Overview
This unit will provide you with specialised knowledge of Australian and international policy and practice relating to meeting the needs of our current and future ageing populations. This will involve research into the opportunities associated with population ageing. You will identify how policy informs practice and service delivery. You will critically appraise the adequacy and sustainability of contemporary policy and practice to promote life-long well-being and the rights of older people. The influence of actual and potential economic, cultural and social factors will be inspected in detail in both national and global contexts. The importance of the ethical and social issues associated with ageing and related responsibilities of practitioners and policy makers will be explored in depth. You will design evidence based recommendations for policy and practice to plan for the empowerment and well-being of our current and future ageing populations.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
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
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 Course Reference Committee , Head of Course and Unit Coordinators.
Student enrolments over the three years this course (and unit) have been active demonstrate a need to promote and market it more strongly.
Consideration will be given to this, particularly in regards to the new undergraduate Healthy Ageing units that are being developed as part of the Bachelor of Social Work (Honours).
- Explore the global impact of an ageing population on individuals and society
- Assess the ability of current policy to ensure quality of life for the future ageing population
- Examine social structures that may impede or facilitate quality of life in older age
- Identify specific economic, cultural and social changes and recommend policy that will be needed to address these changes
- Evaluate the ability of contemporary practice to ensure quality of life for the future ageing population.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 50% | |||||
| 2 - Presentation and Written Assessment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - First Nations Knowledges | |||||
| 9 - 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 | |
| 1 - Written Assessment - 50% | |||||||||
| 2 - Presentation and Written Assessment - 50% | |||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
a.holt2@cqu.edu.au
Week 1
Begin Date: 15 Jul 2019Module/Topic
Introductory week - Welcome to HAGE 20003: Policy and Practice Projections
Chapter
Events and Submissions/Topic
Refer to the Moodle site. Read introductory documentation and familiarise yourself with the assessment requirements.
Details of the assessments are available on the Moodle site. You can begin preparing for the first assessment.
Week 2
Begin Date: 22 Jul 2019Module/Topic
Module 1- Exploring the global impact of an ageing population on individuals and society
Chapter
Events and Submissions/Topic
Refer to the Moodle site.
Commence Module 1 workbook activities.
Continue working on the first assessment.
Week 3
Begin Date: 29 Jul 2019Module/Topic
Module 1- Exploring the global impact of an ageing population on individuals and society
Chapter
Events and Submissions/Topic
Refer to the Moodle site.
Commence Module 1 workbook activities.
Continue working on the first assessment.
Week 4
Begin Date: 05 Aug 2019Module/Topic
Module 1- Exploring the global impact of an ageing population on individuals and society
Chapter
Events and Submissions/Topic
Refer to the Moodle site.
Commence Module 1 workbook activities.
Continue working on the first assessment.
Week 5
Begin Date: 12 Aug 2019Module/Topic
Module 2 - Current ageing policy, quality of life & the future ageing population
Chapter
Events and Submissions/Topic
Refer to the Moodle site.
Commence Module 2 workbook activities.
Continue working on the first assessment.
Vacation Week
Begin Date: 19 Aug 2019Module/Topic
Enjoy your study free week!
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 26 Aug 2019Module/Topic
Module 2 - Current ageing policy, quality of life & the future ageing population
Chapter
Events and Submissions/Topic
Refer to the Moodle site.
Commence Module 2 workbook activities.
Continue working on the first and second assessment.
Week 7
Begin Date: 02 Sep 2019Module/Topic
Module 2 - Current ageing policy, quality of life & the future ageing population
Chapter
Events and Submissions/Topic
Refer to the Moodle site.
Commence Module 2 workbook activities.
Continue working on the first and second assessment.
Week 8
Begin Date: 09 Sep 2019Module/Topic
Module 3a - Social structures that may impede or facilitate quality of life in older age
Chapter
Events and Submissions/Topic
Refer to the Moodle site.
Commence Module 3 workbook activities.
Continue working on the first and second assessment.
Week 9
Begin Date: 16 Sep 2019Module/Topic
Module 3a - Social structures that may impede or facilitate quality of life in older age
Chapter
Events and Submissions/Topic
Refer to the Moodle site.
Commence Module 3 workbook activities.
Finalise your work on the first assignment
Assessment 1 - Friday 20 September 2019 5.00pm (AEST)
Assessment 1 - Workforce capacity and current ageing policy Due: Week 9 Friday (20 Sept 2019) 5:00 pm AEST
Week 10
Begin Date: 23 Sep 2019Module/Topic
Module 3b - Ageing policy, economic, cultural & social changes & recommendations
Chapter
Events and Submissions/Topic
Refer to the Moodle site.
Commence Module 3 workbook activities.
Continue working on the second assessment.
Week 11
Begin Date: 30 Sep 2019Module/Topic
Module 4 - Contemporary practice, quality of life & the future ageing population
Chapter
Events and Submissions/Topic
Refer to the Moodle site.
Commence Module 4 workbook activities.
Continue working on the second assessment.
Assessment 2 - Current practice & promoting quality of life for older people Due: Week 11 Friday (4 Oct 2019) 5:00 pm AEST
Week 12
Begin Date: 07 Oct 2019Module/Topic
Module 4 - Contemporary practice, quality of life & the future ageing population
Chapter
Events and Submissions/Topic
Refer to the Moodle site.
Commence Module 4 workbook activities.
Finalise working on the second assessment.
Assessment 2 - Handout - Friday 04 October 2019 5.00pm (AEST) & Presentation Week 12 time to be discussed with Lecturer
Review/Exam Week
Begin Date: 14 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 21 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment 1: Workforce capacity and current ageing policy
Objectives:
As
a consequence of population ageing, an overwhelming number of older people will
be accessing health services across a lot of different settings. Workplaces,
services and welfare changes are occurring to meet the shifting needs of an
ageing population.
This assessment asks you to consider
the capacity of the health workforce to meet the needs of an ageing population
by evaluating the literature about the intent and desire of health professional
graduates to work with older people, for example in an aged care setting or in
a community setting for older adults.
The purpose of this first
assessment is to assess the suitability of federal policy to account for the
diverse needs of an ageing population, by specifically analysing the Productivity Commissions “Caring for Older
People Report” (2011).
Learning Outcomes assessed (1) & (2) & (3)
Tasks:
1.0 Download
the Productivity Commissions “Caring for
Older People Report” (2011). Examine and summarise the key components of this report that
link health workforce capacity to caring for older people within the context of
Australia’s ageing population.
2.0 Review
the literature on ‘health professional’ students desire and intent to work with
older people in health care settings as a future career path. You may wish to focus on specific graduates
for example, nurses, social workers, physiotherapists, OT or Allied Health Science students as a whole
group. You will need to examine and discuss attitudes, stigmas, previous experience,
knowledge and level of training in caring for older people by these students.
3.0 You
need to consider the future health needs of older people in Australia. You will
need to discuss any perceived short-comings in workforce capacity, and the care
needs of Australia’s ageing population along with the perceptions of working
with older people by ‘health professional’ students and integrate this into some recommendations for encouraging future graduate to work with older people.
Type: Written
Assessment
Due
date: Week 9
Friday
20 September 2019
5:00
pm (AEST)
Weighting: 50%
Length: 2500 words
+/- 10% (excluding references)
Week 9 Friday (20 Sept 2019) 5:00 pm AEST
via Turnitin on Moodle
Week 11 Friday (4 Oct 2019)
via Moodle
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
|
Presentation 5% |
|
|
|
|
|
|
Very well presented. No spelling
or grammatical errors. Well proof read. Written in a clear and cohesive
style. |
Very well presented. Minimal
spelling and grammatical errors. Well proof read. Written in a clear and easy
to read style. |
Well presented. Some spelling and
grammatical errors. Written in an easy to read style. |
There may be one or more areas
where there is evidence of lack attention to presentation. |
Many presentation errors. |
|
|
Introduction 5% |
|
|
|
|
|
|
Provides
an excellent overview of the topic. Introduction is highly relevant to
content. Provides very clear sense of what follows in terms of the direction
of the paper. |
Provides
a good overview of the topic. Introduction is largely relevant to content.
Provides a clear sense of what follows in terms of the direction of the
paper. |
Provides
a general overview of the topic. Introduction is relevant to content.
Provides a sense of what follows in terms of the direction of the paper |
Provides
a very basic overview of topic. Introduction is somewhat relevant to content.
Provides some sense of what follows. |
Not
evident and/or not appropriate. |
|
|
Conclusion 5% |
|
|
|
|
|
|
Provides
a logical, concise and persuasive summary linking all key points together
very well. No new information is raised |
Provides
a logical summary linking key points together with a sense of closure. No new
information is raised. |
Provides
an adequate summary that brings most but not all key points together with
some sense of closure. No new ideas are raised. |
Provides
a very basic summary, fails to link all key points together, with very little
closure and has introduced some new information. |
Not
evident and/or not appropriate. |
|
|
Referencing
5% |
|
|
|
|
|
|
Consistently
integrates up-to-date references to support and reflect all ideas, factual
information and quotations. Accurate APA in-text citations and reference list
formatted correctly with no
errors. |
Generally,
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 1 or 2 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 1 to 2 errors. |
Partly
integrates up-to-date references to support and reflect ideas, factual information
and quotations, with 3 or 4 exceptions. Accurate APA in-text citations and
reference list formatted correctly with 3 to 4 errors. |
Occasionally
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 5 or 6 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 5 to six errors |
Fails to or infrequently attempts
(>7 errors) to integrate up-to-date references to support and reflect
ideas, factual information. Inaccurate use of APA for in-text citations and
poorly formatted reference list. |
|
|
Analysis of policy document and
health workforce capacity to meet ageing population 40% |
|||||
|
High level of analysis reflected
in a very clear cohesive argument. |
High level of analysis reflected
in a largely clear cohesive
argument. |
Some level of analysis reflected
in a somewhat clear cohesive
argument. |
Some analysis apparent. Argument
is a little disjointed. |
Minimal analysis or lack of
analysis. |
|
|
Analysis of desire and intent to
work with older people 20% |
|||||
|
High level of understanding of intent
to work with older people with articulation of key points in a very clear cohesive manner. |
Sound level of understanding of intent
to work with older people with articulation of key points in a largely clear cohesive manner. |
Some understanding of intent to
work with older people with articulation of key points in a somewhat clear cohesive manner. |
Basic level of understanding of intent
to work with older people however argument is a little disjointed. |
Minimal or no understanding. |
|
|
Understanding of the impact of the
policy on future health workforce needs of an ageing population 20% |
|||||
|
High level of understanding and
synthesis of workforce capacity, care needs of ageing population and
perceptions of working with older people. |
Sound level of understanding and
synthesis of workforce capacity, care needs of ageing population and
perceptions of working with older people. |
Some understanding and synthesis
of workforce capacity, care needs of ageing population and perceptions of
working with older people. |
Basic level of understanding of
workforce capacity, care needs of ageing population and perceptions of
working with older people. Little integration of information to support this |
Minimal or very poor level of
understanding of workforce capacity, care needs of ageing population and
perceptions of working with older people. No integration of information to
support this. |
|
- Explore the global impact of an ageing population on individuals and society
- Assess the ability of current policy to ensure quality of life for the future ageing population
- Examine social structures that may impede or facilitate quality of life in older age
- Identify specific economic, cultural and social changes and recommend policy that will be needed to address these changes
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Presentation and Written Assessment
Objectives:
This assessment asks you to evaluate
the ability of an ageing policy in Australia to meet the specific economic,
cultural, and social changes associated with our ageing population. This will include a critical appraisal of the
adequacy and sustainability of this policy in meeting the needs of the older
people from a health care service perspective. You may wish to focus on your
own industry or an industry of choice. This evaluation will enable you to make
and discuss some recommendations that have implications for better practice in
caring for older adults.
Learning Outcomes assessed (4) & (5)
Tasks:
1.0 Design
and create a PowerPoint presentation that is 15 minutes in duration. You will
be presenting this to an audience of professional colleagues at a health
sector/industry conference.
2.0 You
will need an introductory slide that gives an overview of the ageing policy you
have selected and the field of practice (own industry or industry of choice)
you are interested in.
3.0 The
main content of the presentation will be about the capacity (adequacy and
sustainability) of this policy to meet the needs of older people from a health
care/service perspective, along with realistic and feasible recommendations to
improve practice in caring for older people. You can draw on the information
you have consolidated in Assessment 1. This will also include an evaluation of the field of
practice.
4.0 You
will also need to provide handouts
(1000 words only) that gives a summary of your presentation, key points and
recommendations. These need to be based on the most current evidence-based
literature.
5.0 You
will need a concluding slide with references using APA correctly.
Type: Presentation
Due
date: Week 11 (Handout)
Week 12 Presentation (Day/time
to be discussed with Lecturer)
Weighting: 50%
Length: 15 minutes
and handout - 1000 words +/- 10% (excluding references)
Week 11 Friday (4 Oct 2019) 5:00 pm AEST
via Moodle (presentation time to be discussed with Lecturer)
Exam Week Friday (25 Oct 2019)
via Moodle
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
PowerPoint Presentation 5% |
|
|
|
|
|
Slides and notes are used very effectively. Topic and direction
of the presentation is outlined very
well with a logical close. Audience handout cohesively
summarises presentation in clear and succinct manner. |
Slides and notes are used
effectively. Topic and direction of
the presentation is outlined well
with a logical close. Audience handout summarises
presentation in clear and succinct manner. |
Slides and notes are used well but
with some improvement needed. Topic and direction of the presentation is
outlined with a logical close. Audience handout summarises
presentation adequately but needs more information. |
Slides and notes are clear; however,
the information needs to be more succinct and cohesive. Topic and direction
of the presentation is outlined but needs to be clearer. Audience handout provides a very
basic outline of presentation with minimal summary. |
Very poor presentation, unclear,
not succinct or cohesive .For example, no recognisable overview of topic or
direction. No audience handout provided. |
|
Introduction 5% |
|
|
|
|
|
Provides
an excellent overview of the topic. Introduction is highly relevant to
content. Provides very clear sense of what follows in terms of the direction
of the paper. |
Provides
a good overview of the topic. Introduction is largely relevant to content.
Provides a clear sense of what follows in terms of the direction of the
paper. |
Provides
a general overview of the topic. Introduction is relevant to content.
Provides a sense of what follows in terms of the direction of the paper. |
Provides
a very basic overview of topic. Introduction is somewhat relevant to content.
Provides some sense of what follows. |
Not
evident and/or not appropriate. |
|
Conclusion 5% |
|
|
|
|
|
Provides
a logical, concise and persuasive summary linking all key points together
very well. No new information is raised. |
Provides
a logical summary linking key points together with a sense of closure. No new
information is raised. |
Provides
an adequate summary that brings most but not all key points together with
some sense of closure. No new ideas are raised. |
Provides
a very basic summary, fails to link all key points together, with very little
closure and has introduced some new information. |
No
recognisable conclusion or conclusion is inappropriate. |
|
Referencing
5% |
|
|
|
|
|
Consistently
integrates up-to-date references to support and reflect all ideas, factual
information and quotations. Accurate APA in-text citations and reference list
formatted correctly with no errors. |
Generally,
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 1 or 2 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 1 to 2 errors. |
Partly
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 3 or 4 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 3 to 4 errors. |
Occasionally
integrates up-to-date references to support and reflect ideas, factual
information and quotations, with 5 or 6 exceptions. Accurate APA in-text
citations and reference list formatted correctly with 5 to six errors. |
Fails to or infrequently attempts
(>7 errors) to integrate up-to-date references to support and reflect
ideas, factual information. Inaccurate use of APA for in-text citations and
poorly formatted reference list. |
|
Relevancy
& depth of topic and content of presentation 15% |
||||
|
Content is entirely relevant to
the topic, the approach used comprehensively addresses the task and the
presentation proceeds logically within the set time. |
Content is very relevant to the
topic, the approach used clearly addresses the task and the presentation
proceeds logically within the set time. |
Content is mostly appropriate to
the topic, the approach used addresses the task most of the time and the
presentation proceeds logically within the set time. |
Content addresses the topic, but
the presentation at times is repetitive and lacks cohesion. The presentation proceeds logically within
the set time. |
Content is irrelevant, does not
address the topic well and does not meet the time limits. |
|
Evaluation of field of practice
and policy recommendations and health care needs 40% |
||||
|
Evaluation thoroughly and
appropriately assesses the field of practice, policy and health care needs
with a high level of critique and assessment . |
Evaluation appropriately assesses the field of practice, policy and
health care needs with a good level of critique and assessment. |
Evaluation considers field of
practice, policy and health care needs
with some level of critique and assessment, however, fails to integrate these
effectively. |
Minimal evaluation of field of
practice, policy and health care needs
with at a very basic level of critique and assessment. |
Minimal or no evaluation. |
|
Recommendation development 25% |
||||
|
Recommendations thoroughly and
realistically address the complex issues identified. All recommendations are
prioritised appropriately. |
Recommendations realistically
address the complex issues identified. Most of the recommendations are
prioritised appropriately. |
Recommendations address most but
not all of complex issues identified. Recommendations are not prioritised
appropriately. |
Recommendations address the issues
identified but are largely impractical or there is a lack evidence to support
them. |
Recommendations do not address the
issues identified or there is a lack of cohesion between the recommendations
and the issues identified. |
- Evaluate the ability of contemporary practice to ensure quality of life for the future ageing population.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
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?
