduce discrimination and stigma related to working in acute, residential, and community aged care settings. Your discussion is to be substantiated by evidence-based literature.
Please follow the steps below to complete your assessment task:
- Provide a brief introduction outlining the aim of your assessment (approximately 100 words).
- Discuss the stigma or two misconceptions about the role of the RN in acute, residential, and community aged care settings (approximately 200 words).
- Discuss how stigma or misconceptions can affect job satisfaction, mental health, and a sense of professional fulfillment for the RN. This discussion should include recognising the value, expertise, and inclusiveness within the RN workforce and innovative and contemporary processes to optimise care for older adults (approximately 400 words).
- Critically analyse how scholarly researchers and regulators such Aged Care Quality and Safety Commission (approximately 500 words):
-
- Raise public awareness about the value and necessity of the expertise of the RN in caring for older adults.
- Reduce/prevent discrimination and stigma related to working in acute, residential, and community aged care settings.
- Support safe, quality, clinical, social, and psychosocial care for RNs and older adults in acute, residential, and community aged care settings.
5. Justify how your findings can assist in raising the profile of the profession of aged care nursing and positive health outcomes for older people by incorporating contemporary evidence and national standards. Include two strategies to raise public awareness about the value and necessity of the expertise of the RN in caring for older adults to reduce/prevent discrimination and stigma related to working in acute, residential, and community aged care settings (approximately 600 words).
6. Provide a concise conclusion summarising the main concepts in your assessment (approximately 200 words).
Week 6 Wednesday (21 Aug 2024) 5:00 pm AEST
Submit your assessment in Microsoft Word format only.
Week 8 Wednesday (4 Sept 2024)
Students will be advised of release of assessment marking via an announcement posted to the Announcement's Board on the Unit Moodle site.
Assessment One – Written Assessment Student Name:
|
Key Criteria |
High Distinction 84.5 – 100% |
Distinction 74.50 – 84.49% |
Credit 64.50 – 74.49% |
Pass 49.50 – 64.49% |
Fail <49.5% |
TOTAL |
|
Introduction and conclusion (10%)
|
(10–8.5) The written assessment has a clear and succinct introduction and conclusion and is the student’s own work. The introduction provides excellent background information and outlines the direction of the assessment, and the conclusion succinctly summarises the key points. |
(8.4–7.5) The written assessment has a clear introduction and conclusion and is the student’s own work. The introduction provides good background information and outlines the direction of the assessment, and the conclusion summarises most key points. |
(7.4–6.5) The written assessment has an adequate introduction and conclusion and is the student’s own work. The introduction provides some background information and outlines the direction of the assessment, and the conclusion summarises some key points. |
(6.4–5) An introduction and conclusion have been attempted and are the student’s own work. The introduction provides limited background information and an outline of the assessment’s direction, and the conclusion has a few key points. |
(4.9–0) The introduction has significant errors or omissions of aims and direction of content or the introduction is not provided and/or is not the student’s own work. The logical direction of the assessment is unclear. The conclusion does not summarise the assessment or is omitted. |
|
|
Stigma or misconceptions of the role of the RN (20%) |
(20–17) The written assessment provides a comprehensive discussion of the stigma or two misconceptions of the role of the RN in the acute, residential or community aged care setting and is supported by valid and relevant research conveyed in the student’s own words.
|
(16.9–15) The written assessment provides a concise discussion of the stigma or two misconceptions of the role of the RN in the acute, residential or community aged care setting and is supported by valid and relevant research conveyed in the student’s own words. |
(14.9–13) The written assessment partly provides a discussion of the stigma or two misconceptions of the role of the RN in the acute, residential or community aged care setting and is supported by valid and relevant research conveyed in the student’s own words. |
(12.9–10) The written assessment lacks some content that indicates an incomplete discussion of the literature on the stigma or two misconceptions of the role of the RN in the acute, residential or community aged care setting and is supported by valid and relevant research conveyed in the student’s own words. |
(9.9–0) There is minimal, incorrect, or omitted content/discussion on the stigma or two misconceptions of the role of the RN in the acute, residential or community aged care setting and is/is not supported by valid and relevant research and is not the student’s own work. |
|
|
Effects of Stigma or misconceptions of the role of the RN (25%) |
(25-22) Concise and comprehensive critique of the stigma or two misconceptions of the role of the RN in the acute, residential or community aged care setting is supported by valid and relevant research and is in the student’s own words. The discussion demonstrates how stigma or misconceptions can affect job satisfaction, mental health, and a sense of professional fulfillment for the RN. The discussion includes the importance of recognising the value, expertise, and inclusiveness of the RN in the workforce and innovative and contemporary processes to optimise care for older adults. |
(21.9-19) Concise critique of the stigma or two misconceptions of the role of the RN in the acute, residential or community aged care setting, supported by valid and relevant research and is in the student’s own words. The discussion demonstrates how stigma or misconceptions can affect job satisfaction, mental health, and a sense of professional fulfillment for the RN. The discussion includes the importance of recognising the value, expertise, and inclusiveness of the RN in the workforce and innovative and contemporary processes to optimise care for older adults. |
(18.9-15) Mostly concise critique of the stigma or two misconceptions of the role of the RN in the acute, residential or community aged care setting, supported by valid and relevant research and is in the student’s own words. The discussion demonstrates how stigma or misconceptions can affect job satisfaction, mental health, and a sense of professional fulfillment for the RN. The discussion includes the importance of recognising the value, expertise, and inclusiveness of the RN in the workforce and innovative and contemporary processes to optimise care for older adult. |
(14.9-10) Some critique of stigma or two misconceptions of the role of the RN in the acute, residential or community aged care setting is provided and is supported by valid and relevant research and is in the student’s own words. There are some gaps in the discussion that exclude the demonstration of stigma or misconceptions can affect job satisfaction, mental health, and a sense of professional fulfillment for the RN. There is some discussion about the importance of recognising the value, expertise, and inclusiveness of the RN in the workforce and innovative and contemporary processes to optimise care for older adults. |
(9.9-0) There is minimal or no effects of stigma or misconceptions discussed, or demonstration of how stigma or misconceptions can affect job satisfaction, mental health, and a sense of professional fulfillment for the RN. There is minimal or no discussion of about the importance of recognising the value, expertise, and inclusiveness of the RN in the workforce and innovative and contemporary processes to optimise care for older adults. Statements are not supported by valid and relevant research and/or is not in the student’s own words. |
|
|
Critical Analysis – importance of the role of RN (30%) |
(30–25.5) Concise and comprehensive discussion of how scholarly researchers and regulators such Aged Care Quality and Safety Commission raise public awareness about the value and necessity of the expertise of the RN, reduce/prevent discrimination and stigma, and support safe, quality, clinical, social, and psychosocial care for RNs and older adults. Two strategies to raise public awareness about the value and necessity of the expertise of the RN in caring for older adults to reduce/prevent discrimination and stigma related to working in acute, aged care, and community settings are discussed. Statements are supported by valid and relevant research and is in the student’s own words.
|
(30–25.5) Concise discussion in student’s own words discussing how scholarly researchers and regulators such Aged Care Quality and Safety Commission raise public awareness about the value and necessity of the expertise of the RN, Reduce/prevent discrimination and stigma, and support safe, quality, clinical, social, and psychosocial care for RNs and older adults. Two strategies to raise public awareness about the value and necessity of the expertise of the RN in caring for older adults to reduce/prevent discrimination and stigma related to working in acute, aged care, and community settings are discussed. Statements are supported by valid and relevant research and is in the student’s own words. |
(22.3–19.4) Mostly concise in student’s own words discussing how scholarly researchers and regulators such Aged Care Quality and Safety Commission raise public awareness about the value and necessity of the expertise of the RN, Reduce/prevent discrimination and stigma, and support safe, quality, clinical, social, and psychosocial care for RNs and older adults. Two strategies to raise public awareness about the value and necessity of the expertise of the RN in caring for older adults to reduce/prevent discrimination and stigma related to working in acute, aged care, and community settings are discussed. Statements are supported by valid and relevant research and is in the student’s own words. |
(19.3–15) The justification is not concise and/or does not discuss how scholarly researchers and regulators such Aged Care Quality and Safety Commission raise public awareness about the value and necessity of the expertise of the RN, Reduce/Prevent discrimination and stigma, and support safe, quality, clinical, social, and psychosocial care for RNs and older adults. Two strategies to raise public awareness about the value and necessity of the expertise of the RN in caring for older adults to reduce/prevent discrimination and stigma related to working in acute, aged care, and community settings are discussed. Statements are supported by valid and relevant research and is in the students’ own words. |
(14.9–0) There is minimal or no Statements are not supported by valid and relevant research and/or is not in the student’s own words. discuss how scholarly researchers and regulators such Aged Care Quality and Safety Commission raise public awareness about the value and necessity of the expertise of the RN, Reduce/Prevent discrimination and stigma, and support safe, quality, clinical, social, and psychosocial care for RNs and older adults. Two strategies to raise public awareness about the value and necessity of the expertise of the RN in caring for older adults to reduce/prevent discrimination and stigma related to working in acute, aged care, and community settings are discussed. |
|
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Professional writing and presentation (10%) |
(10–8.5) Content is students own work, clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. The assessment is substantiated with a minimum of 15 contemporary peer-reviewed journal articles. Formatting requirements applied without error. Adheres to the word count. |
(8.4–7.5) Content is students own work, frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. The assessment is substantiated with 13-14 contemporary peer-reviewed journal articles. Formatting requirements applied with minimal error. Adheres to the word count. |
(7.4–6.5) Content is students own work, mostly clear, correct, and presented logically, demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. The assessment is substantiated with 11-12 contemporary peer-reviewed journal articles. Formatting requirements applied with some error. Adheres to the word count. |
(6.4–5) Content is students own work, frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is frequently used. The assessment is substantiated with 9-10 contemporary peer-reviewed journal articles. Formatting requirements applied with moderate error. Adheres to the word count. |
(4.9–0) Content is not students own work, consistently unclear or incorrect and disorganised demonstrating insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. Language of the discipline is infrequently or incorrectly used. The assessment is substantiated with 8 or less contemporary peer-reviewed journal articles. Formatting requirements are inaccurate or not applied. Deviates +/- 10% of the word count. |
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Referencing (5%) |
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(4.2–3.8) Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(3.75–3.55) Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(3.50–2.5) Acknowledges sources and/or meets APA (7th Edition) referencing standards with 3 errors. Some literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(2.4–0) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors or references not provided and some references are not sourced from the CQUniversity library. |
|
|
TOTAL |
||||||
- Evaluate the application of nursing models of care pertinent to the holistic nursing care of the older adult and their families in your healthcare setting.
- Analyse the impact that societal values have on the older adult and their nursing care across diverse care settings.
- Critically discuss evidence-informed clinical, social, and psychosocial care needs of the older adult using contemporary evidence and national standards.
- Construct and justify strategies to enhance a competent, culturally inclusive, person-centred work culture that meets the needs of older adults and their families across diverse care settings.
2 Case Study
Aim
The aim of this assessment is for you to critically evaluate the deficiencies in professional and cultural competence within an aged care facility, specifically focusing on registered nurses (RNs), and to propose strategies for improvement to enhance the quality of care provided to older adults.
Instructions
To complete this assessment, read the case below and follow the steps below.
Case Study
Maplewood Residential Aged Care Facility (RACF) a long-established residential aged care facility has been facing mounting concerns regarding the quality of nursing care provided to its residents. Despite its reputation for providing comprehensive services to older adults with an Overall Star rating a 5-star rating that bases RACFs overall performance – an Overall Star Rating of between 1 and 5 stars, and a rating across each of the 4 sub-categories – residence experience, compliance, staffing, and quality measures, a recent site audit revealed significant deficiencies in professional and culturally competent nursing care delivered by registered nurses (RNs).
- Provide a brief introduction outlining the aim of your assessment (approximately 100 words).
- Examine the literature on the Overall Star rating, a 5-star rating, and 4 sub-categories – residence experience, compliance, staffing, and quality measures, and examine how these subcategories influence the professional attributes and cultural competence of registered nurses working in aged care settings. (approximately 400 words).
- Critically analyse the factors affecting sub-category 3 – staffing and potential risks to RNs and older adults (approximately 800 words).
- Critically discuss the Australian Government Department of Health's Actions to support older Culturally and Linguistically Diverse people: A guide for Aged Care Providers (2019), to enhance a competent, culturally aware, inclusive, person-centered framework to meet the needs of older adults and their families. Your discussion should include three implications for health policy and be substantiated by the literature with reference to the Aged Care Quality Standards (approximately 1,000 words).
- Provide a concise conclusion summarising the main concepts in your assessment (approximately 200 words).
Week 12 Wednesday (2 Oct 2024) 5:00 pm AEST
Submit your assessment in Microsoft Word format only.
Exam Week Wednesday (16 Oct 2024)
Students will be advised of release of assessment marking via an announcement posted to the Announcement's Board on the Unit Moodle site.
Assessment Two – Case Study Student Name:
|
Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail <49.5% |
TOTAL |
|
Introduction and conclusion (10%) |
(10–8.5) The written assessment has a clear and succinct introduction and conclusion and is in the student’s own words. The introduction provides excellent background information and outlines the direction of the case study, and the conclusion succinctly summarises the key points. |
(8.4–7.5) The written assessment has a clear introduction and conclusion and is in the student’s own words. The introduction provides good background information and outlines the direction of the case study, and the conclusion summarises most key points. |
(7.4–6.5) The written assessment has an adequate introduction and conclusion and is in the student’s own words. The introduction provides some background information and outlines the direction of the case study, and the conclusion summarises some key points. |
(6.4–5) An introduction and conclusion have been attempted and is in the student’s own words. The introduction provides limited background information and an outline of the case study's direction, and the conclusion has a few key points. |
(4.9–0) The introduction has significant errors or omissions of aims and direction of content or the introduction is not provided and is not the student’s own words. The logical direction of the assessment is unclear. The conclusion does not summarise the assessment or is omitted. |
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5-STAR rating (overt & covert) (20%) |
(20–17) The written assessment provides a comprehensive search of the literature on the Overall Star Rating, a 5-star rating, and 4 sub-categories – residence experience, compliance, staffing, and quality measures, and how these sub-categories influence the professional attributes and cultural competence of registered nurses working in aged care settings. Evidenced-based practice by valid and relevant research conveyed in the student’s own words.
|
(16.9–15) The written assessment provides a clear search of the literature on the Overall Star Rating, a 5-star rating, and 4 sub-categories – residence experience, compliance, staffing, and quality measures, and how these sub-categories influence the professional attributes and cultural competence of registered nurses working in aged care settings. Evidenced-based practice by valid and relevant research conveyed in the student’s own words |
(14.9–13) The written assessment partly provides a search of the literature on the Overall Star Rating, a 5-star rating, and 4 sub-categories – residence experience, compliance, staffing, and quality measures, and how these sub-categories influence the professional attributes and cultural competence of registered nurses working in aged care settings. Evidenced-based practice by valid and relevant research conveyed in the student’s competence of registered nurses working in aged |
(12.9–10) The written assessment lacks some content that indicates an incomplete search of the literature on the Overall Star Rating, a 5-star rating, and 4 sub-categories – residence experience, compliance, staffing, and quality measures, and how these sub-categories influence the professional attributes and cultural competence of registered nurses working in aged care settings. Evidenced-based practice by valid and relevant research conveyed in the student’s competence of registered nurses working in aged |
(9.9–0) There is minimal, incorrect or omitted content on Overall Star Rating, a 5-star rating, and 4 sub-categories – residence experience, compliance, staffing, and quality measures, and how these subcategories influence the professional attributes and cultural competence of registered nurses working in aged care settings and is not supported by valid and relevant research and/or is not conveyed in the student’s own words. |
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Critical Analysis (25%) |
(25-17) Concise and critical analysis of the research in relation to the factors affecting sub-category 3 – staffing and potential risks to RNs and older adults is provided and is supported by valid and relevant research conveyed in the student’s own words. |
(16.9-15) Concise analysis of the research in relation to the factors affecting sub-category 3 – staffing and potential risks to RNs and older adults is provided and is supported by valid and relevant research conveyed in the student’s own words |
(14.9-13) Mostly concise analysis of the research in relation to the factors affecting sub-category 3 – staffing and potential risks to RNs and older adults is provided and is supported by valid and relevant research conveyed in the student’s own words |
(12.9-10) Analysis of research in relation to factors affecting the factors affecting sub-category 3 – staffing and potential risks to RNs and older adults is provided, however there are some gaps in discussion. Analysis is supported by valid and relevant research conveyed in the student’s own words |
(9.9-0) There is minimal or no evidence of analysis of the the factors affecting sub-category 3 – staffing and potential risks to RNs and older adults is not provided or supported by valid and relevant research and/or is not conveyed in the student’s own words. |
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Australian Government Department of Health (30%) |
(30–25.5) Concise and comprehensive justification of the Australian Government Department of Health's Actions to support older Culturally and Linguistically Diverse people: A guide for Aged Care Providers (2019), to enhance a competent, culturally aware, inclusive, person-centred framework to meet the needs of older adults and their families. Discussion includes three implications for health policy and be substantiated by the literature with reference to the Aged Care Quality Standards conveyed in the student’s own words. |
(25.4–22.4) Concise justification of current of the Australian Government Department of Health's Actions to support older Culturally and Linguistically Diverse people: A guide for Aged Care Providers (2019), to enhance a competent, culturally aware, inclusive, person-centred framework to meet the needs of older adults and their families. Discussion includes three implications for health policy and be substantiated by the literature with reference to the Aged Care Quality Standards conveyed in the student’s own words |
(22.3–19.4) Mostly concise justification of the Australian Government Department of Health's Actions to support older Culturally and Linguistically Diverse people: A guide for Aged Care Providers (2019), to enhance a competent, culturally aware, inclusive, person-centred framework to meet the needs of older adults and their families. Discussion includes three implications for health policy and be substantiated by the literature with reference to the Aged Care Quality Standards conveyed in the student’s own words.
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(19.3–15) There is some justification provided, however is not concise and/or does not include the Australian Government Department of Health's Actions to support older Culturally and Linguistically Diverse people: A guide for Aged Care Providers (2019), to enhance a competent, culturally aware, inclusive, person-centred framework to meet the needs of older adults and their families. Limited discussion of three implications for health policy substantiated by the literature with reference to the Aged Care Quality Standards conveyed in the student’s own words.
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(14.9–0) There is minimal or no justification of the Australian Government Department of Health's Actions to support older Culturally and Linguistically Diverse people: A guide for Aged Care Providers (2019), to enhance a competent, culturally aware, inclusive, person-centred framework to meet the needs of older adults and their families. Limited or no discussion of three implications for health policy substantiated by the literature with reference to the Aged Care Quality Standards are not evident and/or conveyed in the student’s own words. |
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Professional writing and presentation (10%) |
(10–8.5) Content is students own work, clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. The assessment is substantiated with a minimum of 20 contemporary peer-reviewed journal articles. Formatting requirements applied without error. Adheres to the word count. |
(8.4–7.5) Content is students own work, frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. The assessment is substantiated with 18-19 contemporary peer-reviewed journal articles. Formatting requirements applied with minimal error. Adheres to the word count. |
(7.4–6.5) Content is students own work, mostly clear, correct, and presented logically, demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. The assessment is substantiated with 16-17 contemporary peer-reviewed journal articles. Formatting requirements applied with some error. Adheres to the word count. |
(6.4–5) Content is students own work, frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is frequently used. The assessment is substantiated with 14-15 contemporary peer-reviewed journal articles. Formatting requirements applied with moderate error. Adheres to the word count. |
(4.9–0) Content is not students own work, consistently unclear or incorrect and disorganised demonstrating insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. Language of the discipline infrequently or incorrectly used. The assessment is substantiated with 14 or less contemporary peer-reviewed journal articles. Formatting requirements are inaccurate or not applied. Deviates +/- 10% of the word count. |
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Referencing (5%) |
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(4.2–3.8) Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(3.75–3.55) Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors. Literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(3.50–2.5) Acknowledges sources and/or meets APA (7th Edition) referencing standards with 3 errors. Some literature cited is published in the last 5 years and sourced from the CQUniversity library. |
(2.40–0) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors or references not provided and some references are not sourced from the CQUniversity library. |
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TOTAL |
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- Evaluate the application of nursing models of care pertinent to the holistic nursing care of the older adult and their families in your healthcare setting.
- Analyse the impact that societal values have on the older adult and their nursing care across diverse care settings.
- Critically discuss evidence-informed clinical, social, and psychosocial care needs of the older adult using contemporary evidence and national standards.
- Construct and justify strategies to enhance a competent, culturally inclusive, person-centred work culture that meets the needs of older adults and their families across diverse care settings.
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?
