Overview
This unit adopts a lifespan approach to introduce you to a variety of developmental theories including biological, psychological and social elements. Illness prevention and health promotion models relevant to registered nurses are also examined. You will have the opportunity to critically analyse and apply these theoretical concepts through interaction with peers and others through a variety of mediums.
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 - 2017
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 Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
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 Have Your Say Survey
Unit Moodle site: "The layout of the Moodle page was very easy to navigate especially since this is my first term and made finding everything I needed very easy"
Maintain the enhanced style of Moodle.
Feedback from Have Your Say Survey
Staff/student communication and support: "I found the zoom sessions provided [coordinators] very helpful, they mimic the feeling of being in an actual classroom, rather than just a question and answer session I have experienced in other units...[on line sessions] were like a real class room and the interactive aspect made me have to critically think about concepts which I am sure helped me in my assessment and quizzes...I love the zoom sessions, they provide so much help. thankyou for making them so entertaining. [Coordinators] are wonderful and work fantastically together".
Maintain high online presence of coordinators. Continue with the interactive sessions.
Feedback from Have Your Say Survey
Feedback:"! Any questions I have posted to lecturers are answered very quickly and when I read forums, I can see the lecturers always respond with great feedback and they do it very quickly, well done! Very enjoyable unit...The quizzes with an instant score at the end...[Coordinators] were fantastic regarding phoning students to provide assistance..."
Maintain fast return of feedback for questions and discussion material.
Feedback from Have Your Say Survey Email and phone responses.
The best aspect is how open the communication lines are kept between students and lecturers. The lectures are explained in a clear way and concepts are made easy to understand. Resources provided that enable students to apply what is learnt such as a study guide and the summary sheets each week are incredibly helpful... everything links to the next part..."
Continue to provide varied forms of support resources. Include "search within" types of contemporary resources.
- Connect lifespan developmental theories to the nursing care of individuals and families.
- Within a nursing context apply lifespan developmental theories to inform strategies for health promotion and illness prevention to support individuals and families.
- Use the principles of cultural awareness to develop strategies to communicate effectively with individuals and families.
The Learning outcomes are linked to the Australian Nursing & Midwifery Accreditation Council (ANMAC) Standards for registered nurses and the Nursing and Midwifery Board of Australia (NMBA) registered nurse practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Practical and Written Assessment - 50% | |||
| 2 - Written Assessment - 50% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Practical and Written Assessment - 50% | ||||||||||
| 2 - Written Assessment - 50% | ||||||||||
Textbooks
Health & Human Behaviour
Edition: 3rd (2012)
Authors: Jones D & Creedy K
Oxford
South Melbourne South Melbourne , VIC , Australia
ISBN: 978 0 19 557725
Binding: Hardcover
Additional Textbook Information
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.
k.lane-krebs@cqu.edu.au
Module/Topic
The Big Picture: What is Health?
Chapter
Chapter 1
Events and Submissions/Topic
Module/Topic
Models of care provision, reactions and impacts
Chapter
Chapter 4, 5 & 6
Events and Submissions/Topic
Module/Topic
Socialisation, influence & inequalities
Chapter
Chapter 7, 8, 9 & 14
Events and Submissions/Topic
Module/Topic
Introduction to Childhood stage of the lifespan
Chapter
Chapter 2 ALL (Special focus on pp. 20- 29)
Chapter 4 (p. 58) Revisit
Events and Submissions/Topic
Module/Topic
Introduction to Adolescence stage of the life span
Chapter
Chapter 2 (pp. 30-39) Revisit
Chapter 10
Events and Submissions/Topic
Week 5: ASSESSMENT: Quiz A (textbook readings from weeks 1-2) (chapters 1,4,5 & 6)
OPENS 7 AUG 17
CLOSES 14 AUG 17
Module/Topic
VACATION
Chapter
Events and Submissions/Topic
Module/Topic
Introduction Young adulthood
Chapter
Chapter 3 & 4 Revisit
Specific attention:
Emotional intelligence Ch.2 (p. 29) Revisit
Fluid intelligence Ch. 3 (p. 38) Revisit
Crystallised intelligence Ch. 3 (p. 39) Revisit
Risky behaviours Ch. 4 (pp. 54-58; 94-98) Revisit
Events and Submissions/Topic
Module/Topic
Introduction to Middle Adulthood
Chapter
Chapter 3 (pp. 35- 39) Revisit
Events and Submissions/Topic
Week 7: ASSESSMENT: Quiz B (textbook readings from week 3) (chapters 7, 8, 9 & 14)
OPENS 28 AUG 17
CLOSES 4 SEPT 17
Module/Topic
Introduction to Older Adults
Chapter
Chapter 3 (pp. 39-47) Revisit
Events and Submissions/Topic
Module/Topic
Understanding pain, stress, trauma & coping
Chapter
Chapters 4 (Revisit), 11, 12 & 13
Events and Submissions/Topic
Week 9: ASSESSMENT: Quiz C (textbook readings from weeks 4, 5 & 6) (chapters 2, 10 & 3)
OPENS 11 SEPT 17
CLOSES 18 SEPT 17
Module/Topic
Chapter
Chapter 16
Events and Submissions/Topic
Week 10: ASSESSMENT: Quiz D (textbook readings from weeks 7,8,9 & 10) (chapters 11, 12, 13 & 16)
OPENS 18 SEPT 17
CLOSES 25 SEPT 17
Module/Topic
Health literacy & Inequalities
Chapter
Chapter 15
Events and Submissions/Topic
Week 11: ASSESSMENT: Written Assessment -Essay Due: 4pm Friday 29 SEPT 2017 (On-line submission)
Essay (based on choice of scenario provided in Unit Moodle site) Due: Week 11 Friday (29 Sept 2017) 4:00 pm AEST
Module/Topic
Reflections, self-care & wellness
Chapter
Chapter 15 (p. 277) Revisit
Chapter 5 (pp. 81-83) Revisit
Events and Submissions/Topic
Week 12: ASSESSMENT: Quiz E (textbook readings from weeks 1-11) (chapters 1-16)
OPENS 2 OCT 2017
CLOSES 9 OCT 2017
Module/Topic
There is NO examination scheduled for this unit
Chapter
Events and Submissions/Topic
Module/Topic
There is NO examination scheduled for this unit
Chapter
Events and Submissions/Topic
Students are required to have access to the prescribed / set textbook for this unit. All progressive assessment items relate to the prescribed edition of the textbook.
1 Practical and Written Assessment
Details
This is an INDIVIDUAL assessment task
·There are 20 questions per quiz.
·There is a ONE HOUR TIME LIMIT per quiz and students will have only ONE attempt at each quiz.
·Each Quiz has a weighting of 10% making a total weighting of 50%.
·All questions relate to the material covered in the prescribed/ set text.
·Questions will require understanding of terms and concepts including the ability to critically analyse and apply the theoretical concepts to scenario situations.
·This is an OPEN BOOK assessment.
Quiz A OPENS 7 AUG 17 CLOSES 14 AUG 17 (week 5). Quiz B OPENS 28 AUG 17 CLOSES 4 SEPT 17 (week 7). Quiz C OPENS 11 SEPT 17 CLOSES 18 SEPT 17 (week 9). Quiz D OPENS 18 SEPT 17 CLOSE 25 SEPT 17 (week 10). Quiz E OPENS 2 OCT 17 CLOSES 9 OCT 17 (week 11).
Quizzes: Immediate indication of the number of correct responses will be available via Moodle. In accordance with policy: Any marks and/or grades for assessments released to students prior to Certification of Grades are provisional, and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees. No examination marks will be released until after the process of moderation and certification of grades. All confirmed assessment marks, including final assessment and examination marks, will be made available to students after final grades have been published.
Week 5: Quiz A (textbook readings from weeks 1-2) (chapters 1, 4, 5 & 6)
OPENS 7 AUG 17 CLOSES 14 AUG 17
Week 7: Quiz B (textbook readings from week 3) (chapters 7, 8, 9 & 14)
OPENS 28 AUG 17 CLOSES 4 SEPT 17
Week 9: Quiz C (textbook readings from weeks 4, 5 & 6) (chapters 2, 10 & 3)
OPENS 11 SEPT 17 CLOSES 18 SEPT 17
Week 10: Quiz D (textbook readings from weeks 7, 8, 9 & 10) (chapters 11, 12, 13 & 16)
OPENS 18 SEPT 17 CLOSES 25 SEPT 17
Week 12: Quiz E (textbook readings from weeks 1-11) (chapters 1-16)
OPENS 2 OCT 2017 CLOSES 9 OCT 2017
- Connect lifespan developmental theories to the nursing care of individuals and families.
- Within a nursing context apply lifespan developmental theories to inform strategies for health promotion and illness prevention to support individuals and families.
- Use the principles of cultural awareness to develop strategies to communicate effectively with individuals and families.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
| Length: | 2000 words |
Details: Please see the Unit Moodle site for the detailed scenario information. ONE scenario is to be selected from options available.
This is an INDIVIDUAL assessment task. This assessment item requires students to compose an essay using information from the scenarios provided. Students select ONE of four scenarios (located on the unit Moodle site). The essay requires students to link the theory, terms and concepts encountered throughout NURS11157 explain and analyse the behaviour, thoughts and perceptions of the participants within the scenario. It is essential to remember the focus of the assessment item is on the behaviour, thoughts and perceptions of the participants not the health condition.
The essay - MUST include:
- title/cover page
- abstract
- table of contents
- introduction
- discussion
- conclusion
- reference list
The case study is divided into parts and students are encouraged to use headings throughout the paper to provide structure- the Discussion Sections may be used as a heading.
| Discussion Sections | Suggested topic areas to be considered may include: |
| Introduction to the client | Who is the client? Identify the health concern. What model of Health care is apparent. |
| Factors affecting health decisions and behaviour | Making health decisions The impact of social influences and inequalities in making decisions about health |
| Psycho-physiological aspects of health | Relationship between emotions and health - stress and stress management. Identify types of responses that are evident. |
| Prevention of illness and promotion of health | Illness prevention & Health promotion impacts - propose an intervention to benefits your clients situation |
Week 11 Friday (29 Sept 2017) 4:00 pm AEST
In accordance with policy: Any marks and/or grades for assessments released to students prior to Certification of Grades are provisional, and are subject to moderation and confirmation through the relevant Program and Divisional Assessment Committees. No examination marks will be released until after the process of moderation and certification of grades. All confirmed assessment marks, including final assessment and examination marks, will be made available to students after final grades have been published.
| HD | D | C | P | F | Marks |
| Structure -15% | |||||
| Excellent presentation of assignment with inclusion of all correct components, double line spaced, 12 point font, page numbers, title page, well-structured academic abstract and a contents page. Consistently accurate with spelling, grammar and paragraph structure. | Well-presented assignment, double line spaced, 12 point font, page numbers, title page, concise abstract and a contents page, 1 or 2 error in spelling, grammar or paragraph structure. | Well-presented assignment, double line spaced, 12 point font, page numbers, title page, abstract and a contents page, 3 or 4 consistent errors with spelling, grammar or paragraph structure | Adequate assignment presentation, double line spaced with 12 point font. No abstract or contents page included or page numbers, title page, 4 to 7 consistent errors with spelling, grammar or paragraph structure. | Poorly presented assignment.Double line spacing, page numbers or 12 pt font not used. no abstract, table of content. Many inaccuracies in spelling, grammar or paragraph structure. Numbered sections. Report style used rather than essay format. | /15 |
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. Clear and succinct conclusion that provides closure to the topic and outlines final direction of the paper. | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. Clear and appropriate closure to the topic and outlines the final direction of the paper. | Appropriate introduction that introduces the topic and outlines the direction of the paper. Appropriate conclusion to the topic and somewhat outlines the final direction of the paper. | Introduction is apparent although consists only of a list of the contents of the paper. Topic not clearly introduced. Conclusion is apparent although consists of only a brief closure of the topic. Topic not clearly concluded. | No recognizable introduction— the topic is not introduced and/or there is no direction offered in respect of the paper. No recognizable conclusion or the conclusion content is not reflective of the discussion. | |
| Organisation and structure is clear and easy to follow. Well-developed paraphrased definitions are provided. Discussion is exceptionally well linked to supporting literature. | Organisation and structure is clear. Paraphrased definitions are provided. Supporting literature is used appropriately to support discussion. | Organisation and structure is appropriate. Definitions are provided and demonstrate efforts to paraphrase. Minimal omissions in links to supporting literature. | Organisation and structure allows misinterpretation of the meaning of the content. Definitions are frequently omitted or presented only as direct quotes and not fully explained. Frequent omissions in links to supporting literature leaving the discussion unsupported. | Organisation and structure detract from the meaning of the content. There is a lack of cohesion. Little to no links to supporting literature. | |
| Approach and Argument (70%) | |||||
| Content is clearly relevant to the topic. The approach comprehensively links the theory, terms and concepts from the course to the selected scenario and the discussion proceeds logically. | Content is relevant to the topic. The approach links the theory, terms and concepts from the course to the selected scenario and the discussion proceeds logically. | Content is appropriate. The approach links the theory, terms and concepts from the course to the selected scenario and the discussion for the most part proceeds logically. | Content make an attempt to link theory, terms and concept from the course to the selected scenario although the argument is at times repetitive or lacks cohesion. | Content does not address all aspects of the assessment task. Inadequate linking of theory, terms and concepts from the course to the selected scenario. Little or no discernible critical thought is evident. | /35 |
| Comprehensively includes a detailed discussion of introduction to the client and model of health, factors affecting health decisions and behaviour, psycho-physiological- social aspects of health, prevention of illness and promotion of health with clear, coherent and convincing critical thought displayed. | Extensively includes a thorough discussion of introduction to the client and models of health, factors affecting health decisions and behaviour, psycho-physiological-social aspects of health, prevention of illness and promotion of health with well-developed critical thought evident. | Generally includes a reasonable discussion of introduction to the client and models of health, factors affecting health decisions and behaviour psycho-physiological- social aspects of health, prevention of illness and promotion of health with emerging critical thought developed and presented. | Demonstrates a limited discussion of introduction to the client and models of health, factors affecting health decisions and behaviour, psycho-physiological- social aspects of health, prevention of illness and promotion of health with some perceptible critical thought. | Not able to provide a discussion of introduction to the client, model of health factors affecting health decisions and behaviour, psycho-physiological- social aspects of health, prevention of illness and promotion of health. | /35 |
| Referencing - 15% | |||||
| Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations. | 1 or 2 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | 3 or 4 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | 3 or 4 inconsistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | Referencing is not consistent with APA style. Many inaccuracies with in-text referencing to support and reflect all ideas, factual information and quotations. | /15 |
| A minimum of 10 up-to-date using a variety of up-to-date journal articles as well as relevant books and web sites. | A minimum of 9 references using a variety of journal articles as well as relevant books and web sites. | A minimum of 8 references used including journal articles as well as relevant books and web sites. | A minimum of 7 references used including journal articles as well as relevant books and web sites. | The required number of 7 references not used journal articles not sourced. Relevant web sites not used. | |
| Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines APA style. | Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines APA style. | Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines APA style. | Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines APA style. | Reference list appears in no alphabetical order and does not adhere to reference list presentation guidelines APA style. | |
| Total Marks | /100 |
Marker :
- Connect lifespan developmental theories to the nursing care of individuals and families.
- Within a nursing context apply lifespan developmental theories to inform strategies for health promotion and illness prevention to support individuals and families.
- Use the principles of cultural awareness to develop strategies to communicate effectively with individuals and families.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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?
