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 3 - 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
There are no required textbooks.
Additional Textbook Information
Reading related to each academic week can be found in the associated weekly moodle tile.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Students must have necessary equipment/accessories to attend online lectures via Zoom or Microsoft Teams
- Microsoft Teams (both microphone and webcam capability)
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.
i.wise@cqu.edu.au
d.bannan@cqu.edu.au
l.jackson@cqu.edu.au
p.barclay@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 hour AEST Monday 18 November 2024
Close: 2359 hour AEST Sunday 24 November 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
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 - Written Assessment
Due 1600 hours AEST Friday 20th December 2024
Assessment 2: Reflective Practice Due: Week 7 Friday (20 Dec 2024) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
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.
Assessment 3: Case Study - Written Assessment
Due 1600 hour AEST Friday 24th January 2025
Assessment 3: Case Study Due: Week 10 Friday (24 Jan 2025) 4:00 pm AEST
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.
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
In this unit, you are required to attempt all assessment pieces in order to be eligible to pass the unit. If you do not pass an assessment item, you may be eligible for an opportunity 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)
Unit Code: NURS11169
Unit Title: Health Across Life Stages
Assessment 1 – Online Quiz
Type: Online Quiz
Quiz Opens: 00:01 hour (AEST) Monday 18th November 2024 (week 3)
Quiz closes: 23:59 hour (AEST) Sunday 24th November 2024 (week 3)
Return to students: Results for the quiz will be available immediately after the attempt is complete
Permitted attempts: Two
Weighting: 15%
Length: 20 multiple choice questions (30 minutes)
Unit Coordinators: Ingrid Wise, Annie Barclay and Lisa Jackson
Learning Outcomes Assessed
1. Describe the stages and milestones of the lifespan.
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 completing an online quiz.
- This quiz will assess your knowledge and understanding of materials covered in weeks 1 and 2.
- 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 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 to complete 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.
- If you have any technical issues let the unit coordinators know immediately. You are required to take a screenshot or photo of the issue and email it to the unit coordinators as soon as possible. We will assist you with resolving the issue or refer you to TaSAC for further assistance (toll-free phone number 1300 666 620.
Requirements
You will need:
- Computer access with reliable internet connection.
- Your learning materials available to access during the quiz
Academic Integrity
- Quiz questions are drawn from a bank and will be randomised.
- You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). - Completion of this assessment with another party or sharing of responses is not permitted at any time.
- The use of any generative artificial intelligence is not permitted within this assessment.
Submission
- You will complete this quiz online. Click save after each question. 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 hour (AEST) Monday 18th November 2024 and will close on 2359 hour (AEST) Sunday 24th of July 2024.
Quiz results will be available immediately after the attempt is completed.
This is an online multiple-choice quiz consisting of 20 questions. The questions are designed to assess the learning from week 1 and week and align with the learning outcomes:
1. Describe the stages and milestones of the lifespan.
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.
Two attempts are allowed for this assessment item and the highest score is recorded. Students have a total of 30 minutes to complete each attempt. A passing grade is 10/20 or 50%.
- 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
Unit Code: NURS11169
Unit Title: Health Across Life Stages
Assessment 2
Type: Reflective Practice Assignment
Due date: 16:00 hour (AEST) Friday 20th December 2024 (Week 7)
Weighting: 50%
Length: 1,500 words +/- 10% (excluding reference list)
Unit Coordinators: Ingrid Wise, Annie Barclay & Lisa Jackson
Return date: Wednesday 15th January 2025 (week 9)
Learning Outcomes Assessed
1. Describe the stages and milestones of the lifespan.
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.
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.
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 for you to reflect upon and demonstrate your understanding of the life span, and the broad health challenges associated with various life stages from the lens of the health professional.
Instructions
Please follow the steps below to write your academic essay and complete the task.
View the following video in the Assessment tile on the NURS11169 Moodle site.
· Jordan Hendey used topical steroids to help his eczema, but a withdrawal left him in agonising pain | ABC News In-depth (2024)
https://www.abc.net.au/news/2024-06-12/jordan-hendey-battle-with-topical-steroidwithdrawal/103966710?utm_campaign=abc_news_web&utm_content=link&utm_medium=content_shared&utm_source=abc_news_web
Reflect on what you have learned from Jordan Hendey's story and answer the following questions:
1. Jordan Hendey has struggled with eczema and severe pain from topical steroid withdrawal. Consider how enduring these health challenges during crucial developmental stages—before he developed the skills to effectively self-advocate—may have influenced his overall health outcomes and approach to managing his condition.
2. Treatment withdrawal is a broad health challenge for individuals with chronic medical conditions. Jordan Hendey’s experience with topical steroid withdrawal for eczema illustrates this issue. Discuss the specific factors that need to be considered to provide Jordan with person-centered care, focusing on the wide-ranging impacts of treatment withdrawal, including its physical, psychological, and functional effects.
3. Determine which stage of Erikson’s eight stages of development Jordan Hendey is currently in (as a young adult) and describe how this stage might influence his experiences and coping mechanisms during his recovery from topical steroid withdrawal.
Literature and references
In this assessment use at least 10 contemporary references (7 years or less) sourced from the CQUniversity library 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: for example, the Australian College of Nursing. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment.
Requirements
· Use a cover page for your assignment that includes your name, student number, unit code, and in-text word count.
· 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).
· Include page numbers on the top right side of each page in a header. Do not include an introduction and conclusion for this assessment. Headings are appropriate.
· Write in the third-person perspective.
· Use formal academic and discipline specific language and essay structure.
· All work submitted must be your own work.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA referencing guide Referencing | MyCQU
· Start your reference list on a separate page to the body of your assessment.
· 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 the reference list but includes in-text references, direct quotations and paraphrasing.
Resources
· You can use unit-provided materials and other credible sources (e.g., journal articles, and books) to reference your argument. The quality and credibility of your sources are important. Please note, that lecture notes are not peer-reviewed primary sources of evidence.
· We recommend that you access your discipline-specific Nursing Resource Guide.
· We recommend that you access your discipline-specific Nursing Resource Guide.
· 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 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.
· You may wish to submit a draft to Studiosity.
· Submit at least one draft before the due date to review your Turnitin Similarity Score before uploading your final submission. Instructions are available here.
Academic Integrity
· You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
· The use of any generative artificial intelligence is permitted for the following purposes:
· Gen AI content is used to generate ideas and general structures.
· Gen AI content editing.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
References
ABC News In-depth. (2024, June 12). Jordan Hendey used topical steroids to heal his eczema, but a withdrawal left him in agonising pain| Australian Story [Video File]. ABC. https://www.abc.net.au/news/2024-06-12/jordan-hendey-battle-with-topical-steroid-withdrawal/103966710?utm_campaign=abc_news_web&utm_content=link&utm_medium=content_shared&utm_source=abc_news_web
Harvey, N. (2020). Concepts of growth and development, In A. Berman, G. Frandsen, S. Snyder, T. Levett-Jones, A. Burston, & T. Dwyer (Eds.), Kozier and Erb’s fundamentals of nursing (5th ed., pp364-382). Pearson Australia.
Week 7 Friday (20 Dec 2024) 5:00 pm AEST
Week 9 Wednesday (15 Jan 2025)
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% |
|
Discussion of individual circumstances. (20%) |
(20–16.90) Comprehensive and logical discussion of how an individual circumstance may impact Jordan Hendey's health outcomes. |
(16.89–14.90) Clear and logical discussion of how an individual circumstance may impact Jordan Hendey's health outcomes. |
(14.89–12.90) Adequate and mostly logical discussion of how an individual circumstance may impact Jordan Hendey's health outcomes. |
(12.89–9.90) Limited and mostly logical discussion of how an individual circumstance may impact Jordan Hendey's health outcomes. |
(9.84–0) Inadequate and/or illogical discussion of how an individual circumstance may impact Jordan Hendey's health outcomes. |
(0) There is no discussion of how an individual circumstance may impact Jordan Hendey's health outcomes. |
|
Broad health challenge for treatment withdrawal. (30%) |
(30–25.5) A comprehensive and logical explanation of Jordan Hendey's circumstances were considered to provide person-centred care. |
(25.4–22.5) A clear and logical explanation of Jordan Hendey's circumstances were considered to provide person-centred care. |
(22.4–19.5) An adequate and mostly logical explanation Jordan Hendey's circumstances were considered to provide person-centred care. |
(19.4–15) Limited and mostly logical explanation of Jordan Hendey's circumstances were considered to provide person-centred care. |
(14.9–0) Inadequate and/or illogical explanation of Jordan Hendey's circumstances were considered to provide person-centred care. |
(0) There is no discussion on Jordan Hendey's circumstances were considered to provide person-centred care. |
|
Impact on significant others. (30%) |
(30–25.5) Correctly identifies Jordan's life stage.
Comprehensively identifies and describes how this stage might influence his experiences, relationships and coping mechanisms during his recovery from topical steroid withdrawal. |
(25.4–22.5) Correctly identifies Jordan's life stage.
Clearly identifies and describes how this stage might influence his experiences, relationships and coping mechanisms during his recovery from topical steroid withdrawal. |
(22.4–19.5) Correctly identifies Jordan's life stage.
Adequately identifies and describes how this stage might influence his experiences, relationships and coping mechanisms during his recovery from topical steroid withdrawal. |
(19.4–15) Correctly identifies Jordan's life stage.
Limited identification and description of how this stage might influence his experiences, relationships and coping mechanisms during his recovery from topical steroid withdrawal. |
(14.9–0) Partially identifies Jordan's life stage.
Inadequate identification and description of how this stage might influence his experiences, relationships and coping mechanisms during his recovery from topical steroid withdrawal. |
(0) No identification of incorrect identification of Jordan's life stage.
There is no identification or description of how this stage might influence his experiences, relationships and coping mechanisms during his recovery from topical steroid withdrawal. |
|
Professional writing and presentation. Completion of task. (10%) |
(10–8.5) Content is students own work, consistently clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. Exemplary writing standard. There are no errors in English grammar, spelling, and punctuation. The language of the discipline is comprehensively used. Formatting requirements applied without error. All requirements of the task have been met. Is written in the student’s own words. Adheres to the word count.
|
(8.4–7.5) Content is students own work, frequently clear, correct, and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. The language of the discipline is frequently used. Formatting requirements applied with 1 error. All items demonstrate due attention to detail with some minor gaps. Is written in the student’s own words. Adheres to the word count. |
(7.4–6.5) Content is students own work, mostly clear, correct, and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. The language of the discipline is mostly used. Formatting requirements applied with 2 errors. Most items demonstrate due attention to detail with minor gaps that impact on presentation and understanding by the reader and/or audience. Is written in the student’s own words. Adheres to the word count. |
(6.4–5) Content is students own work, sometimes clear, correct, and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. The language of the discipline is used. Formatting requirements applied with 3 errors. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. Is written in the student’s own words. Adheres to the word count. |
(4.9–0) Content is/is not students own work, consistently unclear or incorrect and is disorganised demonstrating lack of clarity and insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Submission is missing aspects of task or task requirements have been misunderstood. Is/is not written in the student’s own words. Deviates +/- 10% of the word count. |
(0) Content is not students own work. Little to no meaningful writing. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Submission is missing most aspects of the task. Little evidence of task requirements. Is/is not written in the student’s own words. Deviates +/- 10% of the word count. |
|
Intext citations (5%) |
(5–4.25) Consistently accurate intext citations with no errors in APA 7th Edition referencing style to support and reflect all ideas, information, and quotations. All sources used are of quality and are reputable. |
(4.2–3.8) One consistent in-text citation error in APA 7th Edition referencing style identified. Intext citations support and reflect most ideas, information, and quotations. Mostly uses quality and reputable sources. |
(3.75–3.55) Two consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect many ideas, information, and quotations. Uses some quality and reputable sources. |
(3.50–2.5) Three consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect some ideas, information, and quotations. Uses few quality and reputable sources. |
(2.4–0) Four or more consistent in-text citations errors in APA 7th Edition referencing style. Limited intext citations used to support ideas, information, and quotations. Uses minimal or no quality and reputable sources. |
(0) No in-text citations provided. |
|
Reference List
(5%)
|
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Ten peer reviewed references provided. Literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(4.2–3.8) Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. Nine peer reviewed references provided. The majority of literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(3.75–3.55) Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors. Eight peer reviewed references provided. Most literature cited has been published in the last 7 years and sourced from the CQUniversity library. |
(3.50–2.5) Acknowledges some sources and/or meets APA (7th Edition) referencing standards with 3 errors. Seven peer reviewed references provided. Some literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(2.4–0) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors and/or references not provided. Two or less peer reviewed references provided. Some literature cited is published ≥7 years and/or not sourced from the CQUniversity library. |
(0) No reference list provided. |
- 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
Unit Code: NURS11169
Unit Title: Health Across Life Stages
Assessment 3
Type: Case Study
Due date: 16:00 hours (AEST) Friday 24th January 2025 (Week 10)
Weighting: 35%
Length: 1,200 words +/- 10% ( excluding reference list)
Unit Coordinators: Ingrid Wise, Annie Barclay and Lisa Jackson
Return date: Friday 14th February 2025
Learning Outcomes Assessed
1. Describe the stages and milestones of the lifespan.
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.
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 for you 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
Please follow the steps below to write your academic essay and complete the task.
Use the provided template, and 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. Trevor (male) is a twenty-five (25) year-old nursing student with a recent diagnosis of cancer.
B. Michiko (female) is a ten (10) year-old child from a CALD background who speaks limited English who is receiving hospital treatment.
C. Lee (male) is a forty-five (45) year-old person experiencing homelessness and has type two diabetes (T2DM)[LJ6] [IW7] . He is taking oral hypoglycaemics for the management of T2DM, however, he has poor medication compliance.
Literature and references
In this assessment use at least eight (8) contemporary references (7 years or less) sourced [LJ8] from the CQUniversity library 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: for example, the Australian College of Nursing. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment.
Requirements
· Use a cover page for your assignment that includes your name, student number, unit code, and in-text word count.
· 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).
· Include page numbers on the top right side of each page in a header.
· Do not include an introduction and conclusion for this assessment. Headings are appropriate. You may 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 and discipline specific language and essay structure.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· All work submitted must be your own work.
· Start your reference list on a separate page to the body of your assessment.
· The word count is considered from the first word of the assessment to the last word in the body of the assessment. The word count excludes template headings and the reference list but includes in-text references, direct quotations and paraphrasing.
Resources
· You can use unit-provided materials and other credible sources (e.g., journal articles, and books) to reference your argument. The quality and credibility of your sources are important. Please note, that lecture notes are not peer-reviewed primary sources of evidence.
· We recommend that you access your discipline-specific Nursing Resource Guide.
· 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.
· You may wish to submit a draft to Studiosity.
· Submit at least one draft before the due date to review your Turnitin Similarity Score before uploading your final submission. Instructions are available here.
Academic Integrity
· You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
· The use of any generative artificial intelligence (Microsoft Copilot, Chat GPT or other generative artificial intelligence agents) is permitted for the following purposes:
· Gen AI content is used to generate ideas and general structures.
· Gen AI content editing.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 10 Friday (24 Jan 2025) 4:00 pm AEST
Exam Week Friday (14 Feb 2025)
Assessment 3 results will be released on the 14th February 2025.
| 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% |
| Impact of individual circumstances on individuals (40%) |
(40-34) 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.
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(33.4–30) 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. |
(29.4–26) 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. |
(25.4–40) 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. |
(<19.9) 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.
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(0) No potential impacts of the individual circumstance identified. No explanation of how each potential impact links to life stage and individual circumstance.
|
| Considerations when providing person-centred care. (40%) |
(40–34) 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. |
(33.4-30) 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. |
(29.9-26) 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. |
(25.9-20) 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. |
(<19.9) 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. |
(0) No person-centred cares identified. No explanation of how person-centred care links to life stage/individual circumstances. |
| Professional writing and presentation. Completion of task (10%) |
(10–8.5) Content is students own work, consistently clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. Exemplary writing standard. There are no errors in English grammar, spelling, and punctuation. The language of the discipline is comprehensively used. Formatting requirements applied without error. All requirements of the task have been met. Is written in the student’s own words. Adheres to the word count. |
(8.4–7.5) Content is students own work, frequently clear, correct, and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. The language of the discipline is frequently used. Formatting requirements applied with 1 error. All items demonstrate due attention to detail with some minor gaps. Is written in the student’s own words. Adheres to the word count.
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(7.4 - 6.5) Content is students own work, mostly clear, correct, and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. The language of the discipline is mostly used. Formatting requirements applied with 2 errors. Most items demonstrate due attention to detail with minor gaps that impact on presentation and understanding by the reader and/or audience. Is written in the student’s own words. Adheres to the word count. |
(6.4–5) Content is students own work, sometimes clear, correct, and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. The language of the discipline is used. Formatting requirements applied with 3 errors. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. Is written in the student’s own words. Adheres to the word count. |
(4.9–0) Content is/is not students own work, consistently unclear or incorrect and is disorganised demonstrating lack of clarity and insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Submission is missing aspects of task or task requirements have been misunderstood. Is/is not written in the student’s own words. Deviates +/- 10% of the word count.
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(0) Content is not students own work. Little to no meaningful writing. English grammar, spelling, and punctuation conventions have ≥4 errors. The language of the discipline is infrequently or incorrectly used. Formatting requirements applied with ≥4 errors. Submission is missing most aspects of the task. Little evidence of task requirements. Is/is not written in the student’s own words. Deviates +/- 10% of the word count.
|
| Intext citations (5%) |
(5–4.25) Consistently accurate intext citations with no errors in APA 7th Edition referencing style to support and reflect all ideas, information, and quotations. All sources used are of quality and are reputable. |
(4.2–3.8) One consistent in-text citation error in APA 7th Edition referencing style identified. Intext citations support and reflect most ideas, information, and quotations. Mostly uses quality and reputable sources. |
(3.75–3.55) Two consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect many ideas, information, and quotations. Uses some quality and reputable sources. |
(3.50–2.5) Three consistent in-text citation errors in APA 7th Edition referencing style identified. Intext citations support and reflect some ideas, information, and quotations. Uses few quality and reputable sources. |
(2.4–0) Four or more consistent in-text citations errors in APA 7th Edition referencing style. Limited intext citations used to support ideas, information, and quotations. Uses minimal or no quality and reputable sources. |
(0) No in-text citations provided. |
| Reference list (5%) |
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Ten peer reviewed references provided. Literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(4.2–3.8) Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. Nine peer reviewed references provided. The majority of literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(3.75–3.55) Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors. Eight peer reviewed references provided. Most literature cited has been published in the last 7 years and sourced from the CQUniversity library. |
(3.50–2.5) Acknowledges some sources and/or meets APA (7th Edition) referencing standards with 3 errors. Seven peer reviewed references provided. Some literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(2.4–0) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors and/or references not provided. Two or less peer reviewed references provided. Some literature cited is published ≥7 years and/or not sourced from the CQUniversity library. |
(0) No reference list provided. |
- 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?
