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 - 2024
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 Student evaluations
Microsoft Teams was an added bonus. Unit Coordinators made weekly announcements/contact to keep us on track and let everyone know what was on that week (e.g. assessment, tutorials & PASS sessions). I never felt 'lost' with the weekly content.
Continue to utilise Microsoft Teams to communicate with students, facilitate discussion, answer questions and provide timely updates.
Feedback from Staff feedback
Online weekly Zoom sessions were not recorded. Students who attended the online sessions felt more comfortable and were willing to engage. Students who were unable to attend the online sessions were concerned that they missed out on important information.
Consider alternate strategies to facilitate learning for students who are unable to attend online sessions.
Feedback from Student evaluations
I loved that there was a zoom session offered in the evening so that many of us with daytime commitments were able to attend.
Continue to offer online sessions at varied times to cater to student needs.
- 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 and Erb's Fundamentals of Nursing
Edition: 5th (2020)
Authors: Berman, A., Frandsen, G., Snyder, S., Levett-Jones, T., Buston, A., et al.
Pearson Australia
ISBN: 9781488626593
Skills in Clinical Nursing
Edition: 2nd (2021)
Authors: Berman, A., Snyder, S., Levett-Jones, T., Burton, A., Harvey, N. et al.
Pearson Australia
ISBN: 9781488620690
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
r.euler@cqu.edu.au
h.sutcliffe@cqu.edu.au
Module/Topic
Growth and development
Babies, toddlers and children
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Module/Topic
Adolescents and young adults.
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Module/Topic
Pregnancy and families.
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Assessment 1: Online Quiz
Open: 0001 hrs AEST Monday 22nd July 2024
Close: 2359 hrs AEST Sunday 28th July 2024
Module/Topic
Women's and Men's health.
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Module/Topic
Older adults' health.
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
End-of-life health.
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Module/Topic
Individual circumstances.
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Assessment 2: Reflective Practice Due: Week 7 Thursday (29 Aug 2024) 5:00 pm AEST
Module/Topic
Culture and religion.
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Module/Topic
LGBTIQA+
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Module/Topic
Domestic and family violence.
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Module/Topic
Homelessness, refugees and displaced persons.
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Assessment 3: Case Study Due: Week 11 Wednesday (25 Sept 2024) 5:00 pm AEST
Module/Topic
Intellectual and physical disability.
Chapter
Please refer to the NURS11169 Moodle site for this week's learning activities.
Events and Submissions/Topic
The tutorial will focus on weekly activities and content.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
In this unit, you may be allowed to re-attempt one failed assessment task to demonstrate your achievement of one or more of the unit's learning outcomes. A re-attempt will only be considered if you have demonstrated a reasonable attempt to complete the assessment task. If the unit coordinator allows you to re-attempt an assessment task, you must resubmit your revised work within seven (7) consecutive days of being notified about the re-attempt opportunity. A re-attempted assessment will receive a mark no greater than the minimum pass mark allowable for the original assessment task.
1 Online Quiz(zes)
Due date: Week 3
Opens: 00:01 hrs. AEST (Brisbane time) Monday, 22nd July 2024
Closes: 23:59 hrs. AEST (Brisbane time) Sunday, 28th July 2024
Weighting: 15%
Length: 20 multiple-choice questions (30 minutes)
Aim
This assessment aims 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 individuals at different life stages.
Instructions
· You will be attempting an online quiz.
· You are allowed to take the quiz twice, and the best score between the two attempts will be considered your final grade. The second attempt at the quiz will come from the same quiz bank but may not contain the same questions as your first attempt.
· This quiz will assess your knowledge and understanding of materials covered in weeks 1 and 2.
· This quiz consists 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 for this 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 - phone 1300 666 620 (within Australia) or +61 7 4930 9090 (outside Australia). 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.
Requirements
Please ensure that you access the quiz during the following timeframe. Instructions on accessing the quiz can be found under Assessment 1 on the Moodle site.
· Quiz (15%)
o Opens 00:01 hrs. AEST (Brisbane time) Monday, 22nd July 2024
o Closes 23:59 hrs. AEST (Brisbane time) Sunday, 28th July 2024
You will also need:
· Computer access with reliable internet connection.
· Your learning materials available to access during the quiz.
Submission
· You will complete this quiz 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
The quiz will open from 0001 hrs. Monday 22nd of July and will close on 2359 hrs. Sunday 28th of July 2024.
Quiz results will be available immediately after the attempt is completed.
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
Aim
The aim of this assessment is to demonstrate and reflect upon your understanding of the life span, and the broad health challenges associated with various life stages from the lens of the health professional.
Instructions
View the following video in the Assessment tile on the NURS11169 Moodle site.
- Richard Scolyer’s big gamble for brain cancer research | Australian Story (ABC News In-depth, 2024).
Reflect on what you have learned from Professor Richard’s story and answer the following questions:
1. Professor Richard Scolyer is facing a significant health challenge. Discuss how his circumstance of being well-educated has impacted his health outcomes.
2. A common broad health challenge experienced by many middle-aged adults is receiving a cancer diagnosis. Discuss individual circumstances of Professor Richard that need to be considered in order to provide person-centred care.
3. Determine which stage of Erikson’s eight stages of development Professor Richard (aged 56) is currently in and describe the impact on end-of-life experiences for Professor Richard and his significant others.
Length: 1500 words +/- 10% (>1350 and <1650 words) excluding references.
Literature and references
In this assessment, use at least ten (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 government, university, or peak national bodies, like the Australian College of Nursing.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· A cover page is not required for this assessment.
· Do not include an introduction and conclusion for this assessment. Headings are appropriate.
· Students have the option to write from either the first or third person.
· 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 3. The word count excludes headings and reference list but includes in-text references and direct quotations.
. Within this assessment, the use of Microsoft Copilot, Chat GPT or other generative artificial intelligence agents is permitted to generate ideas and general structures and for content editing only and must be referenced in accordance with the APA referencing requirements.
Resources
· You can reference your argument with unit-provided materials and other credible sources (e.g., journal articles, books). 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 academic writing and referencing information, please visit 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 7 Thursday (29 Aug 2024) 5:00 pm AEST
Week 10 Wednesday (18 Sept 2024)
Assessment 2 results may be released sooner if marking is completed earlier.
| Key Criteria | High Distinction | Distinction | Credit | Pass | Fail | Fail (content absent) |
| Ability to write and present effectively. Completion of the required task. (10%) |
Exemplary writing standard. Correct grammar, spelling, and punctuation. No mistakes are evident. All requirements of the task have been met. Adheres to prescribed word count. (8.5-10) |
High writing standard. 1-2 consistent grammar, spelling, and punctuation mistakes were evident. All items demonstrate due attention to detail with some minor gaps. Adheres to prescribed word count. (7.5-8.4) |
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. (6.5-7.4) |
Satisfactory writing standard. 5-6 consistent grammar, spelling, and punctuation mistakes were evident. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. Adheres to prescribed word count. (5-6.4) |
The quality of writing and presentation is at a poor standard, with many mistakes and a lack of clarity. Submission is missing aspects of task or task requirements have been misunderstood. Does not adhere to prescribed word count. (<4.9) |
Submission is missing most aspects of the task. Little to no meaningful writing. There is little evidence of the task requirements. (0) |
| Discussion of individual circumstances. (20%) |
Comprehensive and logical discussion of how an individual circumstance may impact Professor Richard’s health outcomes. (17-20.00) |
Clear and logical discussion of how an individual circumstance may impact Professor Richard’s health outcomes. (15-16.9) |
Adequate and mostly logical discussion of how an individual circumstance may impact Professor Richard’s health outcomes. (13-14.9) |
Limited and mostly logical discussion of how an individual circumstance may impact Professor Richard’s health outcomes. (10-12.9) |
Inadequate and/or illogical discussion of how an individual circumstance may impact Professor Richard’s health outcomes. (<9.9) |
There is no discussion of how an individual circumstance may impact Professor Richard’s health outcomes. (0) |
| Broad health challenge at the end of life. (30%) |
A comprehensive and logical explanation of Professor Richard’s circumstances were considered to provide person-centred care. (25.5-30) |
A clear and logical explanation of Professor Richard’s circumstances were considered to provide person-centred care. (22.5-25.4) | An adequate and mostly logical explanation Professor Richard’s circumstances were considered to provide person-centred care. (19.5-22.4) |
Limited and mostly logical explanation of Professor Richard’s circumstances were considered to provide person-centred care. (15.00-19.4) |
Inadequate and/or illogical explanation of Professor Richard’s circumstances were considered to provide person-centred care. (<14.9) |
There is no discussion on Professor Richard’s circumstances were considered to provide person-centred care. (0) |
| Impact on significant others. (30%) | Correctly identifies Professor Richard’s life stage. Comprehensively identifies and describes the impact of end-of-life experiences on Professor Richard and his significant others. (25.5-30) | Correctly identifies Professor Richard’s life stage. Clearly identifies and describes the impact of end-of-life experiences on Professor Richard and his significant others. (22.5-25.4) |
Correctly identifies Professor Richard’s life stage. Adequately identifies and describes the impact of end-of-life experiences on Professor Richard and his significant others. (19.5-22.4) |
Correctly identifies Professor Richard’s life stage. Limited identification and description of the impact of end-of-life experiences on Richard and his significant others. (15.00-19.4) |
Correctly identifies Professor Richard’s life stage. Inadequate identification and description of the impact of end-of-life experiences on Richard and his significant others. (<14.9) |
No identification of Professor Richard’s life stage. There is no identification and description of the impact of end-of-life experiences on Richard and his significant others. (0) |
| Intext citations (5%) |
Consistently accurate with in-text citations in APA 7th style to support and reflect all ideas, information, and quotations. (4.25-5) |
1 or 2 consistent in-text citation errors in APA 7th style were identified. In-text citations support and reflect most ideas, information, and quotations. (3.75-4.24) |
3 or 4 consistent in-text citation errors in APA 7th style were identified. In-text citations support and reflect many ideas, information, and quotations. (3.25-3.74) |
5 or 6 inconsistent in-text citation errors in APA 7th style were identified. In-text citations support and reflect some ideas, information, and quotations. (2.5-3.24) |
In-text citations are not consistent with APA 7th style. Many inaccuracies with in-text citations. Limited intext citations were used to support ideas, information, and quotations. (<2.49)
|
No in-text citations were used. (0) |
| Reference list (5%) |
The reference list fully adheres to reference list presentation guidelines APA 7th style. No errors. (4.25-5) |
The reference list consistently adheres to reference list presentation |
The reference list frequently adheres to reference list presentation |
The reference list occasionally adheres to reference list presentation |
The reference list does not adhere to reference list presentation guidelines for APA 7th style. (7 or more errors) (<2.49) |
No reference list is 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
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 the end of life.
Instructions
Use the provided template, discuss:
- One (1) potential impact that this person’s individual circumstances could have on their health, and how this links to their life stage.
- One (1) person-centred care that can be provided to address this impact, and how this links to the person’s individual circumstances and life stage.
Provide a discussion on all the following individuals who reside in Australia:
A. Mary is an eight (8) year-old person who is visually impaired and is receiving hospital treatment.
B. Katrina (female) is an eighty-two (82) year-old person who lost her partner, Sue (female), and now lives in an aged care facility.
C. Yang is an forty-five (45) year-old person from a CALD background who speaks limited English and is receiving hospital treatment.
Length: 1200 words +/- 10% (>1080 and<1320) excluding references.
Literature and references
In this assessment, use at least eight (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, 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, universities, or peak national bodies like the Australian College of Nursing.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Do not include an introduction and conclusion for this assessment. Use the provided template to answer the assessment questions.
· Students have the option to write from either the first or third person.
· 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 template headings and reference list but includes in-text references and direct quotations.
. Within this assessment, the use of Microsoft Copilot, Chat GPT or other generative artificial intelligence agents is permitted to generate ideas and general structures and for content editing only and must be referenced in accordance with the APA referencing requirements.
Resources
· You can reference your argument with unit-provided materials and other credible sources (e.g., journal articles and books). 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.
· Please visit the Academic Learning Centre Moodle site for academic writing and referencing information. 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 11 Wednesday (25 Sept 2024) 5:00 pm AEST
Assessment 3 results will be released on the 16th of October 2024.
| Key Criteria | High Distinction | Distinction | Credit | Pass | Fail | Fail (content absent) |
| Ability to write and present effectively. Completion of the required task. (10%) |
Exemplary writing standard. Correct grammar, spelling and punctuation. No mistakes were evident. All requirements of the task have been met. Adheres to prescribed word count. (8.5-10) |
High writing standard. 1-2 consistent grammar, spelling, punctuation mistakes were evident. All items demonstrate due attention to detail with some minor gaps. Adheres to prescribed word count. (7.5-8.4) |
Good writing standard. 3-4 consistent grammar, spelling and punctuation mistakes were 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. (6.5-7.4) |
Satisfactory writing standard. 5-6 consistent grammar, spelling, and punctuation mistakes were evident. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. Adheres to prescribed word count. (5.00-6.4) |
The quality of writing and presentation is at a poor standard with many mistakes and a lack of clarity evident. Submission is missing aspects of task or task requirements have been misunderstood. Does not adhere to prescribed word count. (<4.9) |
Submission is missing most aspects of the task. There is 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 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. (34-40) |
Identifies one relevant potential impact of the individual circumstance on health 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. (30-33.9) |
Identifies one relevant potential impact of the individual circumstance on health 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. (26-29.9) |
Identifies potential impacts of the individual circumstance on health 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. (20-25.9) |
Identifies impacts of the individual circumstance on health 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. (<19.9) |
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 person-centred care for each of the 3 individuals in the case study. Explanation of how person-centred care links to life stage and individual circumstance is comprehensive and logical. (34-40) |
Identifies one relevant person-centred care for each of the 3 individuals in the case study. Explanation of how person-centred care links to life stage and individual circumstance is clear and logical. (30-33.9) |
Identifies one person- centred care for each of the 3 individuals in the case study. Explanation of how person-centred care links to life stage and individual circumstance is adequate and mostly logical. (26-29.9) |
Identifies person-centred cares for each of the 3 individuals in the case study. Explanation of how person-centred care links to life stage and individual circumstance is limited and mostly logical. (20-25.9) |
Identifies person- centred cares for <3 of the individuals in the case study. Explanation of how person-centred care links to life stage/individual circumstances is inadequate and/or illogical. (<19.9) |
No person-centred cares identified. No explanation of how person-centred care links to life stage/individual circumstances. (0) |
| Intext citations (5%) |
Consistently accurate with intext citations in APA 7th style to support and reflect (4.25-5) |
1 or 2 consistent in-text citation errors in APA 7th style were identified. Intext citations support and reflect most ideas, information, and quotations. (3.75-4.24)
|
3 or 4 consistent in-text citation errors in APA 7th style were identified. Intext citations support and reflect many ideas, information, and quotations. (3.25-3.74) |
5 or 6 inconsistent in-text citation errors in APA 7th style identified. Intext citations support and reflect some ideas, (2.5-3.24) |
Intext citations were not consistent with APA 7th style. Many inaccuracies with in-text citations. Limited intext citations were used to support ideas, information, and quotations. (<2.49) |
There is no intext citations were used. (0) |
| Reference list (5%) |
The reference list fully adheres to reference list presentation guidelines APA (4.25-5) |
The reference list consistently adheres to reference list presentation (3.75-4.24) |
The reference list frequently adheres to reference list presentation (3.25-3.74) |
The reference list occasionally adheres to reference list presentation (2.5-3.24) |
The reference list does not adhere to reference list presentation guidelines for APA 7th style. (7 or more errors) (<2.49) |
There is 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.
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?
