Overview
In this unit you will be introduced to psychosocial concepts of health, wellness and illness across the lifespan and the nurse's role in promoting wellness. The different stages of the lifespan are discussed in terms of transition, adaptation and resilience. You will also identify the impact of biopsychosocial and cultural factors on lifespan development and how values, beliefs and attitudes affect health and illness perceptions and behaviours. You will have the opportunity to demonstrate age and culturally appropriate communication strategies.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CQ23 or CG41.
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 1 - 2020
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
A few students indicated the sound recording of the interactive sessions was sometimes difficult to hear.
These resources have been reviewed by the information technology services and found to be adequate. Additional steps to address the issue experienced by some students included providing text captions in edited versions of zoom sessions and presentations. Live interactive workshops are recorded however, audience questions are not sometimes audible on the recording. Text captioning has been included when editing these recordings. Additional software and technology will be utilised to try to boost recording volume.
Feedback from HAVE YOUR SAY SURVEY
Feedback indicated that the quizzes relate to material encountered in earlier modules rather than on a week by week basis.
The quizzes are positioned to scaffold to the written assessment. To reduce the number of assessable items, quizzes have been positioned to cover a number of modules. Quizzes are an “open book” design and have time limits. While there is insufficient time to undertake the learning activity during the quiz, the timeframes provided enable the students to locate key terms and concepts that they have previously encountered during the quiz. To assist with revision, summary sheets will be provided to students on a weekly basis highlighting key terms and concepts.
Feedback from HAVE YOUR SAY SURVEY
The student does not know the correct answer to the quiz questions.
An indication of correct and incorrect responses is provided as immediate feedback after the student submits their quiz attempt. Students are invited to discuss any concerns relating to specific questions with the coordinator after the quiz closes.
Feedback from HAVE YOURSAY SURVEY
Students found some of the wording of the quiz questions challenging
Negatively framed questions (e.g. "Which is NOT an example of ...?") were found to be the most challenging. These type of questions will be kept to a minimum. The timeframes provided enable students to carefully read the question and consider their responses. Students will be encouraged to utilise the full allocation of time to undertake these assessments items.
Feedback from HAVE YOUR SAY SURVEY
Students new to online learning found Moodle difficult to navigate.
Students who are new to technology-based learning appear to find the Moodle platform a challenge. Additional sessions, commencing in week one will be provided to assist students to gain confidence with the features of Moodle and locating the requires information within the system.
- Describe contemporary theories of human development as they relate to nursing practice
- Discuss the impact of biopsychosocial and cultural factors on lifespan development
- Explain the nurse's role in promoting health and wellness within the context of an interprofessional team
- Demonstrate age appropriate communication principles across the lifespan.
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 standards for practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 30% | ||||
| 2 - Written Assessment - 30% | ||||
| 3 - Case Study - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - First Nations Knowledges | ||||
| 11 - 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 | 11 | |
| 1 - Online Quiz(zes) - 30% | |||||||||||
| 2 - Written Assessment - 30% | |||||||||||
| 3 - Case Study - 40% | |||||||||||
Textbooks
Health and Human Behaviour
- Edition: 3rd (2012)
- Authors: Jones, K & Creedy, D
- Oxford University Press
- South Melbourne South Melbourne , Victoria , Australia
- ISBN: 9780195577259
- Binding: Paperback
Additional Textbook Information
Students will require ongoing access to this text for teaching term.
Copies are available for purchase at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
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
d.lorenze@cqu.edu.au
c.johnston-devin@cqu.edu.au
a.sahay@cqu.edu.au
Week 1
Begin Date: 09 Mar 2020Module/Topic
The Big Picture: What is Health?
Chapter
1
Events and Submissions/Topic
Week 2
Begin Date: 16 Mar 2020Module/Topic
Models of care provision, reactions & impacts
Chapter
4, 5 & 6
Events and Submissions/Topic
Week 3
Begin Date: 23 Mar 2020Module/Topic
Socialisation, influence & inequalities
Chapter
7, 8, 9 & 14
Events and Submissions/Topic
Week 4
Begin Date: 30 Mar 2020Module/Topic
Introduction to Childhood stage of the lifespan
Chapter
2 ALL (Special focus on pp. 20 - 29)
4 (p. 58) Revisit
Events and Submissions/Topic
Week 5
Begin Date: 06 Apr 2020Module/Topic
Introduction to Adolescence stage of the life span
Chapter
2 (pp. 30 - 39) Revisit
10
Events and Submissions/Topic
Week 5: ASSESSMENT: Quiz A (textbook readings from weeks 1-4) (chapters 1, 5, 6, 7, 8 & 9)
OPENS 6 April 2020 @ 9am
CLOSES 13 April 2020 @ 9am
Vacation Week
Begin Date: 13 Apr 2020Module/Topic
There are NO scheduled activities for this week
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 20 Apr 2020Module/Topic
Introduction Young adulthood and Middle adulthood
Chapter
3 & 4 Revisit
Specific focus:
Emotional intelligence Ch.2 (p. 29) Revisit
Fluid intelligence Ch. 3 (p. 38)
Crystallised intelligence Ch. 3 (p. 39)
Ch. 3 (pp. 35 - 39) Revisit
Risky behaviours Ch. 4 (pp. 54-58; 94-98) Revisit
Events and Submissions/Topic
Week 7
Begin Date: 27 Apr 2020Module/Topic
Introduction to Older Adults
Chapter
3 (pp. 39 - 47) Revisit
Events and Submissions/Topic
Week 8
Begin Date: 04 May 2020Module/Topic
Understanding pain, stress, trauma & coping
Chapter
4 (Revisit), 11, 12 & 13
Events and Submissions/Topic
Week 8: ASSESSMENT: Quiz B (textbook readings from weeks 4-7) (chapters 2, 3, 4, 10, 14)
OPENS 4 May 2020 @ 9am
CLOSES 11 May 2020 @ 9am
Week 9
Begin Date: 11 May 2020Module/Topic
Health literacy and inequalities
Chapter
16
Events and Submissions/Topic
Week 9: ESSAY A (40%) Due Thursday 14 May 2020 @ 5 pm.
Written assessment A: 2000-word essay. Due: Week 9 Thursday (14 May 2020) 5:00 pm AEST
Week 10
Begin Date: 18 May 2020Module/Topic
Health promotion and illness prevention
Chapter
15
Events and Submissions/Topic
Week 11
Begin Date: 25 May 2020Module/Topic
Planning interventions
Chapter
Revisit pp. 233 -246
Revisit Ch. 1
Revisit pp. 84 - 89
Revisit Ch. 8
Events and Submissions/Topic
Week 12
Begin Date: 01 Jun 2020Module/Topic
Reflections, self-care & wellness
Chapter
15 (p. 277) Revisit
5 (pp. 81 - 83) Revisit
Events and Submissions/Topic
Week 12: ESSAY B (30%) Due Monday 1 June 2020 @ 5 pm.
Written assessment B: 1000-word essay Due: Week 12 Monday (1 June 2020) 5:00 pm AEST
Review/Exam Week
Begin Date: 08 Jun 2020Module/Topic
There is NO examination scheduled for this unit
Chapter
Events and Submissions/Topic
Please ensure you have completed the HAVE YOUR SAY survey by clicking on the following icon on the top LH of the Moodle page for NURS11157
Exam Week
Begin Date: 15 Jun 2020Module/Topic
Chapter
Events and Submissions/Topic
Students are required to have ongoing access to the prescribed/set textbook for this unit. The quizz assessments relate to the prescribed edition of the textbook. The essay assessments require students to utilise terms and concepts from NURS11157 and the prescribed text is an excellent point of reference. The CQUni library has online access to this text however, at high usage times (e.g. quizzes), access cannot be guaranteed on demand.
Students should also monitor the forums as a significant exchange of information occurs via these platforms, (i.e. weekly discussion and the essay forum have a substantial amount of information traffic throughout the teaching term).
1 Online Quiz(zes)
·There are 40 questions per quiz.
·There is a TWO-HOUR TIME LIMIT per quiz and students will have only ONE attempt at each quiz.
·Each Quiz has a weighting of 15% making a total weighting of 30%.
·All questions relate to the material covered in the prescribed text.
·Questions will require an understanding of terms and concepts and the ability to critically analyse and apply the theoretical concepts to scenario situations.
·This is an OPEN BOOK assessment.
2
Quiz A will open Monday week 5 at 9 am and close at 9 am on the Monday of the vacation week. Quiz B will open 9 am Monday week 8 and close 9 am Monday week 9.
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.
Immediate indication of the number of correct responses will be available via Moodle when you submit your responses. A weighting of 30% applies to this assessment.
Quiz A covers chapters: 1, 5, 6, 7, 8 & 9
Quiz B covers chapters 2, 3, 4, 10 & 14
- Describe contemporary theories of human development as they relate to nursing practice
- Explain the nurse's role in promoting health and wellness within the context of an interprofessional team
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Case Study
Written Assessment: Essay 2000-word (40%) Understanding the client, health decisions and psycho-physiological aspects of health.
Due: This assessment is due in Week 9 (Thursday). A template is provided (on the unit Moodle site) to guide students with structure and word counts.
Details: Please see the Unit Moodle site for the detailed scenario information. ONE scenario is to be selected from the options available. The same case study MUST be used for the written assessment A (40% 2000-word essay) and Written Assessment B (30% 1000-word essay).
This is an INDIVIDUAL assessment task. This assessment task requires students to compose an essay using information from the scenarios provided. Students select ONE of four scenarios (located on the unit Moodle site). You are required to position yourself as the nurse. Using theory, terms and concepts encountered throughout NURS11157, explore the health behaviours, influencers and decision-making processes of the participants involved. Demonstrate the considerations that are required in planning care.
This assessment - MUST include:
- title/cover page
- 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: |
| Overview of the client | Explore the main person using a lifespan approach and identify key characteristics of the person’s current situation. Identify the health concern. |
| Factors affecting health decisions and behaviour | Identify what Model of Health requires consideration in planning nursing care? Explore how the participants' health decisions are made within complex social environments. Consider the impacts of social influences, inequalities and culture. |
| Psycho-physiological aspects of health | In relation to the person's situation, explore the relationship between emotions and health, stress and stress management. Identify types of responses that are evident in relation to the participants. |
Week 9 Thursday (14 May 2020) 5:00 pm AEST
Feedback will be provided to students who have submitted the assignment on-time PRIOR to their submission of Written assessment Essay B.
| HD | D | C | P | F | Mark |
| Structure & Orgnaisation -10% | |||||
| Excellent presentation of assignment with inclusion of all correct components, double line spaced, 12-point font, page numbers, title page, well-structured and a contents page. Consistently accurate with spelling, grammar and paragraph structure. 5 – 4.25 | Well-presented assignment, double line spaced, 12-point font, page numbers, title page, 1 or 2 error in spelling, grammar or paragraph structure. 4.20 – 3.6 | Well-presented assignment, double line spaced, 12-point font, page numbers, title page and 3 or 4 consistent errors with spelling, grammar or paragraph structure. 2.75 – 3.55 | Adequate assignment presentation, double line spaced with 12-point font. No page numbers, title page, 5 to 7 consistent errors with spelling, grammar or paragraph structure.3.50 – 2.5 | Poorly presented assignment. Double line spacing, page numbers or 12-point font not used. Many inaccuracies in spelling, grammar or paragraph structure. Numbered sections. Report style. 2.45 – 0 | /5 /5 |
| Organisation and structure is clear and easy to follow. Well-developed paraphrased definitions are provided. Discussion is exceptionally well linked to supporting literature. 5. – 4.25 | Organisation and structure is clear. Paraphrased definitions are provided. Supporting literature is used appropriately to support discussion. 4.20 – 3.6 | Organisation and structure is appropriate. Definitions are provided and demonstrate efforts to paraphrase. Minimal omissions in links to supporting literature.3.75 – 3.55 | 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.3.50 – 2.5 | Organisation and structure detract from the meaning of the content. There is a lack of cohesion. Little to no links to supporting literature. 2.45 - 0 | |
| Introduction and conclusion (20%) | |||||
| 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.20– 17.0 | 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. 16.95 – 15 | 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. 14.95 – 13.0 | An 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. 12.95 - 10 | 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. 9.95- 0 | /20 |
| Approach and Argument (60%) | |||||
| 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. 30 – 25.5 | 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. 25.25– 22.5 | 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. 22.25 – 19.5 | Content attempts to link theory, terms and concept from the course to the selected scenario although the argument is at times repetitive or lacks cohesion. 19.45 – 15 | 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. 14.75 - 0 | /30 |
| 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, with clear, coherent and convincing critical thought displayed. 30 – 25.5 | Extensively includes a thorough discussion of introduction to the client and models of health, factors affecting health decisions and behaviour, psycho-physiological-social aspects with well-developed critical thought evident. 25.25 – 22.5 | 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, with emerging critical thought developed and presented. 22.25 – 19.5 | 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, with some perceptible critical thought. 19.45 – 15 | 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. 14.75 - 0 | /30 |
| Referencing - 10% | |||||
| Consistently accurate with in-text referencing to support all ideas, factual information and quotations. 5 – 4.25 | Referencing supports all ideas, factual information and quotations. 1 or 2 consistent in-text referencing errors identified. 4.0 – 3.75 | 3 or 4 consistent in-text referencing errors identified to support all ideas, factual information and quotations. 3.70 – 3.25 | 3 or 4 inconsistent in-text referencing errors identified to support all ideas, factual information and quotations. 3.20 – 2.5 | Referencing is not consistent with APA style. Many inaccuracies with in-text referencing to support all ideas, factual information and quotations. 2.45 – 0 | /5
|
| Reference list Fully adheres to APA guidelines. A minimum of 10 references used 5 – 4.25 | Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines APA style. A minimum of 9 references used. 4.0-3.75 | Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines APA style. A minimum of 8 references used. 3.70 – 3.25 | Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines APA style. A minimum of 7 references used. 3.20 – 2.5 | Reference list appears in no alphabetical order and does not adhere to reference list presentation guidelines APA style. A minimum of 7 references not provided. 2.45 – 0 | |
| Total Marks | /100 |
- Describe contemporary theories of human development as they relate to nursing practice
- Discuss the impact of biopsychosocial and cultural factors on lifespan development
- Explain the nurse's role in promoting health and wellness within the context of an interprofessional team
- Demonstrate age appropriate communication principles across the lifespan.
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
This is an INDIVIDUAL assessment task. This assessment task requires students to compose an essay using information from a scenario. You are required to position yourself as the nurse. Using theory, terms and concepts encountered throughout NURS11157, explore the Illness Prevention and Health Promotion aspects of the individual/s involved to propose an intervention that benefits your participant/s current situation.
The assessment MUST include:
- title/cover page
- introduction
- discussion
- conclusion
- reference list
The case study is divided into parts and students are encouraged to use the discussion headings to provide structure to their paper.
| Discussion Sections | Suggested topic areas to be considered may include: |
| Health Promotion and Illness Prevention | Describe the concepts of Health Promotion (HP) and Illness Prevention (IP). Discuss the similarities or difference of these concepts. Propose an intervention and identify if it sits within HP or IP. Using the Model of Health selected in the previous assessment, identify the domains your proposed intervention will address. |
| Facilitating the intervention | Identify who will be involved in the intervention and their roles. Discuss how the intervention will match with the participant/s stage of the lifespan and health literacy. Examine the sustainability and motivation for the intervention to continue. Discuss how you could determine if the intervention is effective. |
Week 12 Monday (1 June 2020) 5:00 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 | Mark |
| Structure & Organisation -10% | |||||
| Excellent presentation of assignment with the inclusion of all correct components, double line spaced, 12-point font, page numbers, title page, well-structured and a contents page. Consistently accurate with spelling, grammar and paragraph structure. 5 – 4.25 | Well-presented assignment, double line spaced, 12-point font, page numbers, title page, 1 or 2 error in spelling, grammar or paragraph structure. 4.20 – 3.6 | Well-presented assignment, double line spaced, 12-point font, page numbers, title page and 3 or 4 consistent errors with spelling, grammar or paragraph structure. 3.75 – 3.55 | Adequate assignment presentation, double line spaced with 12-point font. No page numbers, title page, 4 to 7 consistent errors with spelling, grammar or paragraph structure.3.50 – 2.5 | Poorly presented assignment. Double line spacing, page numbers or 12-point font not used. Many inaccuracies in spelling, grammar or paragraph structure. Numbered sections. Report style. 2.45 – 0 | /5 /5 |
| Organisation and structure are clear and easy to follow. Well-developed paraphrased definitions are provided. Discussion is exceptionally well linked to supporting literature. 5. – 4.25 | Organisation and structure are clear. Paraphrased definitions are provided. Supporting literature is used appropriately to support discussion. 4.20 – 3.6 | Organisation and structure are appropriate. Definitions are provided and demonstrate efforts to paraphrase. Minimal omissions in links to supporting literature.3.75 – 3.55 | Organisation and structure allow 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.3.50 – 2.5 | Organisation and structure detract from the meaning of the content. There is a lack of cohesion. Little to no links to supporting literature. 2.45 – 0 | |
| Introduction and conclusion (20%) | |||||
| Clear and succinct introduction that introduces the topic and outlines the direction of the paper. A clear and succinct conclusion that provides closure to the topic and outlines the final direction of the paper.20– 17.0 | 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. 16.95 – 15 | Appropriate introduction that introduces the topic and outlines the direction of the paper. An appropriate conclusion to the topic and somewhat outlines the final direction of the paper. 14.95 – 13.0 | An introduction is apparent although consists only of a list of the contents of the paper. Topic not clearly introduced. The conclusion is apparent although consists of only a brief closure of the topic. Topic not clearly concluded. 12.95 - 10 | No recognisable introduction— the topic is not introduced and/or there is no direction offered in respect of the paper. No recognisable conclusion or the conclusion content is not reflective of the discussion. 9.95-0 | /20 |
| Approach and Argument (60%) | |||||
| Content is clearly relevant to the topic. Appropriate intervention is clearly stated with an accompanying rationale relating to the stage of the lifespan and health literacy. The approach comprehensively explores the concepts of health promotion and illness prevention and links to an identified model of health and the domains the intervention will optimise for the participant/s identified from the scenario. The discussion proceeds logically. 30 – 25.5 | Content is relevant to the topic. Appropriate intervention is indicated with a reasonable rationale relating to the stage of the lifespan and health literacy. The approach explores the concepts of health promotion and illness prevention and makes attempts to link to an identified model of health. A reasonable discussion is presented on how the nominated intervention will benefit the participant/s identified from the scenario. The discussion in an ordered manner.25.25– 22.5 | Content is appropriate. An intervention is indicated with some indication of rationale relating to the stage of the lifespan. The approach links to the concepts of health promotion and illness prevention. Mention is made of a model of health and how the intervention may benefit the participant/s. The discussion, for the most part, proceeds logically. 22.25 – 19.5 | Content is generally applicable to the topic. An intervention is indicated with some indication of a rationale. The concepts from health promotion and illness prevention are discussed at a basic level. A model of health is described. The discussion is at times, repetitive or lacks cohesion. 19.25 – 15 | Content does not address the topic. Inappropriate or no intervention or accompanying rationale is provided. Little to no linkage to the stage of the lifespan or model of health. Inadequate discussion of health promotion/illness prevention. Little or no discernible critical thought is evident. 14.75– 0 | /30 |
| Comprehensively includes a detailed discussion of who will be involved in planning and delivering the intervention. Clear and accurate indication of motivational factors to participate in the intervention is provided. A clear indication of how the intervention is sustainable and how the effects will be evaluated. Discussion is coherent and convincing critical thought displayed. 30 – 25.5 | Extensively includes a discussion of who will be involved in planning and delivering the intervention. Accurate indication of motivational factors to participate in the intervention is provided. An indication of how the intervention is sustainable and how the effects will be evaluated. Well-developed critical thought is evident. 25.25 – 22.5 | Generally, includes a reasonable discussion of who will be involved in planning and delivering the intervention. Some indication of motivational factors to participate in the intervention is evident. Some indication of how the intervention is sustainable and how the effects will be evaluated. The discussion demonstrates emerging critical thinking processes.22.25 – 19.5 | Demonstrates a limited discussion who will be involved in planning and delivering the intervention. A basic indication of motivational factors to participate in the intervention is evident. Some indication of how the intervention is sustainable and how the effects will be evaluated. Evidence of perceptible critical thought. 19.25 – 15 | Limited discussion is presented regarding who will be involved in planning and delivering the intervention. No indication of motivational factors to participate in the intervention is provided. Little to no indication of how the intervention is sustainable and how the effects will be evaluated. Little to no critical thought is evident.14.75 – 0 | /30 |
| Referencing - 10% | |||||
| Consistently accurate with in-text referencing to support all ideas, factual information and quotations. 5 – 4.25 | Referencing supports all ideas, factual information and quotations. 1 or 2 consistent in-text referencing errors identified. 4.0 – 3.75 | 3 or 4 consistent in-text referencing errors identified to support all ideas, factual information and quotations. 3.70 – 3.25 | 3 or 4 inconsistent in-text referencing errors identified to support all ideas, factual information and quotations. 3.20 – 2.5 | Referencing is not consistent with APA style. Many inaccuracies with in-text referencing to support all ideas, factual information and quotations. 2.45 – 0 | /5 /5 |
| Reference list Fully adheres to APA guidelines. A minimum of 10 references used 5 – 4.25 | Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines APA style. A minimum of 9 references used. 4..0-3.75 | Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines APA style. A minimum of 8 references used. 3.70 – 3.25 | Reference list appears in alphabetical order and/or occasionally adheres to reference list presentation guidelines APA style. A minimum of 7 references used. 3.20 – 2.5 | Reference list does not appear in alphabetical order and/or does not adhere to reference list presentation guidelines APA style. A minimum of 7 references not provided. 2.45 – 0 | |
| Total Marks | /100 |
- Discuss the impact of biopsychosocial and cultural factors on lifespan development
- Demonstrate age appropriate communication principles across the lifespan.
- 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?
