Overview
This unit provides you with advanced knowledge of polypharmacy, the risks associated with polypharmacy and other safety issues relevant to the older population. You will examine the metabolic, biophysical and cognitive changes associated with ageing that increase the risk of adverse drug reactions and other safety issues. Adverse outcomes that arise from polypharmacy will be explored and you will consider an individualised person-centred approach to prioritise medicines and identify when prescribing is indicated. You will also evaluate evidence-based best practice addressing medication and safety risk management and analyse the legal and ethical dilemmas inherent in chemical and physical restraint. You will conduct an in-depth analysis of medications commonly prescribed to older people to compare the risks and benefits of use.
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 - 2022
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 Student phone calls leading up to assessments
Students commented that the assessments were easy to follow
To continue with this style of assessment item and to use practical examples in assessment areas.
- Discuss the relationship between metabolic, biophysical and cognitive changes in the older person and their likelihood of safety risks including that related to polypharmacy
- Evaluate the safety risks of an older person in relation to medications, falls and infection and generate a risk assessment
- Formulate interventions to minimise an older person’s identified safety risks
- Analyse the safety, legal and ethical issues in relation to physical and chemical restraint of the older person.
Not Applicable
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 40% | ||||
| 2 - Case Study - 60% | ||||
| 3 - Portfolio - 0% | ||||
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 | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Online Quiz(zes) - 40% | ||||||||
| 2 - Case Study - 60% | ||||||||
| 3 - Portfolio - 0% | ||||||||
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 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.mulvogue@cqu.edu.au
Module/Topic
Polypharmacy and the ageing process
Chapter
Events and Submissions/Topic
Module/Topic
The ageing process - understanding the norm
Chapter
Events and Submissions/Topic
Module/Topic
Ageing, polypharmacy and safety
Chapter
Events and Submissions/Topic
Module/Topic
Medications, alcohol and safety
Chapter
Events and Submissions/Topic
Module/Topic
Polypharmacy, falls, and delirium
Chapter
Events and Submissions/Topic
Quiz 1 opens: Time (9 a.m.) Monday 8th August 2022 (5)
Quiz 1 closes: Time (5 p.m.) Friday 12th August 2022 (5)
Case Study is due 10/08/2022 at 5 p.m.
Case Study Due: Week 5 Wednesday (10 Aug 2022) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Risk assessment in different health settings
Chapter
Events and Submissions/Topic
Module/Topic
Person centred care and polypharmacy
Chapter
Events and Submissions/Topic
Module/Topic
Reduction and prevention of polypharmacy
Chapter
Events and Submissions/Topic
Module/Topic
Complex polypharmacy situations
Chapter
Events and Submissions/Topic
Module/Topic
Current perspectives
Chapter
Events and Submissions/Topic
Module/Topic
Legal and ethical considerations
Chapter
Events and Submissions/Topic
Portfolio is due 29/09/2022 at 5 p.m.
Portfolio Due: Week 11 Thursday (29 Sept 2022) 5:00 pm AEST
Module/Topic
Future considerations
Chapter
Events and Submissions/Topic
Quiz 2 opens: Time (9 a.m.) Monday 3rd October 2022
Quiz 2 closes: Time (5 p.m.) Friday 7th October 2022
Two quizzes Due: Week 12 Friday (7 Oct 2022) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
Quiz 1
Content weeks 1 - 4
Quiz 1 opens: Time (9 a.m.) Monday 8th August 2022 (5)
Quiz 1 closes: Time (5 p.m.) Friday 12th August 2022 (5)
20 multiple choice questions
Weighting 20%
Once you start the quiz, you must complete it in 20 minutes. The quiz will automatically close at the end of 20 minutes and will submit your result even if you have not finished.
You can have a maximum of 2 attempts for the quiz. The highest result will be recorded as your grade.
Quiz 2
Content weeks 5 - 11
Quiz 2 opens: Time (9 a.m.) Monday 3rd October 2022
Quiz 2 closes: Time (5 p.m.) Friday 7th October 2022
20 multiple choice questions
Weighting 20%
Once you start the quiz, you must complete it in 20 minutes. The quiz will automatically close at the end of 20 minutes and will submit your result even if you have not finished.
You can have a maximum of 2 attempts for the quiz. The highest result will be recorded as your grade.
2
Other
Week 12 Friday (7 Oct 2022) 5:00 pm AEST
Access the quiz from the assessment tab
Week 12 Friday (7 Oct 2022)
Results are available on quiz completion
Learning Outcomes Assessed
- Discuss the relationship between metabolic, biophysical and cognitive changes in the older person and their likelihood of safety risks including that related to polypharmacy
- Evaluate the safety risks of an older person in relation to medications, falls and infection and generate a risk assessment
- Formulate interventions to minimise an older person’s identified safety risks
- Analyse the safety, legal and ethical issues in relation to physical and chemical restraint of the older person.
- Discuss the relationship between metabolic, biophysical and cognitive changes in the older person and their likelihood of safety risks including that related to polypharmacy
- Evaluate the safety risks of an older person in relation to medications, falls and infection and generate a risk assessment
- Formulate interventions to minimise an older person’s identified safety risks
- Analyse the safety, legal and ethical issues in relation to physical and chemical restraint of the older person.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
- Leadership
2 Case Study
Type: Case Study
Due date: 5 pm (AEST) Wednesday 10th of August 2022 (Week 5)
Weighting: 60%
Length: 2000
Coordinator: Jen Mulvogue
Aim
The aim of this assessment is for you to demonstrate your understanding of ageing and the associated risks to the safety and health of the older person. You should consider metabolic, biophysical and cognitive changes in the older person.
Instructions
Select a case study from the assessment portal on the unit Moodle site and follow the three steps below to complete your assessment.
Please follow the steps below to complete your assessment task:
1. Step 1. Introduction [250-350] – introduce your case study and tell the reader what you will be discussing, why you are discussing this person, and how you will present the discussion.
2. Step 2.Main Body (1300 -1500) of the case study
Step 2a. Introduce your case study and provide the significant characteristics - age, sexuality, health history, work, psychosocial history, leisure activities - of the older person.
Step 2b. Explain how ageing for this older person has increased their risk of poor health or injury.
Step 2c. Select one of the common safety issues of older people -polypharmacy, falls, infection - and discuss, using the peer reviewed literature, how you will minimise the risk of harm/poor health for the person your selected case study.
Step 3. Conclusion (250 – 350) Provide a summary of your discussion.
Literature and references
In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 15 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
⦁ Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
⦁ Include page numbers on each page in a footer.
⦁ Write in the third-person perspective.
⦁ Use formal academic language.
⦁ Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online ⦁ APA Referencing Style Guide.
⦁ The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
⦁ You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
⦁ We recommend that you access your discipline specific ⦁ library guide: the - Nursing and Midwifery Guide.
⦁ We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the ⦁ CQUniversity Library website.
⦁ For information on academic communication please go to the ⦁ Academic Learning Centre Moodle site. The ⦁ Academic Communication section has many helpful resources including information for students with English as a second language.
⦁ Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. ⦁ Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Learning Outcomes Assessed
1. Discuss the relationship between metabolic, biophysical and cognitive changes in the older person and their likelihood of safety risks including that related to polypharmacy.
2. Evaluate the safety risks of an older person in relation to medications, falls and infection and generate a risk assessment.
Week 5 Wednesday (10 Aug 2022) 5:00 pm AEST
Submit through the assessment tab
Week 7 Monday (29 Aug 2022)
Students will be emailed when marking is complete
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HLTH 28001 – Polypharmacy and Safety Issues Assessment 2 – Case Study
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High Distinction 84.50-100% |
Distinction 74.50-84.49% |
Credit 64.50-74.49% |
Pass 49.50-64.49% |
Fail Below 49.50% |
Fail (content absent) 0%
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Structure |
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Efficiency & organisation 5% |
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An articulate essay. There is a succinct and compelling introduction that introduces your paper and outlines its direction. The essay is cogent and is brought to a compelling conclusion. (5-4.25)
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A well-written essay. There is a clear and appropriate introduction that introduces your paper and outlines its direction. The essay proceeds logically and is brought to a logical conclusion. (4.2-3.5) |
Appropriately written essay. There is an appropriate introduction that mostly introduces the paper and its direction. The essay mostly proceeds logically and is brought to an appropriate conclusion. (3.75-3.55)
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Adequately articulated essay. An introduction is apparent, and your paper has been somewhat introduced. There is an attempt made to outline the direction of the paper. The essay is at times repetitive or lacks cohesion. A conclusion is evident. (3.50-2.5)
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The introduction is not apparent or does not attempt to introduce your paper or outline the direction of the paper. The essay does not flow logically and is not brought to a close. (2.45-0 |
No introduction or conclusion present. (0) |
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Presentation 5% |
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Excellent presentation of the assignment. The submitted written material is very well-presented, follows the formatting requirements, and is free from errors. (5-4.25)
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A very good presentation of the assignment. The submitted written material is well-presented and mostly follows the formatting requirements. There are minor errors (e.g., 1 or 2 errors in spelling, grammar, and paragraph structure). (4.2-3.5) |
A good presentation of assignment that follows the formatting requirements. There are some errors (e.g., 3 or 4 consistent errors with spelling, grammar, and paragraph structure). (3.75-3.55)
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An adequate presentation of assignment that sometimes follows the formatting requirements. There are 3 or 4 inconsistent errors (spelling, grammar, and paragraph structure). (3.50-2.5)
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Poorly presented assignment. There are many inaccuracies in formatting spelling, grammar, and paragraph structure. (> 5 errors). (2.45-0 |
Submission is missing most aspects of the task. There is little evidence of task requirements. Many errors present. (0) |
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Substantiation of discussion 5% |
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Discussion is substantiated consistently with logic, examples, and with reference to the current literature. A minimum of 15 contemporary* peer-reviewed journal articles have been cited. (5-4.25)
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Discussion is generally substantiated with logic, examples, and with reference to the current peer-reviewed literature, with 1 or 2 exceptions. A minimum of 12-15 contemporary* peer-reviewed journal articles has been cited. (4.2-3.5) |
Discussion is partly substantiated with logic, examples, and with reference to the current peer-reviewed literature, with 3 or 4 exceptions. Between 10-12, contemporary* peer-reviewed journal articles have been cited. (3.75-3.55)
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Discussion is occasionally substantiated with logic, examples, and with reference to the current peer-reviewed literature, with 5 or 6 exceptions. Between 8-10, contemporary* peer-reviewed journal articles have been cited. (3.50-2.5)
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Discussion is not or infrequently attempting to (>7 errors) to substantiate discussion with logic, examples, and with reference to the current peer-reviewed literature. Less than 8 contemporary* peer-reviewed journal articles have been cited. (2.45-0) |
No references present. (0)
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Referencing 5% |
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Mostly accurate APA referencing. 1-2 consistent errors (maybe made multiple times). (4.2-3.5) |
Somewhat accurate APA referencing. 3 consistent errors (maybe made multiple times). (3.75-3.55) |
APA referencing not used, or more than 5 inaccuracies. (2.45-0)
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No references present. (0) |
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Presentation of case study 10% |
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High-level presentation of a case study of an older person. (16.9-20)
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Appropriate level presentation of a case study of an older person. (14.9 -18.8)
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A clear level presentation of a case study of an older person. (12.9-14.8)
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There is a lack of some content that applies to a case study of an older person. (9.9-12.8)
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The content is relevant and/or does not address the task. The case study lacks cohesion. (<9.9)
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There is no presentation of a case study present. (0) |
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Discussion of aging and the increased risk of poor health 35% |
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A high-level analysis is reflected in a clear cohesive argument that explains how ageing for an older person has increased their risk of poor health and injury. (29.75-30)
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The appropriate level analysis is reflected in a clear cohesive argument that explains how ageing for an older person has increased their risk of poor health and injury. (26.25-29.5)
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The clear level analysis is reflected in a clear cohesive argument that explains how ageing for an older person has increased their risk of poor health and injury. (22.5-26)
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There is a lack of some content and analysis relevant to how ageing for an older person can increase their risk of poor health and injury. (17.5-22.4)
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The content irrelevant and/or does not address the task. The discussion lacks cohesion and analysis. (<17.5)
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There is no analysis present. (0)
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Critical Analysis of interventions to support people to better manage their everyday living 35% |
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A high-level analysis addresses metabolic, biophysical, and cognitive changes of an older person and the impact of this on safety and health. (29.5-30) |
There is very clear critical analysis that considers metabolic, biophysical, and cognitive changes of an older person and the impact of this on safety and health. (26.25-29.5)
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There is clear critical analysis that considers metabolic, biophysical, and cognitive changes of an older person and the impact of this on safety and health. (22.5-26)
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There is critical analysis that considers metabolic, biophysical, and cognitive changes of an older person and the impact of this on safety and health. (17.5-22.4)
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There is some critical analysis that considers metabolic, biophysical, and cognitive changes of an older person and the impact of this on safety and health. (<17.5)
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There is no analysis or consideration of the metabolic, biophysical, and cognitive changes of an older person. (0). |
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- Discuss the relationship between metabolic, biophysical and cognitive changes in the older person and their likelihood of safety risks including that related to polypharmacy
- Evaluate the safety risks of an older person in relation to medications, falls and infection and generate a risk assessment
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
3 Portfolio
Type: Portfolio
Due date: Thursday 29th of September, 2022 at 5 pm (Week 11)
Weighting: PASS/FAIL
Length: 1000 words
Coordinator: Jen Mulvogue
Aim
The aim of this assessment is to demonstrate your understanding of how to minimise an older person’s safety risks and to analyse safety, legal and ethical issues in relation to physical and chemical restraint of the older person.
Instructions
You are writing a portfolio where you will demonstrate your understanding of minimising safety risks and analysing safety, legal and ethical issues in relation to physical and chemical restraint.
Please follow the steps below to complete your assessment task:
1. Please read the Royal Commission report concerning Mr Terry Reeves.
RCD.0012.0004.0033.pdf (royalcommission.gov.au).
2. Develop your portfolio on a word document. Divide the document into four sections. The section headings are: 1. Minimising risks, 2. Analysing safety, 3. Investigating legal issues and 4, Exploring ethical issues.
3. Your portfolio should analyse topics of risk, safety, legal issues and ethical issues associated with physical and chemical restraint relating to the Commission report.
4. Find literature including (for example) academic journals, media reports, further commission reports, legal/policy documents, discipline related standards, and the linked Commission report, to assist you to build the portfolio.
5. You may use pictures, images and writing in your portfolio.
6. In developing your portfolio, ask yourself questions about each of the four headings. For example:
⦁ How could risks have been minimised?
⦁ What are the key safety indicators that were overlooked?
⦁ What are the legal and ethical implications of this scenario?
Literature and references
In this assessment use at least 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
⦁ Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
⦁ Include page numbers on each page in a footer.
⦁ You may write in the first-person perspective.
⦁ Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online ⦁ APA Referencing Style Guide.
⦁ The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
⦁ You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
⦁ We recommend that you access your discipline specific ⦁ library guide: the Nursing and Midwifery Guide.
⦁ We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the ⦁ CQUniversity Library website.
⦁ For information on academic communication please go to the ⦁ Academic Learning Centre Moodle site. The ⦁ Academic Communication section has many helpful resources including information for students with English as a second language.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Learning Outcomes Assessed
⦁ Formulate interventions to minimise an older persons identified safety risks.
⦁ Analyze the safety, legal and ethical issues in relation to physical and chemical restraint of the older person.
References
Royal Commission into Aged Care Quality and Safety. (n.d). Sydney Hearing. https://agedcare.royalcommission.gov.au/sites/default/files/2020-02/RCD.0012.0004.0033.pdf;
Week 11 Thursday (29 Sept 2022) 5:00 pm AEST
Submit portfolio to Moodle through the assessment tab
Review/Exam Week Monday (10 Oct 2022)
Students will be emailed when marking is complete
-
To achieve a pass in this assessment, the student must achieve a pass in each of the assessed areas listed.
Students may have a second attempt if unsuccessful in the first attempt.
- Formulate intervention to minimise an older person's identified safety risks
- Analyse the safety, legal and ethical issues in relation to physical and chemical restraint of the older person
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PASS |
FAIL |
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Formulated interventions to minimise risk of an older person are well presented |
There are no interventions formulated or the interventions are not evidenced
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There is analysis of the older person’s safety in relation to physical and chemical restraint use |
There is no analysis of the older person’s safety in relation to physical and chemical restraint use |
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Legal implications of physical and chemical restraint are analysed |
There is no analysis of the legal implications of physical and chemical restraint |
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Ethical considerations of physical and chemical restraint area are investigated |
Ethical considerations of physical and chemical restraint are not investigated |
PASS/FAIL
- Formulate interventions to minimise an older person’s identified safety risks
- Analyse the safety, legal and ethical issues in relation to physical and chemical restraint of the older person.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- 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?
