Overview
In this unit, you will study the stages and milestones of the lifespan and consider the implications of life stages on health and end of life experiences. The uniqueness of people’s experiences as they reach milestones will be considered in developing person-centred care. You will have the opportunity to reflect on end of life experiences and the impact this may have on the person, their significant others and yourself as a health professional.
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 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 Unit evaluation
Lecture slides don't contain a lot of written information.
Only mini-lectures are offered in this unit. Presentation slides have been prepared to ensure an adequate balance of content to cater to visual and auditory learners.
Feedback from Unit evaluation
There was a large volume of reading to complete each week.
Unit content will be revised prior to the commencement of each term to ensure currency and relevance. Where possible, a range of resources will be incorporated to achieve a balance between readings and other mediums.
Feedback from Unit evaluation
The learning activities and tutorials closely align with assessments.
Continue to develop learning activities that scaffold unit concepts and assist students to prepare for assessements.
Feedback from Unit evaluation
I think the unit coordinators were fantastic in their communication style, very approachable and happy to teach.
Continue to maintain a strong focus on student engagement and retention.
- Describe the stages and milestones of the lifespan
- Identify broad health challenges that may be associated with people at a particular life stage and consider individual differences to be able to ensure person-centred care
- Discuss individual circumstances that could impact on health outcomes and the provision of care to individuals such as those who may be homeless, identify as Lesbian, Gay, Bisexual, Transgender, Intersex, Queer or Questioning (LGBTIQQ), those impacted by domestic and/or family violence, alcohol and/or other drug use, or disability, those from a Culturally and Linguistically Diverse (CALD) background, religion, refugees or other displaced persons
- Describe the impact of life stage on end of life experiences on a person, their significant others and yourself as a health professional.
Content in this unit incorporates a number of professional nursing requirements
Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Maintains the capability for practice
Develops a plan for nursing practice
Provides safe, appropriate and responsive quality nursing practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia Nursing Code of Conduct
Legal compliance
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Research in health
Health and wellbeing
International Council of Nursing Code of Ethics for Nursing
Nurses and People
Nurses and Practice
Nurses and the Profession
Nurses and co-workers
National Safety and Quality Health Service Standards
Partnering with consumers
Comprehensive care
Communicating for safety
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Clinical reasoning
Evidence-based practice
Preventing, minimising and responding to adverse events
Infection prevention and control
Medication safety
Aged Care Quality Standards
Consumer dignity and choice
Ongoing assessment and planning with consumers
Personal care and clinical care
Services and supports for daily living
Organisation’s service environment
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 15% | ||||
| 2 - Reflective Practice Assignment - 50% | ||||
| 3 - Case Study - 35% | ||||
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 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
Kozier & Erb's Fundamentals of Nursing
Edition: 5th (2020)
Authors: Berman, A., Frandsen, G., Snyder, S., Levett-Jones, T. & Burston, A.
Pearson Australia
ISBN: 9781488626593
Binding: Paperback
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsoft Teams
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.
h.sutcliffe@cqu.edu.au
e.cutmore@cqu.edu.au
Module/Topic
Growth and development
Babies, toddlers and children
Chapter
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Module/Topic
Adolescents and young adults
Chapter
Please refer to the NURS11169 Moodle site for this week's readings and learning activities.
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Module/Topic
Pregnancy and families
Chapter
Please refer to the NURS11169 Moodle site for this week's readings and learning activities.
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Assessment 1 quiz - opens 9am AEST Monday 25th July, closes 4pm AEST Friday 29th July 2022.
Assessment 1: Online Quiz Due: Week 3 Friday (29 July 2022) 4:00 pm AEST
Module/Topic
Women's and Men's health
Chapter
Please refer to the NURS11169 Moodle site for this week's readings and learning activities.
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Module/Topic
Older adults' health
Chapter
Please refer to the NURS11169 Moodle site for this week's readings and learning activities.
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Module/Topic
Chapter
Events and Submissions/Topic
No classes will be held this week.
Module/Topic
End of life health
Chapter
Please refer to the NURS11169 Moodle site for this week's readings and learning activities.
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Module/Topic
Individual circumstances and death
Chapter
Please refer to the NURS11169 Moodle site for this week's readings and learning activities.
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Module/Topic
Culture and religion
Chapter
Please refer to the NURS11169 Moodle site for this week's readings and learning activities.
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Assessment 2 due 11:59pm AEST Monday 5th September 2022.
Assessment 2: Reflective Practice Assignment Due: Week 8 Monday (5 Sept 2022) 11:59 pm AEST
Module/Topic
LGBTIQA+
Chapter
Please refer to the NURS11169 Moodle site for this week's readings and learning activities.
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Module/Topic
Domestic and family violence
Chapter
Please refer to the NURS11169 Moodle site for this week's readings and learning activities.
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Module/Topic
Homelessness, refugees and displaced persons
Chapter
Please refer to the NURS11169 Moodle site for this week's readings and learning activities.
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Module/Topic
Intellectual and physical disability
Chapter
Please refer to the NURS11169 Moodle site for this week's readings and learning activities.
Events and Submissions/Topic
Weekly tutorial (Rockhampton campus)
Weekly drop-in Zoom session (online)
Assessment 3 due 11:59pm AEST Wednesday 5th October 2022.
Assessment 3: Case Study Due: Week 12 Wednesday (5 Oct 2022) 11:59 pm AEST
If you do not pass an assessment item, you may have an opportunity to re-attempt. If you are required to re-attempt you can only achieve a maximum of 50% of the available marks for this assessment.
1 Online Quiz(zes)
Learning Outcomes Assessed
- Learning outcome 1: Describe the stages and milestones of the lifespan.
- Learning outcome 4: Identify broad health challenges that may be associated with people at a particular life stage and consider individual differences to be able to ensure person-centred care.
Aim
The aim of this assessment is to provide you with an opportunity to demonstrate your knowledge and understanding of the stages and milestones of the lifespan, and broad health challenges that may impact an individual at different life stages.
Instructions
- You will be attempting an online quiz.
- Assessment 1 will assess your knowledge and understanding of materials covered in weeks 1 and 2.
- Assessment 1 will consist of 20 multiple choice questions. Each question is worth 1 mark.
- This is an open book assessment. You can refer to your learning materials at any time during your attempt.
- You have a maximum of 30 minutes to complete each attempt at the quiz. The quiz will automatically close at the end of 30 minutes and will submit your result even if you have not finished.
- Once you have commenced your quiz, you cannot log out. Please do not refresh or reload your screen as this may close your quiz and record your result.
- For any technical issues contact TASAC by phone - (toll free) 1300 666 620. Please take a screenshot or photo of the technical issue. If the issue affects your ability to complete your attempt, please also notify your Unit Coordinator.
- You can have a maximum of two attempts for assessment 1. The highest result will be recorded as your grade.
Requirements
Please ensure that you access the quiz during the following timeframe. Instructions on how to access the quiz can be found under Assessment 1 on the Moodle site.
- Assessment 1 (15%)
- Opens at 9am AEST Monday 25th July to 4pm AEST Friday 29th July 2022 (Week 3)
You will also need:
- Computer access with reliable internet connection.
- Your learning materials available to access during the quiz.
Submission
- You will complete assessment 1 online. Click submit at the end of the quiz and your answers will be automatically submitted.
- Results will be available immediately after the attempt is complete.
1
Other
Week 3 Friday (29 July 2022) 4:00 pm AEST
Assessment 1: Quiz opens on Monday 25th July 2022 at 9am AEST, and closes on Friday 29th July 2022 at 4pm AEST.
Week 3 Friday (29 July 2022)
Assessment 1 quiz results will be available immediately after the attempt is complete.
No Assessment Criteria
- Describe the stages and milestones of the lifespan
- Identify broad health challenges that may be associated with people at a particular life stage and consider individual differences to be able to ensure person-centred care
2 Reflective Practice Assignment
Learning Outcomes Assessed
- Learning Outcome 1: Describe the stages and milestones of the lifespan.
- Learning Outcome 2: Identify broad health challenges that may be associated with people at a particular life stage and consider individual differences to be able to ensure person-centred care.
- Learning Outcome 3: Discuss individual circumstances that could impact on health outcomes and the provision of care to individuals such as those who may be homeless, identify as Lesbian, Gay, Bisexual, Transgender, Intersex, Queer or Questioning (LGBTIQQ), those impacted by domestic and/or family violence, alcohol and/or other drug use, or disability, those from a Culturally and Linguistically Diverse (CALD) background, religion, refugees or other displaced persons.
- Learning Outcome 4: Describe the impact of life stage on end of life experiences on a person, their significant others and yourself as a health professional.
Aim
The aim of this assessment is to demonstrate your understanding of the life span, broad health challenges associated with end of life, and the impact of individual circumstances and life stage on health outcomes and end of life experiences for an individual, their significant others and yourself as a health professional.
Instructions
View the following video in the Assessment tile on the NURS11169 Moodle site.
· ‘Meet Juli, always a door open for hope | My Last Days’
You then need to answer the following questions:
1. Identify two (2) individual circumstances for Juli. For EACH individual circumstance:
- Discuss one impact that the individual circumstance may have on Juli’s health outcomes
- Describe one example of person-centred care you could provide to Juli, and explain how this is relevant to the individual circumstance
2. Identify the life stage that Juli is in according to Erikson’s eight stages of development (Harvey, 2021). Explain the impact that this life stage could have on end-of-life experiences for:
- Juli
- Juli’s significant others (e.g., husband, children – choose one)
3. Identify one (1) broad health challenge that Juli may have experienced at end of life. Explain how this broad health challenge may impact a person at end of life.
4. Juli died at home as a result of breast cancer. Do you think this was a ‘good’ death or a ‘bad’ death? Explain your answer.
5. Reflect on what you have learned from Juli’s story. Describe how it may impact your practice as a health professional. Use Borton’s reflective model (adapted by Rolfe and colleagues (2001) to structure your response.
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.
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).
- Use the headings provided for each question.
- A cover page is not required for this assessment.
- Do not include an introduction and conclusion for this assessment.
- Write in the third-person perspective for your responses to questions 1, 2, 3 and 4.
- You may write in the first-person perspective for question 5 only.
- 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 your response to question 1 to the last word of your response to question 5. The word count excludes headings and 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.
- You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
- For information on academic writing and referencing 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.
Week 8 Monday (5 Sept 2022) 11:59 pm AEST
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Week 11 Monday (26 Sept 2022)
Assessment 2 results may be released sooner if marking is completed earlier.
| Key Criteria | High Distinction 84.5 – 100% | Distinction 74.50 – 84.49% | Credit 64.50 – 74.49% | Pass 49.50 – 64.49% | Fail <49.5% | Fail (content absent) 0% |
| Ability to write and present effectively. Completion of required task. (10%) | Exemplary writing standard. Correct grammar, spelling and punctuation. No mistakes evident. All requirements of task have been met. Adheres to prescribed word count. (8.45-10) | High writing standard. 1-2 consistent grammar, spelling, punctuation mistakes evident. All items demonstrate due attention to detail with some minor gaps. Adheres to prescribed word count. (7.45-8.44 | Good writing standard. 3-4 consistent grammar, spelling and punctuation mistakes evident. Most items demonstrate due attention to detail with minor gaps that impact on presentation and understanding by the reader and/or audience. Adheres to prescribed word count. (6.45-7.44) | Satisfactory writing standard. 5-6 consistent grammar, spelling, and punctuation mistakes evident. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. Does not adhere to prescribed word count. (4.95-6.44) | Quality of writing and presentation is at a poor standard with many mistakes and lack of clarity evident. Submission is missing aspects of task or task requirements have been misunderstood. Does not adhere to prescribed word count. (<4.95) | Submission is missing most aspects of task. Little to no meaningful writing. Little evidence of task requirements. (0) |
| Discussion of individual circumstances (20%) | Identifies 2 relevant individual circumstances for Juli. Comprehensive and logical discussion of: - How these 2 individual circumstances may impact Juli’s health outcomes - How you can address these 2 individual circumstances when providing person-centred care to Juli (16.90-20.00) | Identifies 2 relevant individual circumstances for Juli. Clear and logical discussion of: - How these 2 individual circumstances may impact Juli’s health outcomes - How you can address these 2 individual circumstances when providing person-centred care to Juli (14.90-16.89) | Identifies 2 relevant individual circumstances for Juli. Adequate and mostly logical discussion of: - How these 2 individual circumstances may impact Juli’s health outcomes - How you can address these 2 individual circumstances when providing person-centred care to Juli (12.90-14.89) | Identifies 2 individual circumstances for Juli. Limited and mostly logical discussion of: - How these 2 individual circumstances may impact Juli’s health outcomes - How you can address these 2 individual circumstances when providing person-centred care to Juli (9.90-12.89) | Identifies <2 individual circumstances for Juli. Inadequate and/or illogical discussion of: - How these 2 individual circumstances may impact Juli’s health outcomes - How you can address these 2 individual circumstances when providing person-centred care to Juli (<9.90) | No individual circumstances for Juli identified. No discussion of how these individual circumstances may impact on Juli’s health outcomes or how you can address these individual circumstances when providing person-centred care to Juli. (0) |
| Explanation of life stage (15%) | Correctly identifies Juli’s life stage. Comprehensive and logical explanation of impact that Juli’s life stage could have on end of life experiences for Juli, and one of Juli’s significant others. (12.68-15) | Correctly identifies Juli’s life stage. Clear and logical explanation of impact that Juli’s life stage could have on end of life experiences for Juli, and one of Juli’s significant others. (11.18-12.67) | Correctly identifies Juli’s life stage. Adequate and mostly logical explanation of impact that Juli’s life stage could have on end of life experiences for Juli, and one of Juli’s significant others. (9.68-11.17) | Identifies Juli’s life stage. Limited and mostly logical explanation of impact that Juli’s life stage could have on end of life experiences for Juli, and one of Juli’s significant others. (7.43-9.67) | Identifies Juli’s life stage. Inadequate and/or illogical explanation of impact that Juli’s life stage could have on end of life experiences for Juli, and one of Juli’s significant others. (<7.43) | No identification of Juli’s life stage. No explanation of impact that Juli’s life stage could have on end of life experiences for Juli, and one of Juli’s significant others. (0) |
| Broad health challenge at end of life 10% | Correctly identifies 1 broad health challenge that may occur at end of life. Comprehensive and logical explanation of the impact of chosen broad health challenge at end of life. (8.45-10) | Correctly identifies 1 broad health challenge that may occur at end of life. Clear and logical explanation of the impact of chosen broad health challenge at end of life. (7.45-8.44 | Correctly identifies 1 broad health challenge that may occur at end of life. Adequate and mostly logical explanation of the impact of chosen broad health challenge at end of life. (6.45-7.44) | Identifies 1 broad health challenge that may occur at end of life. Limited and mostly logical explanation of the impact of chosen broad health challenge at end of life. (4.95-6.44) | Identifies 1 broad health challenge that may occur at end of life. Inadequate and/or illogical explanation of the impact of chosen broad health challenge at end of life. (<4.95) | No identification of a broad health challenge that may occur at end of life. No explanation of provision of the impact of chosen broad health challenge at end of life. (0) |
| Explanation of good or bad death (20%) | Comprehensively explains the notions of good or bad death and provides relevant, logical discussion related to Juli. (16.90-20.00) | Clear and logical explanation and discussion of good or bad death related to Juli. (14.90-16.89) | Adequate and mostly logical explanation and discussion of good or bad death related to Juli. (12.90-14.89) | Limited and mostly logical explanation of good or bad death related to Juli. (9.90-12.89) | Inadequate and/or illogical explanation of good or bad death related to Juli. (<9.90) | No explanation of good or bad death. (0) |
| Reflection (15%) | Provides comprehensive and clear reflection on learning from Juli’s story and implications for future practice. Application of Borton’s (developed by Rolfe et al) developmental framework is correct. (12.68-15) | Provides clear reflection on learning from Juli’s story and implications for future practice. Application of Borton’s (developed by Rolfe et al) developmental framework is correct. (11.18-12.67) | Provides adequate reflection on learning from Juli’s story and implications for future practice. Application of Borton’s (developed by Rolfe et al) developmental framework is mostly correct. (9.68-11.17) | Provides some reflection on learning from Juli’s story and implications for future practice. Application of Borton’s (developed by Rolfe et al) developmental framework is somewhat correct. (7.43-9.67) | Provides inadequate reflection on learning from Juli’s story and implications for future practice. Application of Borton’s (developed by Rolfe et al) developmental framework is incorrect. (<7.43) | No reflection on learning from Juli’s story and implications for future practice. (0) |
| Intext citations (5%) | Consistently accurate with intext citations in APA 7th style to support and reflect all ideas, information, and quotations. (4.23-5) | 1 or 2 consistent in-text citation errors in APA 7th style identified. Intext citations support and reflect most ideas, information, and quotations. (3.73-4.22) | 3 or 4 consistent in-text citation errors in APA 7th style identified. Intext citations support and reflect many ideas, information, and quotations. (3.23-3.72) | 5 or 6 inconsistent in-text citation errors in APA 7th style identified. Intext citations support and reflect some ideas, information, and quotations. (2.48-3.22) | Intext citations are not consistent with APA 7th style. Many inaccuracies with in-text citations. Limited intext citations used to support ideas, information, and quotations. (<2.48) | No Intext citations used. (0) |
| Reference List (5%) | Reference list fully adheres to reference list presentation guidelines APA 7th style. No errors. (4.23-5) | Reference list consistently adheres to reference list presentation guidelines APA 7th style. (1-2 errors) (3.73-4.22) | Reference list frequently adheres to reference list presentation guidelines APA 7th style. (3-4 errors) (3.23-3.72) | Reference list occasionally adheres to reference list presentation guidelines APA 7th style. (5-6 errors) (2.48-3.22) | Reference list does not adhere to reference list presentation guidelines for APA 7th style. (7 or more errors) (<2.48) | No reference list evident. (0) |
- Describe the stages and milestones of the lifespan
- Identify broad health challenges that may be associated with people at a particular life stage and consider individual differences to be able to ensure person-centred care
- Discuss individual circumstances that could impact on health outcomes and the provision of care to individuals such as those who may be homeless, identify as Lesbian, Gay, Bisexual, Transgender, Intersex, Queer or Questioning (LGBTIQQ), those impacted by domestic and/or family violence, alcohol and/or other drug use, or disability, those from a Culturally and Linguistically Diverse (CALD) background, religion, refugees or other displaced persons
- Describe the impact of life stage on end of life experiences on a person, their significant others and yourself as a health professional.
3 Case Study
Learning Outcome Assessed
- Learning Outcome 1: Describe the stages and milestones of the lifespan.
- Learning Outcome 3: Discuss individual circumstances that could impact on health outcomes and the provision of care to individuals such as those who may be homeless, identify as Lesbian, Gay, Bisexual, Transgender, Intersex, Queer or Questioning (LGBTIQQ), those impacted by domestic and/or family violence, alcohol and/or other drug use, or disability, those from a Culturally and Linguistically Diverse (CALD) background, religion, refugees or other displaced persons.
- Learning Outcome 4: Describe the impact of life stage on end of life experiences on a person, their significant others and yourself as a health professional.
Aim
The aim of this assessment is to provide you with an opportunity to demonstrate your knowledge and understanding of the impact of life stage and individual circumstances on health outcomes and the provision of care to individuals throughout the lifespan and at end of life.
Instructions
Using the provided template, discuss:
- one (1) potential impact that this person’s individual circumstance could have on their health, and how this links to the life stage of the individual
- one (1) consideration for the provision of person-centred care to address this impact, and how this links to the individual circumstance and life stage.
Provide a discussion for all of the following individuals:
- A) Orla, a fifteen (15) year old Catholic female
- B) Gabriel, a seventy-two (72) year old male with autism at end of life
- C) Brian, a fifty-six (56) year old male experiencing internal displacement after his home was destroyed by flooding
Literature and references
In this assessment use at least 8 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.
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).
- Provide your answer using the template below.
- Do not include an introduction and conclusion for this assessment. Please use the template provided only.
- 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 excludes the template headings and reference list but includes in-text references and direct quotations
| For all of the following individuals, discuss: - one (1) potential impact that this person’s individual circumstance could have on their health, and how this links to the life stage of the individual - one (1) consideration for the provision of person-centred care to address this impact, and how this links to the individual circumstance and life stage. |
A) Orla, a fifteen (15) year old Catholic female
|
B) Gabriel, a seventy-two (72) year old male with Autism at end of life
|
C) Brian, a fifty-six (56) year old male experiencing internal displacement after his home was destroyed by flooding
|
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.
- You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
- For information on academic writing and referencing 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.
Week 12 Wednesday (5 Oct 2022) 11:59 pm AEST
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Assessment 3 results will be released 3 weeks following submission.
| Key Criteria | High Distinction 84.5 – 100% | Distinction 74.50 – 84.49% | Credit 64.50 – 74.49% | Pass 49.50 – 64.49% | Fail <49.5% | Fail (content absent) 0% |
| Ability to write and present effectively. Completion of required task. (10%) | Exemplary writing standard. Correct grammar, spelling and punctuation. No mistakes evident. All requirements of task have been met. Adheres to prescribed word count. (8.45-10) | High writing standard. 1-2 consistent grammar, spelling, punctuation mistakes evident. All items demonstrate due attention to detail with some minor gaps. Adheres to prescribed word count. (7.45-8.44 | Good writing standard. 3-4 consistent grammar, spelling and punctuation mistakes evident. Most items demonstrate due attention to detail with minor gaps that impact on presentation and understanding by the reader and/or audience. Adheres to prescribed word count. (6.45-7.44) | Satisfactory writing standard. 5-6 consistent grammar, spelling, and punctuation mistakes evident. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. Does not adhere to prescribed word count. (4.95-6.44) | Quality of writing and presentation is at a poor standard with many mistakes and lack of clarity evident. Submission is missing aspects of task or task requirements have been misunderstood. Does not adhere to prescribed word count. (<4.95) | Submission is missing most aspects of task. Little to no meaningful writing. Little evidence of task requirements. (0) |
| Impact of individual circumstances on individuals (40%) | Identifies one relevant potential impact of the individual circumstance on health outcomes for each of the 3 individuals in the case study. Explanation of how each potential impact links to life stage and individual circumstance is comprehensive and logical. (33.80-40.00) | Identifies one relevant potential impact of the individual circumstance on health outcomes for each of the 3 individuals in the case study. Explanation of how each potential impact links to life stage and individual circumstance is clear and logical. (29.80-33.79) | Identifies one relevant potential impact of the individual circumstance on health outcomes for each of the 3 individuals in the case study. Explanation of how each potential impact links to life stage and individual circumstance is adequate and mostly logical. (25.80-29.79) | Identifies potential impacts of the individual circumstance on health outcomes for each of the 3 individuals in the case study. Explanation of how each potential impact links to life stage and individual circumstance is limited and mostly logical. (19.80-25.79) | Identifies impacts of the individual circumstance on health outcomes for <3 of the individuals in the case study. Explanation of how each potential impact links to life stage and individual circumstance is inadequate and/or illogical. (<19.80) | No potential impacts of the individual circumstance identified. No explanation of how each potential impact links to life stage and individual circumstance. (0) |
| Considerations when providing person-centred care (40%) | Identifies one relevant consideration for providing person-centred care for each of the 3 individuals in the case study. Explanation of how each consideration links to life stage and individual circumstance is comprehensive and logical. (33.80-40.00) | Identifies one relevant consideration for providing person-centred care for each of the 3 individuals in the case study. Explanation of how each consideration links to life stage and individual circumstance is clear and logical. (29.80-33.79) | Identifies one consideration for providing person-centred care for each of the 3 individuals in the case study. Explanation of how each consideration links to life stage and individual circumstance is adequate and mostly logical. (25.80-29.79) | Identifies considerations for providing person-centred care for all 3 individuals in the case study. Explanation of how each consideration links to life stage and individual circumstance is limited and mostly logical. (19.80-25.79) | Identifies relevant considerations for providing person-centred care for <3 of the individuals in the case study. Explanation of how each consideration links to life stage/individual circumstances is inadequate and/or illogical. (<19.80) | No relevant considerations for providing person-centred care identified. No explanation of how each consideration links to life stage/individual circumstances. (0) |
| Intext citations (5%) | Consistently accurate with intext citations in APA 7th style to support and reflect all ideas, information, and quotations. (4.23-5) | 1 or 2 consistent in-text citation errors in APA 7th style identified. Intext citations support and reflect most ideas, information, and quotations. (3.73-4.22) | 3 or 4 consistent in-text citation errors in APA 7th style identified. Intext citations support and reflect many ideas, information, and quotations. (3.23-3.72) | 5 or 6 inconsistent in-text citation errors in APA 7th style identified. Intext citations support and reflect some ideas, information, and quotations. (2.48-3.22) | Intext citations are not consistent with APA 7th style. Many inaccuracies with in-text citations. Limited intext citations used to support ideas, information, and quotations. (<2.48) | No intext citations used. (0) |
| Reference List (5%) | Reference list fully adheres to reference list presentation guidelines APA 7th style. No errors. (4.23-5) | Reference list consistently adheres to reference list presentation guidelines APA 7th style. (1-2 errors) (3.73-4.22) | Reference list frequently adheres to reference list presentation guidelines APA 7th style. (3-4 errors) (3.23-3.72) | Reference list occasionally adheres to reference list presentation guidelines APA 7th style. (5-6 errors) (2.48-3.22) | Reference list does not adhere to reference list presentation guidelines for APA 7th style. (7 or more errors) (<2.48) | No reference list evident. (0) |
- Describe the stages and milestones of the lifespan
- Discuss individual circumstances that could impact on health outcomes and the provision of care to individuals such as those who may be homeless, identify as Lesbian, Gay, Bisexual, Transgender, Intersex, Queer or Questioning (LGBTIQQ), those impacted by domestic and/or family violence, alcohol and/or other drug use, or disability, those from a Culturally and Linguistically Diverse (CALD) background, religion, refugees or other displaced persons
- Describe the impact of life stage on end of life experiences on a person, their significant others and yourself as a health professional.
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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?
