Unit Profile Correction added on 29-07-21
To achieve a passing grade for the unit you are required to:
- Attempt Assessment 5 (Exam).
Overview
In this unit, you will have the opportunity to practice fundamental nursing care in the aged care environment. You will apply the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice (2016). You will continue to explore the importance of the National Safety and Quality Health Service (NSQHS) Standards (2017) to all nursing practice in Australia and use the Patient Safety Competency Framework (PSCF) (Levett-Jones et al., 2017) in your practice as a nursing student. You will be expected to identify risk and recognise and respond appropriately to the deteriorating patient in the simulated and clinical environment. You will review the concept of scope of practice using the decision-making framework (DMF) (NMBA, 2020). You are required to participate in a compulsory three (3) day residential school or alternatively, an on-campus workshop prior to attending professional experience placement for this unit. This unit includes a 120 hour block professional experience placement in an aged care environment. You must meet specific mandatory health, safety and security requirements to be eligible to attend each professional experience placement. Professional experience placements may be limited in your community and you may be placed in other locations. Please be prepared financially and personally to cover the costs to relocate for placements. Due to the limited availability of placements, some block placements have start and/or end dates that fall outside standard term dates.
Details
Pre-requisites or Co-requisites
Prerequisites:BIOH11005 Introductory Anatomy and PhysiologyNURS11164 Effective Communication in the Health Care Environment or NURS11163 Recovery Approach to Mental HealthNURS11165 The Profession of Nursing or NURS11159 Introduction to Nursing NURS11166 Health and Assessment in Nursing or NURS11160 Fundamentals of Clinical Nursing Practice.Co-requisite:NURS11169 Health Across Life Stages or NURS11157 Lifespan Approach to Health and Wellness for Nursing
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 - 2021
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.
- Apply the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice in the physical and psychosocial assessment, planning, implementation and evaluation of people in aged care in the simulated and clinical environment
- Identify potential risks associated in the aged care environment and determine strategies to minimise the risk
- Recognise and respond appropriately to the deteriorating patient in the aged care context
- Explain the significance of cognitive impairment when providing nursing care
- Develop strategies and care of self when managing aggressive behaviour related to delirium/dementia
- Demonstrate knowledge and application of safe supply and administration of non-parenteral medication.
Content in this unit incorporates a number of professional nursing requirements
Nursing and Midwifery Board of Australia decision-making framework (DMF) - nursing
Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Engages in therapeutic and professional relationships
Maintains the capability for practice
Comprehensively conducts assessments
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
Clinical governance
Partnering with consumers
Preventing and Controlling healthcare-associated infection
Medication safety
Comprehensive care
Communicating for safety
Recognising and responding to acute deterioration
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
Feedback and complaints
Human resources
Organisation governance
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - In-class Test(s) - 0% | ||||||
| 2 - Practical Assessment - 0% | ||||||
| 3 - Professional Practice Placement - 0% | ||||||
| 4 - Written Assessment - 60% | ||||||
| 5 - Examination - 40% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Communication | ||||||
| 2 - Problem Solving | ||||||
| 3 - Critical Thinking | ||||||
| 4 - Information Literacy | ||||||
| 5 - Team Work | ||||||
| 6 - Information Technology Competence | ||||||
| 7 - Cross Cultural Competence | ||||||
| 8 - Ethical practice | ||||||
| 9 - Social Innovation | ||||||
| 10 - First Nations Knowledges | ||||||
| 11 - Aboriginal and Torres Strait Islander Cultures | ||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | |
| 1 - In-class Test(s) - 0% | |||||||||||
| 2 - Practical Assessment - 0% | |||||||||||
| 3 - Professional Practice Placement - 0% | |||||||||||
| 4 - Written Assessment - 60% | |||||||||||
| 5 - Examination - 40% | |||||||||||
Textbooks
Skills in Clinical Nursing
Edition: Second (2021)
Authors: Berman, Snyder, Levett-Jones, Burton, Harvey
Pearson Education
Melbourne Melbourne , Victoria , Australia
Binding: Spiral
Additional Textbook Information
Both paper and eBook versions can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code).
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
t.simes@cqu.edu.au
a.j.hall@cqu.edu.au
m.cousins@cqu.edu.au
j.gillespie@cqu.edu.au
a.t.buckley@cqu.edu.au
l.wirihana@cqu.edu.au
a.byrne@cqu.edu.au
t.channell@cqu.edu.au
Module/Topic
Introduction to the unit.
Chapter
Events and Submissions/Topic
Attend welcome zoom. See Moodle tile that says 'Virtual Classes' for the date and time.
A recorded zoom will be uploaded for students who are unable to attend this session.
In preparation for the residential school and internal classes:
Read Modules 1-5 and complete all activities (in the tile 'Preparation for Residential School').
Internal group class - Rockhampton only begins.
Module/Topic
In preparation for the residential school learning sessions, you are required to access and complete all 5 modules (located in the preparation for residential school tile) in Moodle.
The modules include: 1) Aged care and the role of the Registered Nurse, 2) Delivery of personal and clinical care to the older person with cognitive impairment, 3) Managing risks in the aged care environment, 4) Ongoing assessment and planning of older people and 5) Safe supply and administration of non-parental medication. Please complete all learning activities (watch videos, undertake readings, and familiarise yourself with relevant documentation).
Please complete these activities before attending residential school.
Chapter
Events and Submissions/Topic
Attend scheduled Zoom - 'Drop-in - question time' - unit requirements, activities for residential school, internal classes, professional experience placement.
See Moodle tile 'Virtual Classes' for the date and time. This session will be recorded.
Internal group class - Rockhampton only.
Check SONIA for upcoming residential schools.
Module/Topic
In preparation for the residential school learning sessions, you are required to access and complete all 5 modules (located in the preparation for residential school tile) in Moodle.
The modules include: 1) Aged care and the role of the Registered Nurse, 2) Delivery of personal and clinical care to the older person with cognitive impairment, 3) Managing risks in the aged care environment, 4) Ongoing assessment and planning of older people and 5) Safe supply and administration of non-parental medication. Please complete all learning activities (watch videos, undertake readings, and familiarise yourself with relevant documentation).
Please complete these activities before attending residential school.
Chapter
Events and Submissions/Topic
Scheduled residential schools in place.
Internal group class - Rockhampton only
Module/Topic
In preparation for the residential school learning sessions, you are required to access and complete all 5 modules (located in the preparation for residential school tile) in Moodle.
The modules include: 1) Aged care and the role of the Registered Nurse, 2) Delivery of personal and clinical care to the older person with cognitive impairment, 3) Managing risks in the aged care environment, 4) Ongoing assessment and planning of older people and 5) Safe supply and administration of non-parental medication. Please complete all learning activities (watch videos, undertake readings, and familiarise yourself with relevant documentation).
Please complete these activities before attending residential school.
Chapter
Events and Submissions/Topic
Attend scheduled Zoom - 'Drop-in ask questions'. Assessment 4 due week 7 will be discussed. See Moodle tile 'Virtual Classes' for the date and time. This session will be recorded.
Internal group class - Rockhampton only
Module/Topic
Chapter
Events and Submissions/Topic
Professional experience placement begins for students.
Module/Topic
Chapter
Events and Submissions/Topic
Enjoy your break. Be safe.
Module/Topic
Professional experience placement begins for students.
Chapter
Events and Submissions/Topic
Attend scheduled Zoom - 'Drop-in ask questions about placement and/or Assessment 4 due next week, week 7.
See Moodle tile 'Virtual Classes' for the date and time. This session will be recorded.
Module/Topic
Professional experience placement begins for students.
Chapter
Events and Submissions/Topic
Module/Topic
Professional experience placement begins for students.
Chapter
Events and Submissions/Topic
Professional experience placement in progress.
Module/Topic
Professional experience placement begins for students.
Chapter
Events and Submissions/Topic
Attend scheduled Zoom - 'Drop-in ask questions' about placement and/or Assessment 5 - Examination (Exam week 14th - 22nd October).
Students will be notified of the date, time, and place of the exam closer to exam week.
See Moodle tile 'Virtual Classes' for the date and time. This session will be recorded.
Module/Topic
Professional experience placement begins for students.
Chapter
Events and Submissions/Topic
Professional experience placement in progress.
Module/Topic
Professional experience placement begins for students.
Chapter
Events and Submissions/Topic
Attend scheduled Zoom - 'Drop-in ask questions' about placement and/or Assessment 5 - Examination (Exam week 14th - 22nd October).
See Moodle tile 'Virtual Classes' for the date and time. This session will be recorded.
Module/Topic
Professional experience placement begins for students.
Chapter
Events and Submissions/Topic
Attend scheduled Zoom - Evaluation of the unit. Drop in and provide feedback about the unit.
Let us prepare you for PEP 2. The Unit Coordinator for PEP 2 will attend this session. This session will be recorded if you cannot attend.
See Moodle tile 'Virtual Classes' for the date and time. This session will be recorded.
Module/Topic
Exam week
Chapter
Events and Submissions/Topic
Good luck with your exam.
Module/Topic
Exam week
Chapter
Events and Submissions/Topic
Good luck with your exam.
1 In-class Test(s)
This assessment will be conducted online in Moodle. Please test that your CQU Moodle login and password is working before attending the residential school.
Please follow the steps on the NURS11170 Moodle site to access preparatory resources for this test.
The invigilated online test will occur on Day 2 of your PEP1 residential school.
This assessment will take place on day two and the residential school, or day two of the internal classes.
Students will be notified of their result at the completion of the in class test.
This assessment will require the students to complete an in-class test that consists of 10 medication calculation questions.
A result of 100% is required to pass this assessment.
You will have one (1) attempt only during residential school. If 100% is not obtained, you must speak with a lecturer and show your screen. A resit will be arranged for a future date and time via an invigilated zoom session (following the remediation process on Moodle). You will have a maximum of three (3) attempts to obtain 100%. Failure to achieve 100% after three attempts may result in a Fail grade and you may not be able to progress to clinical placement.
Any suspected breaches in academic integrity may result in an academic integrity investigation.
- Apply the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice in the physical and psychosocial assessment, planning, implementation and evaluation of people in aged care in the simulated and clinical environment
- Demonstrate knowledge and application of safe supply and administration of non-parenteral medication.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Practical Assessment
This assessment has two parts.
- Part A – Administration of non-parental medication.
- Part B - Practical Clinical Skills Scenario.
This assessment will take place on day 2 of the residential school, or day two of the internal classes.
The student will be notified of their result at the completion of the assessment.
To attain a pass, you must achieve all the following components for each skill in the Practical Skills Assessment Marking Tool.
Part A – Administration of non-parental medication
· Correct administration of medication.
· Demonstrate appropriate hand hygiene.
· Communicate effectively.
Part B - Practical Clinical Skills Scenario.
· Communicate effectively.
· Demonstrate appropriate hand hygiene.
· Discuss minimising patient harm and care of self when managing aggressive behaviour.
· Discuss actions to be taken in recognising and responding to deterioration.
Please see the Unit Moodle site for the NURS11170 Professional Experience Placement 1: Practical Skills Assessment Marking Tool PART A AND PART B.
- Apply the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice in the physical and psychosocial assessment, planning, implementation and evaluation of people in aged care in the simulated and clinical environment
- Recognise and respond appropriately to the deteriorating patient in the aged care context
- Develop strategies and care of self when managing aggressive behaviour related to delirium/dementia
- Demonstrate knowledge and application of safe supply and administration of non-parenteral medication.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
3 Professional Practice Placement
1. To complete 120 hours of clinical placement.
2. To submit a student ANSAT self-assessment at the Formative and Summative assessment points in alignment with the ANSAT assessment timeframes. The ANSAT will be provided to you electronically through the SONIA system which is located under the ‘forms’ section. You will receive an email via the WIL team with a link to the ANSAT form. Examples of the Formative and Summative Assessments are available on the WIL Moodle site.
To complete an ANSAT assessment with your assessor at both Formative and Summative stages. Formative Assessment is due at the end of 60 hours. Summative Assessment is due at the completion of the last day of placement.
ANSAT assessments will be graded when students upload the ANSAT and completed timesheet.
Students will be assessed using the ANSAT criteria.
The required hours of clinical practice (120hrs) must be completed in entirety and with a satisfactory ANSAT summative to be eligible for a Pass grade for this Unit. If you do not meet each ANSAT criteria at a satisfactory level at the Summative assessment, you may receive a Fail grade. Please see the CQUniversity Clinical Placement Attendance policy for further information
If you are not meeting satisfactory practice standards at any point of the placement, a meeting will be scheduled with the facilitator, yourself, and the Unit Coordinator to discuss your progress. A support plan may be implemented to assist you to meet the ANSAT criteria satisfactorily.
Any unsatisfactory performance that jeopardises the safety of people in your care or which does not adhere to the NMBA Registered nurse standards for practice, both Code of Professional Conduct, Code of Ethics, Professional Boundaries, and/or Social Media Policy criteria may result in you being removed from placement. Please refer to The Work-integrated Learning-Student Placement Policy and Procedure that can be found on the WIL Moodle site.
- Apply the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice in the physical and psychosocial assessment, planning, implementation and evaluation of people in aged care in the simulated and clinical environment
- Recognise and respond appropriately to the deteriorating patient in the aged care context
- Develop strategies and care of self when managing aggressive behaviour related to delirium/dementia
- Demonstrate knowledge and application of safe supply and administration of non-parenteral medication.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
4 Written Assessment
Rose Malcolm is a 72-year-old lady who was admitted to a residential aged care facility for respite. She has limited mobility which is related to arthritis in both of her hips but has otherwise been healthy. Presently, Rose walks unaided. Before her respite Rose started showing cognitive changes of memory loss, difficulty with word-finding, persistent apathy, and the occasional outburst of anger. Since admission for respite, Rose’s cognition has steadily declined, and after seeing a neurologist, she has received a diagnosis of dementia – Alzheimer’s type. Rose is now having difficulty walking and additionally, just got lost going to the dining room for dinner. She yelled at the resident who attempted to help her. The noise alerted you to the situation.
Instructions
Use the template and answer the following questions using approximately 350 words for each. Length: 1000 +/- 10% excluding references.
Length:
| NURS11170 Professional Practice Placement 1 Assessment 4 Written Assessment Student name: Student number: Due Date: Actual word count: |
| Question 1 Given Rose’s current level of mobility and cognitive functioning, what are the main risks of the aged care environment for Rose? (Consider her physical and mental health). Additionally, discuss two appropriate interventions to reduce the risk of this scenario from reoccurring. One must relate to her physical and one must relate to her mental health. ANSWER: |
| ANSWER: |
| Question 2 How will you provide safe quality nursing care and apply the NMBA Registered Nurse Standards for Practice to Rose? Discuss two standards in your answer. ANSWER: |
| Question 3 What other factors must be considered when providing care for Rose due to her outbursts of anger and change in cognitive functioning? ANSWER: |
| References |
Week 7 Thursday (2 Sept 2021) 5:00 pm AEST
Student to submit assessment under assessment tab (Assessment two) in Moodle.
Week 9 Thursday (16 Sept 2021)
Coordinators to grade student assessments, and notify students (via Moodle) forum when grading is complete.
| Key Criteria | High Distinction 100 - 85% | Distinction 84.9 - 75% | Credit 74.9 - 65% | Pass 64.9 - 50% | Fail <49.9% | Fail (content absent) 0% | TOTAL |
Presentation and structure (10%)
|
(10-8.5) Excellent presentation of assessment according to requirements. Consistently accurate with spelling, grammar, and paragraph structure Written in third-person language. Adheres to prescribed word count.
|
(8.4-7.5) Well-presented assessment with 1 formatting error. Minimal (1-2) critical errors in spelling, grammar, or paragraph structure. Written in third-person language. Adheres to prescribed word count.
|
(7.4-6.5) Good presentation of assessment with 2 formatting errors. Few (3-4) critical errors with spelling, grammar, or paragraph structure. Written in third-person language. Adheres to prescribed word count.
|
(6.4-5)
|
(4.9-0) Poorly presented assessment that does not follow requirements. Many (>6) errors with spelling, grammar, or paragraph structure. Not written in the third-person language. Deviates significantly from the prescribed word count.
|
(0) Submission is missing most aspects of the task. Little evidence of task requirements. | /10 |
Discussion of risks in the aged care environment (20%)
|
(20-17) Content provides a comprehensive and critical discussion that demonstrates an excellent understanding of the aged care environment.
|
(16.9-15) Content provides a strong and relevant discussion that demonstrates a very good understanding of the aged care environment.
|
(14.9-13) Content provides an adequate and relevant discussion that demonstrates a solid understanding of the aged care environment.
|
(12.9-10) Content provides some relevant discussion that demonstrates a fair understanding of the aged care environment.
|
(9.9-0) Content provides an inadequate or inappropriate discussion that demonstrates a poor understanding of the aged care environment.
|
(0) No discussion of risks | /20 |
| Discussion of intervention (20%) | (20-17) Content provides a comprehensive and critical discussion of 2 appropriate interventions that demonstrates an excellent understanding of both physical and mental health. | (16.9-15) Content provides a strong and relevant discussion of 2 appropriate interventions that demonstrates a very good understanding of both physical and mental health.
|
(14.9-13) Content provides adequate and relevant discussion of 2 appropriate interventions that demonstrates a solid understanding of both physical and mental health. | (12.9-10) Content provides some relevant discussion of 2 appropriate interventions that demonstrates a fair understanding of both physical and mental health. | (9.9-0) Content provides an inadequate or inappropriate discussion of 2 appropriate interventions that demonstrate a poor understanding of both physical and mental health. | (0) No discussion of interventions. | /20 |
| Discussion of the provision of safe nursing care to Rose (20%) | (20-17) Content provides a comprehensive and critical discussion that demonstrates an excellent understanding of nursing care in relation to at least 2 NMBA standards. | (16.9-15) Content provides a strong and relevant discussion that demonstrates a very good understanding of nursing care in relation to at least 2 NMBA standards. | (14.9-13) Content provides an adequate and relevant discussion that demonstrates a solid understanding of nursing care in relation to at least 2 NMBA standards. | (12.9-10) Content provides some relevant discussion that demonstrates a fair understanding of nursing care in relation to at least 2 NMBA standards. | (9.9-0) Content provides an inadequate or inappropriate discussion that demonstrates a poor understanding of nursing care in relation to at least 2 NMBA standards. | (0) No discussion of safe nursing care. | /20 |
Discussion of cognitive impairment and Rose’s behaviour (20%)
|
(20-17) Content provides a comprehensive and critical discussion of cognitive impairment and identifies other factors to consider that demonstrate an excellent understanding of cognitive decline.
|
(16.9-15) Content provides a strong and relevant discussion of cognitive impairment and identifies other factors to consider that demonstrate a very good understanding of cognitive decline.
|
(14.9-13) Content provides adequate and relevant discussion of cognitive impairment and identifies other factors to consider that demonstrates a solid understanding of the cognitive decline
|
(19.3-15) Content provides some relevant discussion of cognitive impairment and identifies other factors to consider that demonstrate a fair understanding of cognitive decline.
|
(14.9-0) Content provides an inadequate or inappropriate discussion of cognitive impairment and identifies other factors to consider that demonstrate a poor understanding of cognitive decline. | (0) No discussion of cognitive impairment. | /20 |
| References (5%) | (5-4.25) Expertly integrates quality references to support and reflect all ideas, factual information, and quotations. | (4.2-3.8) Consistently integrates quality references to support and reflect ideas, factual information, and quotations with 1 or 2 exceptions. | (3.75 – 3.55) Frequently integrates quality references to support and reflect ideas, factual information, and quotations, with 3 or 4 exceptions. | (3.50 – 2.5) Occasionally integrates references to support and reflect ideas, factual information, and quotations, with 5 or 6 exceptions. | (2.45 – 0) Fails to or infrequent attempts (>6 errors) to integrate references to support and reflect ideas, factual information, and quotations. | (0) References are not used to support the discussion. | /5 |
Referencing (5%)
|
(5-4.25) Referencing fully adheres to APA style guidelines.
|
(4.2-3.8) Referencing generally adheres to APA style guidelines with 1-2 consistent errors.
|
(3.75 – 3.55) Referencing mostly adheres to APA style guidelines with 3-4 consistent errors.
|
(3.50 – 2.5) Referencing occasionally adheres to APA style guidelines with 5-6 consistent errors.
|
(2.45 – 0) Referencing does not adhere to APA style guidelines with more than 6 consistent errors.
|
(0) The reference list is missing.
|
/5 |
| TOTAL = /100 | |||||||
- Apply the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice in the physical and psychosocial assessment, planning, implementation and evaluation of people in aged care in the simulated and clinical environment
- Identify potential risks associated in the aged care environment and determine strategies to minimise the risk
- Explain the significance of cognitive impairment when providing nursing care
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Information Technology Competence
- Cross Cultural Competence
Examination
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?
