Overview
Australians are living longer. Traditionally health care has been focused on acute illness. The number of people living with chronic disease is growing. This is an important intersection as many chronic illnesses begin as an acute alteration or can cause an acute alteration in health. Australia's National Health Priority Areas (NHPAs) are diseases and conditions given focused attention by government because they significantly contribute to the burden of illness and injury in the Australian community. In this unit, you will identify the NHPAs and explore their link to lifestyle factors such as obesity, insufficient physical activity, tobacco smoking, and alcohol use and their impact on acute health conditions. You will consider the nursing process required to support people with acute conditions or deterioration of people. You will examine factors to assist you in the early recognition of sepsis and determine the nursing role in each phase of the perioperative period. This unit provides the theoretical underpinning for NURS12161 Professional Experience Practice 2 and should be completed with or before NURS12161.
Details
Pre-requisites or Co-requisites
Pre-requisites: NURS11170 Professional Experience Placement 1 or NURS11161 Clinical Nursing Practice 1
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2023
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 SUTE data
Ensure the marking rubric and the task sheet for assessment pieces are accurate and reflect the same information. The quiz did have some errors making some questions unclear
All assessments undergo review. We will write the 2023 assessments with more clarity. We will provide more support from the ALC and the unit coordinators for students to understand the assessment task and the marking criteria. There were three quiz questions that were incorrectly written - these have been rectified. One of the three incorrect quiz questions - a mix and match - was reviewed by Moodle support and it was decided there was no clear reason for the errors. This question has been removed from the bank.
Feedback from SUTE data
hi supervised writing time is not useful for the students who watch the recordings i like normal lectures and tutorials - flipped classroom is not as good. the material was too fragmanted. great lecturers
We will make it clearer for 2023 that the focussed assessment writing time, if offered, is not compulsory to attend. This unit adopts a flipped classroom model. There is introduction to flipped classroom approaches in Week 1 because it was thought that this would help students to understand what teaching model we were using. Upon reflection we think this content should be removed. A new introductory video in which past students share their unit learning experiences has been produced for the next offering. Regarding fragmented material, Moodle will be reviewed to ensure learning content and activities are linked and content is relatable to the weekly learning objectives.
Feedback from SUTE data
I understand flipped classrooms are the new thing but for an online student who works full time, I really really miss the traditional lecture on content that I could watch back and take notes to study from. I did all the unit content but I do love a lecture to tie it all together. I did love the assessment tasks and I think the moodle layout was great"¦. Thank you!!!!!!!
Students commonly request didactic lectures. In keeping with CQU Renew the content was written to actively engage students in weekly content. Some virtual sessions will be restructured to extend lecture content up to 30 minutes, particularly for difficult to grasp concepts. Students will be reminded all virtual sessions are recorded for students to download and watch in their own time for revision.
- Identify the National Health Priority Areas (NHPA) and discuss their impact on a person’s acute health status
- Discuss socio-cultural and lifestyle issues that may predispose a person to an acute alteration in health
- Identify factors associated with the early recognition of deteriorating patients in the acute care environment
- Identify factors associated with the early recognition of sepsis in the acute care environment
- Determine the nursing role in each phase of the perioperative period.
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
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
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 40% | |||||
| 2 - Case Study - 40% | |||||
| 3 - Online Quiz(zes) - 20% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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
Skills in Clinical Nursing ebook
Edition: 1st (2020)
Authors: Berman, Synder, Levett-Jones et al
Pearson Education Australia
Sydney Sydney , NSW , Australia
ISBN: 9781486012572
Binding: eBook
Lemone and Burke's Medical Surgical nursing ( Volurme 1)
4th edition (2020)
Authors: Priscilla LeMone, , Gerene Bauldoff, , Paula Gubrud, , Margaret-Ann Carno, , Tracy Levett-Jones, , and Trudy Dwyer
Pearson
Sydney Sydney , NSW , Australia
ISBN: 9781488623288
Binding: eBook
Additional Textbook Information
You will have purchased this text in a previous unit.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom app on your smart phone or access to Zoom on your laptop
- Computer with microphone
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
t.channell@cqu.edu.au
b.jensen@cqu.edu.au
m.kelso@cqu.edu.au
Module/Topic
Introduction to National Health Priority Areas (NHPAs), Lifestyle Factors, and Perioperative Nursing
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Topic 1A: Introduction to NHPAs, Lifestyle Factors, and Nursing Care of People Impacted by Acute Alterations in Health
Academic Learning Centre (ALC) Online Session: Introduction to the ALC, Unpacking the Assessment Question, and Making a Plan.
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Module/Topic
Introduction to National Health Priority Areas (NHPAs), Lifestyle Factos, and Perioperative Nursing
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Topic 1B: Introduction to Perioperative Nursing Roles and Care of the Patient Undergoing Surgery
Academic Learning Centre (ALC) Online Session: Referencing and Research
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Module/Topic
Nursing Care of People Experiencing Acute Alterations in Musculoskeletal Health
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Academic Learning Centre (ALC) Online Session: Bringing it all together
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Module/Topic
Nursing Care of People Experiencing Acute Alterations in Endocrine Health
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Assessment One - Case Study Due: Thursday 30th April @ 2300hrs (AEST - Brisbane Time)
Academic Learning Centre (ALC) Online Session: Question and Answer Drop-in Session
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Assessment One - Case Study Due: Week 4 Thursday (30 Mar 2023) 11:00 pm AEST
Module/Topic
Nursing Care of People Experiencing Acute Alterations in Reproductive Health
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Nursing Care of People Experiencing Acute Alterations in Ear, Eye and Integumentary Health
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Academic Learning Centre (ALC) Online Session: ALC Computing session to cover concepts of infographics and design principles
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Module/Topic
Nursing Care of People Experiencing Sepsis
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Module/Topic
Nursing Care of People Experiencing Acute Alterations in Neurological Health
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Academic Learning Centre (ALC) Online Session: Revisiting Academic Communication
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Module/Topic
Nursing Care of People Experiencing Acute Alterations in Gastrointestinal Health
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Academic Learning Centre (ALC) Online Session: Question and Answer Drop-in Session
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Module/Topic
Nursing Care of People Experiencing Acute Alterations in Renal/Kidney Health
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Assessment Two - Educational Infographic and Rationale Document Due: Thursday 18th of May 2023 @ 2300hrs (AEST - Brisbane Time)
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Assessment Two Written Assessment - Educational Infographic and Rationale Document Due: Week 10 Thursday (18 May 2023) 11:00 pm AEST
Module/Topic
Nursing Care of People Experiencing Acute Alterations in Respiratory Health
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Module/Topic
Nursing Care of People Experiencing Acute Alterations in Cardiovascular Health
Chapter
Learning activities and readings within the specific Module Tile on Moodle.
Events and Submissions/Topic
Virtual Classes held and recorded in Zoom covering unit content and module activities. Recordings will be uploaded for viewing.
Module/Topic
Assessment Three (Online Quiz) is open and due this week.
Chapter
Review learning activities and knowledge by way of workbook in preparation for the online quiz.
Events and Submissions/Topic
Online Quiz - Opens: Monday 5th of June 2023 @ 0001hrs
Online Quiz - Closes: Sunday 11th of June 2023 @ 2359hrs
This unit provides theoretical underpinning for NURS12161 Professional Experience Practice 2 and should be completed with or before NURS12161 Professional Experience Practice 2.
1 Case Study
NURS12160 - ACUTE ALTERATIONS IN HEALTH
Assessment One – Case Study
Type: Written assessment
Due date: 2300hrs (AEST – Brisbane Time) Thursday 30th of March 2023 (Week Four)
Weighting: 40%
Length: 1000 words (+/-10%) excluding reference list
Unit Coordinators: Rachel Euler, Tric Channell, and Belinda Jensen
Aim
The aim of this assessment is to demonstrate your understanding of the nursing roles within the perioperative and postoperative care of a patient experiencing an acute musculoskeletal alteration in health requiring surgical intervention. You will apply your understanding of the perioperative and postoperative nursing roles to the care of a patient. You will also apply your understanding of the role of the registered nurse in early recognition of deteriorating and sepsis in the treatment and care of a person in an acute care environment. Completion of this assessment will allow you to deepen your understanding of these concepts and the multifaceted and varied role of the registered nurse in the delivery of care.
Scenario
Matt, a 14-year-old boy, suffered an open fracture involving the tibia and fibula of the right leg while riding his quad bike on his family property in rural New South Wales. An aeromedical retrieval was required. Matt and his father were transferred by helicopter to the nearest regional facility. Upon arrival, Matt was treated in the Emergency Department (ED), where he was stabilised. Imaging was undertaken, confirming the need for surgical management. He was then transferred from ED directly to theatre for emergency surgery for an open reduction and external fixation (ORIF).
· Explain the role and actions of the ED nurse when transferring Matt from ED to theatre? What information should be included when communicating during transfer of care and why?
Matt’s immediate post-operative phase and recovery is uneventful, and he is transferred to the paediatric unit. Upon transfer to the unit Matt is commenced on regular prophylactic Cefazolin. Within 20 minutes Matt complains of an itch at the site of his IV and across his body.
· What nursing actions may assist you in recognition and management of Matt’s deterioration?
On day two of admission during dressing change, it is noted that there is an unusual amount of ooze with some redness and swelling around the surgical site. A swab is taken and sent to the laboratory. Within 4 hours, the results return, indicating a gram-positive bacterium. Further blood tests are requested for a full septic screen.
· Briefly discuss the role and nursing actions undertaken by the Registered Nurse when caring for Matt and how will these assist in identifying sepsis?
Matt will be transferred to a rural and remote hospital in the nearest town and will require referrals to multidisciplinary teams.
· What considerations need to be made when organising Matt’s transfer to the local rural facility and eventual discharge?
Instructions
To prepare yourself for this assessment, we recommend that you review and complete the following modules in Moodle:
· Module 1 – Introduction to NHPA, Lifestyle Factors and Perioperative Nursing
Includes Topic 1A: Introduction to National Health Priority Areas and Topic 1B: Introduction to perioperative nursing roles and care of the patient undergoing surgery.
· Module 2 – Nursing Care of a Person Experiencing an Acute Alteration in Musculoskeletal Health
· Module 6 – Nursing Care of a Person Experiencing Sepsis
Access the Assessment Template that has been provided to you in the Assessment Tab in Moodle to complete this assessment.
You are to support your responses with credible, up-to-date, peer-reviewed citations throughout your paper.
You are to adhere to the referencing style of American Psychological Association (APA) 7th Edition.
To further support your learning please utilise the weekly Academic Learning Centre (ALC) sessions. Please see the Moodle page for the scheduled sessions.
Literature and references
In this assessment use at minimum of 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
Computer access with internet connection
Utilise the Assessment Template provided to you. The template includes a title page where you are to input the required information. The font, font size and headings are appropriate and acceptable. Should you not utilise the template provided you risk a deduction of marks.
- Use a conventional and legible size 12 font, such as Times New Roman, 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.
Utilise formal academic language for the first three questions The fourth question is reflective, and you may answer this question in first-person.
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA Referencing Style Guide.
- The word count excludes the reference list and the questions within the template but includes in-text citations (i.e., paraphrasing or direct quotations). Note. Paraphrasing is preferred.
Resources
You will be provided with weekly online sessions with the ALC to assist you in addressing your assessment task, researching, writing, citing, and referencing your assessment. These sessions will be held weekly. It is recommended that you attend these sessions in person to gain the most benefit. Alternatively, you can watch the recordings.
You have access to working directly with the ALC on a one-on-one basis. Please visit the Academic Learning Centre make an appointment face-to-face or online. Should you require a referral, please email the Unit Coordination Team and a referral will be issued for you.
You may utilise resources from within the Moodle content for NURS12160. Please ensure that you search for credible sources including but not limited to evidence-based and peer-reviewed journal articles, credible websites, textbooks to support your work. The quality and credibility of your citation sources are important and give your writing strength and credibility.
We recommend that you access your discipline specific Library Guide and the Nursing and Midwifery Resource Guide
For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
Submit a draft no less than 48 hours before the due date (Thursday 30th of March) to review your TurnItIn Similarity Score prior to finalising your submission. Instructions on how to do this and how to interpret your similarity score are HERE.
Submission
Online in Moodle in Word Document Format only via TurnItIn.
Please ensure that you complete BOTH submission prompts to finalise your submission. Failure to finalise your submission will result in your submission remaining in draft where it will not be marked.
Results will be returned to students three weeks from submission date.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Learning Outcomes Assessed
· 3. Identify factors associated with the early recognition of deteriorating patients in the acute care environment
· 4. Identify factors associated with the early recognition of sepsis in the acute care environment
· 5. Determine the nursing role in each phase of the perioperative period
Week 4 Thursday (30 Mar 2023) 11:00 pm AEST
Week 7 Monday (24 Apr 2023)
| Structure 10% | |||||
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks |
Exceptional presentation with inclusion of all correct components. Consistently accurate with spelling, grammar, and paragraph structure. Assessment is 1000 words but does not exceed 1100 words. 8.0-10 |
Remarkable presentation with inclusion of all correct components. 1-2 errors with spelling, grammar, and paragraph structure. Assessment is 1000 words. 6.0-7.9 |
Well presented with inclusion of all correct components. 3-4 errors with spelling, grammar, and paragraph structure. Assessment is at 950-1000 words. 4.0-5.9 |
Good presentation with inclusion of most correct components. 5-6 errors with spelling, grammar, and paragraph structure. Assessment is at least 900 words. 2.0-3.9 |
Poorly presented. Required components missing or not relevant to task. More than 6 inaccuracies in spelling, grammar, and paragraph structure. Assessment is less than 900 words. Did not utilise provided template. 0-1.9 |
/10 |
| Citations and Referencing 10% | |||||
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks |
Consistently accurate with in-text citations to support and reflect all ideas and factual information. No apparent missed citations. Accurate APA 7th style referencing. No apparent errors in referencing. A minimum of 10 references included.
|
Mostly accurate with in-text citations to support and reflect all ideas and factual information. 1-2 missed citations. Mostly accurate APA 7th style referencing. 1-2 consistent errors (may be made multiple times) in referencing. A minimum of 8 references included. 6.0-7.9 |
Somewhat accurate with in-text citations to support and reflect most ideas and factual information. 3-4 missed citations. Somewhat accurate APA 7th style referencing. 3-4 consistent errors (may be made multiple times) in referencing. A minimum of 6 references included. 4.0-5.9 |
Occasionally accurate with in-text citations to support and reflect most ideas and factual information. 5-6 missed citations. Somewhat accurate APA 7th style referencing. 5-6 consistent errors (may be made multiple times) in referencing. A minimum of 4 references included. 2.0-3.9 |
Few to no apparent in-text citations to support and reflect all ideas and factual information. More than 6 missed citations. APA 7th referencing style is not apparent. More than 6 (may be made multiple times) inaccuracies in referencing. Less than 5 references included. 0-1.9 |
/10 |
| Approach and Persuasive Discussion – Part A 70% | |||||
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks |
Comprehensively and extensively includes a detailed and persuasive explanation and discussed that addresses the following: Identifies the role and actions of the Emergency Nurse in the perioperative environment. Provides explanation and rationale for the importance of communication in the transfer of care. Provides a comprehensive explanation of the actions of the Registered Nurse in early recognition and management of patient deterioration. Provides explanation of the role and actions of the Registered Nurse in the identification and management of sepsis in acute care environments. Provides explanation that addresses the considerations for transfer of care to rural facility and multidisciplinary team referrals. 56.0-70.0 |
Comprehensively includes a detailed and persuasive explanation and discussion that addresses the following:
Provides explanation and rationale for the importance of communication in the transfer of care. Provides a comprehensive explanation of the actions of the Registered Nurse in early recognition and management of patient deterioration. Provides explanation of the role and actions of the Registered Nurse in the identification and management of sepsis in acute care environments. Provides explanation that addresses the considerations for transfer of care to rural facility and multidisciplinary team referrals. 42.0-55.9 |
Appropriately includes a detailed and persuasive explanation and discussion that addresses the following:
Provides explanation and rationale for the importance of communication in the transfer of care. Provides a comprehensive explanation of the actions of the Registered Nurse in early recognition and management of patient deterioration. Provides explanation of the role and actions of the Registered Nurse in the identification and management of sepsis in acute care environments. Provides explanation that addresses the considerations for transfer of care to rural facility and multidisciplinary team referrals. 28.0-41.9 |
Demonstrates some discussion and explanation that addressed the following: Identifies the role and actions of the Emergency Nurse in the perioperative environment. Provides some explanation and rationale for the importance of communication in the transfer of care. Provides some explanation of the actions of the Registered Nurse in early recognition and management of patient deterioration. Provides some explanation of the role and actions of the Registered Nurse in identification and management of sepsis in the acute care environment. Provides some explanation that addresses the considerations for transfer of care to rural facility and multidisciplinary team referrals. 14.0-27.9 |
There is no evidence of a persuasive discussion and/or explanation that addresses the following: Provides minimal identification of the role and actions of the Emergency Nurse in the perioperative environment. Provides minimal explanation without rationale for the importance of communication in the transfer of care. Provides minimal explanation of the actions of the Registered Nurse in early recognition and management of patient deterioration. Provides minimal explanation of the role and actions of the Registered Nurse in identification and management of sepsis in the acute care environment. Provides minimal explanation that addressed the considerations for transfer of care to rural facilities and multidisciplinary referrals. 0-13.9 |
/70 |
| Approach and Persuasive Discussion – Part B 10% | |||||
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks |
The information presented is excellent and perfectly aligns to the assessment task. The answer provided is logical, succinct, and coherent with comprehensive and extensive justification. 8.0-10 |
The information presented is well developed and aligns well to the assessment task. The approach provided is logical, succinct, and coherent with comprehensive justification. 6.0-7.9 |
The information presented is appropriate and aligns to the assessment task. The approach is logical, succinct, and coherent with adequate justification. 4.0-5.9 |
The information presented somewhat aligns with the assessment task. The approach is somewhat logical with minimal justification. 2.0-3.9 |
The information presented lacks alignment with the assessment task. There is no logical approach with no justification. 0-1.9 |
/10 |
| Total Marks: /100 | /100 | ||||
- Identify the National Health Priority Areas (NHPA) and discuss their impact on a person’s acute health status
- Discuss socio-cultural and lifestyle issues that may predispose a person to an acute alteration in health
- Identify factors associated with the early recognition of deteriorating patients in the acute care environment
- Identify factors associated with the early recognition of sepsis in the acute care environment
2 Written Assessment
NURS12160 - ACUTE ALTERATIONS IN HEALTH
Assessment Two – Educational Infographic and Rationale Document
Type: Written assessment
Due date: 2300hrs (AEST – Brisbane Time) Thursday 18th of May 2023 (Week 10)
Weighting: 40%
Length:
· Infographic 300 words (+/-10%)
· Rationale Document 1000 words (+/-10%) excluding reference list
Unit Coordinators: Rachel Euler, Belinda Jensen, and Tric Channell
Aim
In this written assessment, you will integrate and apply your knowledge and understanding of National Health Priority Areas (NHPAs) concepts. Combined with socio-cultural and lifestyle issues, these can predispose a person to an alteration in health. Providing care through identification, recognition, and proactive management and education is a part of the multifaceted and varied role of a Registered Nurse. Completing this assessment will strengthen your understanding and allow you to integrate and apply the NHPA concepts and socio-cultural and lifestyle issues to a person's health status and how these concepts and issues can impact a person's health status, causing an altered state of health.
Instructions
Preparation Instructions
To prepare yourself for this assessment, we recommend that you review and complete the following modules in Moodle:
· Module 1 – Introduction to NHPA, Lifestyle Factors, and Perioperative Nursing
Includes Topic 1A: Introduction to National Health Priority Areas and Topic 1B: Introduction to perioperative nursing roles and care of the patient undergoing surgery.
· The Module specifically pertaining to your chosen NHPA
Access the Assessment Template that has been provided to you in the Assessment Tab in Moodle to complete this assessment.
You are to support your responses with credible, up-to-date, peer-reviewed citations throughout your paper.
You are to adhere to the referencing style of American Psychological Association (APA) 7th Edition.
To further support your learning please utilise the weekly Academic Learning Centre (ALC) sessions. Please see the Moodle page for the scheduled sessions.
Task Instructions
Infographic:
· You are to identify one National Health Priority Area (NHPA) of your choice.
· You are to identify and select a demographic including but not limited to gender/sex, age, cultural/ethnic heritage, lifestyle, geographic location, etc.
· You are to design an educational infographic by way of an informational handout or poster (no larger than A3).
· You are to design the infographic with the NHPA and demographic in mind – be aware of images, font size, amount/volume of language/words, reading level of target audience, cultural safety, etc.
· The infographic is to provide education to your target audience aimed at addressing, recognising, preventing, treating or managing the NHPA of choice.
· The infographic is to contain information relevant to target audience that identifies and addresses the desired action (prevention or management or recognition or treatment or combination) to be taken to achieve the ideal or desired goal (prevention or management or recognition or treatment or combination).
· You are to include in the infographic credible and reliable resources for your target audience to access (websites etc) that are to be referenced at the bottom of your infographic.
· All references are to adhere to APA 7th Edition requirements.
· You may utilise any available program to create the infographic (Word, PowerPoint, Canva, Adobe, Publisher, KeyNote, etc) but your submitted assessment piece must be able to be uploaded to TurnItIn whether by PDF or other format that allows for upload and marking.
Rationale Document:
· You are to utilise the Assessment Template that is provided to you to write your assessment. Download the template and save it to your desktop. Open the template and commence entering your details on the first page. From here you will click under the individual headings and commence writing to the heading. Please ensure that the ‘Reference’ heading is at the top of a new page before commencing your references.
· You are to write to each of the headings discussing and providing rationale and justification for your chosen NHPA, addressing the desired action (i.e., to address, recognise, prevent, treat, manage, or a combination thereof).
· You are to indentify the chosen demographic including but not limited to gender/sex, age, cultural/ethnic heritage/background, lifestyle, geographical location, etc.. You are to discuss and provide rationale and justification for this identified demographic and link it in relation to the chosen NHPA and desired action.
· You are to identify the ultimate goal that your infographic is to achieve by defining and providing rationale for this goal (i.e., reduction in incidence, increase in health, reduction in hospital admissions, etc..).
· You are to discuss the effect of the implementation of the educational infographic can have on the overall health of the target demographic individual and what overall affect this will have on the NHPA.
· You are to discuss the anticipated outcome of the implementation of this infographic on the target demographic linking your discussion back to the NHPA and desired action.
· You are to support your writing with a minimum of 10 references utilised throughout your paper as in-text citations to support your work.
· You are to submit your assessment piece through the Assessment Tile on the Moodle page via TurnItIn.
Literature and References
In this assessment use a minimum of 10 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing or the Australian Association of Social Workers.
Requirements
· Computer access with internet connection.
· Use a conventional and legible size 12 font, such as Times New Roman, 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.
· Write in the third-person perspective.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA Referencing Style Guide.
· The word count excludes the reference list but includes headings and in-text citations (i.e., paraphrasint or direct quotations).
Note. Paraphrasing is preferred.
Resources
· You may utilise resources from within the Moodle content for NURS12160. Please ensure that you search for credible sources including but not limited to evidence-based and peer-reviewed journal articles, credible websites, textbooks to support your work. The quality and credibility of your citation sources are important and give your writing strength and credibility.
· You will be provided with weekly online sessions with the ALC to assist you in addressing your assessment task, researching, writing, citing, and referencing your assessment. These sessions will be held weekly. It is recommended that you attend these sessions in person to gain the most benefit. Alternatively, you can watch the recordings.
· You have access to working directly with the ALC on a one-on-one basis. Please visit the Academic Learning Centre make an appointment face-to-face or online. Should you require a referral, please email the Unit Coordination Team and a referral will be issued for you.
· We recommend that you access your discipline specific Library Guide and the Nursing and Midwifery Resource Guide.
· For information on academic communication please to the Academic Learning Centre Moodle site. The Academic Communication Moodle section has many helpful resources including information for students with English as a second language.
· Submit a draft no less than 48 hours before the due date (Thursday 18th of May) to review your TurnItIn Similarity Score prior to finalising your submission. Instructions on how to do this and how to interpret your similarity score are HERE.
Submission
· Online in Moodle in PDF or Word Document Format via TurnItIn.
· Two documents can be submitted – Educational Infographic AND Rationale Document.
· Please ensure that you complete BOTH submission prompts to finalise your submission. Failure to finalise your submission will result in your submission remaining in draft where it will not be marked.
· Results will be returned to students three weeks from submission date.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Learning Outcomes Assessed
1. Identify the National Health Priority Areas (NHPA) and discuss their impact on a person’s acute health status
2. Discuss socio-cultural and lifestyle issues that may predispose a person to an acute alteration in health
Week 10 Thursday (18 May 2023) 11:00 pm AEST
Exam Week Monday (12 June 2023)
| INFOGRAPHIC ALONE – 20% | |||||
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks |
Exceptional presentation of infographic with great use of visual materials. NHPA of choice is explicitly and easily identified on the infographic. Target demographic of is explicitly clear and identified on the infographic. Purpose of infographic choice is comprehensively identified. Consistently accurate with spelling, grammar, and paragraph structure. Assessment is 300 words but does not exceed 330 words. Infographic contains clearly identifiable credible and reliable resources for target audience.
|
Remarkable presentation of infographic with good use of visual. NHPA of choice is clear but requires further explanation. Target demographic is clear but not explicitly identified. Purpose of infographic of choice is clear but requires further explanation. 1-2 errors with spelling, grammar, and paragraph structure. Assessment is 300 words. Infographic contains credible and reliable resources for target audience. 12.0-15.9 |
Well-presented infographic with use of some visual materials to support. NHPA is present but requires significant further definition/elaboration. Target demographic is present but requires further clarity. Purpose of infographic of choice is present but requires further clarity. 3-4 errors with spelling, grammar, and paragraph structure. Assessment is 270 words. Infographic contains some reliable resources for target audience.
|
Good presentation of infographic with inclusion of most material to support. NHPA of choice is discernible but vague. Target demographic is vague and difficult to discern. Purpose of infographic of choice is difficult to discern. 5-6 errors with spelling, grammar, and paragraph structure. Assessment is at least 250 words. Infographic contains minimal resources for target audience. 4.0-7.9 |
Poorly presented infographic.
NHPA of choice is not identifiable. Target demographic of choice is not identified. Purpose of Infographic cannot be determined. More than 6 inaccuracies in spelling, grammar, and paragraph structure.
|
/20 |
| CITATIONS AND REFERENCING – 10% | |||||
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks |
Consistently accurate with in-text citations to support and reflect all ideas and information. No apparent missed citations.
|
Mostly accurate with in-text citations to support and reflect all ideas and information. 1-2 missed citations. Mostly accurate APA 7th style referencing. 1-2 consistent errors (may be made multiple times) in referencing. A minimum of 8 references included. 6.0-7.9 |
Somewhat accurate with in-text citations to support and reflect most ideas and information. 3-4 missed citations.
3-4 consistent errors (may be made multiple times) in referencing. A minimum of 6 references included. 4.0-5.9 |
Occasionally accurate with in-text citations to support and reflect most ideas and information. 5-6 missed citations. Minimal accurate APA 7th style referencing. 5-6 consistent errors (may be made multiple times) in referencing. A minimum of 4 references included. 2.0-3.9 |
Few to no apparent in-text citations to support and reflect all ideas and information. More than 6 missed citations. APA 7th referencing style is not apparent. More than 6 (may be made multiple times) inaccuracies in referencing. Less than 2 references included. 0-1.9 |
/10 |
| RATIONALE DOCUMENT – 60% | |||||
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks |
Comprehensively provides and articulates: An excellent rationale and justification for identified NHPA. An excellent rationale and justification for specific identified demographic. An excellent rationale and justification of the aim of educational infographic. An excellent rationale, justification, and discussion of the purpose of educational infographic. An excellent rationale, justification, and discussion of the anticipated outcome of implementation of educational infographic on the target demographic and NHPA. 48.0-60 |
Provides a clear and articulate:
Rationale and justification for specific identified demographic. Rationale and justification of the aim of educational infographic. Rationale, justification, and discussion of the purpose of educational infographic. Rationale, justification, and discussion of the anticipated outcome of implementation of educational infographic on target demographic and NHPA.
|
Provides an appropriate:
Rationale and justification for specific identified demographic. Rationale and justification of the aim of educational infographic. Rationale, justification, and discussion of the purpose of educational infographic. Rationale, justification, and discussion of the anticipated outcome of implementation of educational infographic on target demographic and NHPA. 24.0-35.9 |
Provides some: Rationale and justification for identified NHPA. Rationale and justification for specific identified demographic. Rationale and justification of the aim of educational infographic. Rationale, justification, and discussion of the purpose of educational infographic. Rationale, justification, and discussion of the anticipated outcome of implementation of educational infographic on target demographic and NHPA. 12.0-23.9 |
Provides minimal to no: Rationale and justification for identified NHPA. Rationale and justification for specific identified demographic. Rationale and justification of the aim of educational infographic. Rationale, justification, and discussion of the purpose of educational infographic. Rationale, justification, and discussion of the anticipated outcome of implementation of educational infographic on target demographic and NHPA.
|
/60 |
| RATIONALE DOCUMENT PRESENTATION AND STRUCTURE – 10% | |||||
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks |
The information presented is excellent and perfectly aligns to the assessment task. The response provided is logical, succinct, and coherent with comprehensive with extensive justification. Consistently accurate with spelling, grammar, and paragraph structure. Assessment is 1000 words but does not exceed 1100 words.
|
The information presented is well developed and aligns well to the assessment task. The responses provided is logical, succinct, and coherent with comprehensive justification. 1-2 errors with spelling, grammar, and paragraph structure.
6.0-7.9 |
The information presented is appropriate and aligns to the assessment task. The response provided is logical, succinct, and coherent with adequate justification. 3-4 errors with spelling, grammar, and paragraph structure. Assessment is 900 words. 4.0-5.9 |
The information presented somewhat aligns with the assessment task. The response provided is somewhat logical with minimal justification.
Assessment is at least 850 words. 2.0-3.9 |
The information presented lacks alignment with the assessment task. There are no logical responses with no justification. More than 6 inaccuracies in spelling, grammar, and paragraph structure. Assessment is does not meet minimum word count. 0-1.9 |
/10 |
| Total Marks: /100 | |||||
- Identify the National Health Priority Areas (NHPA) and discuss their impact on a person’s acute health status
- Determine the nursing role in each phase of the perioperative period.
3 Online Quiz(zes)
NURS12160 - ACUTE ALTERATIONS IN HEALTH
Assessment Three – Quiz
Type: Online Quiz
Quiz Opens: 0001hrs (AEST – Brisbane Time) Monday 5th of June 2023 (Exam Block)
Quiz Closes: 2359hrs (AEST – Brisbane Time) Sunday 11th of June 2023 (Exam Block)
Completion Time: 60 Minutes
Weighting: 20%
Length: 40 Multiple Choice Questions
Unit Coordinator/s: Rachel Euler, Belinda Jensen, and Tric Channell
Aim
The aim of this assessment is to enhance your knowledge and application of critical thinking in caring for a person experiencing acute alterations in health related to the Australian National Health Priority Areas. There are 40 randomly assigned multiple-choice questions with each question worth half (0.5) a mark. All questions relate to the learning content in the weekly lessons, learning activities, readings, and virtual classes from across the term in this unit.
Instructions
· You are to access the online quiz via the Assessment Tile in the Moodle site.
· Please ensure that you undertake the quiz at a time when you will have the best chance for completion without interruption to give yourself the best opportunity to achieve marks.
· The quiz will assess your knowledge and understanding of the unit content delivered on Moodle across weeks 1-12 (including learning content, lessons, weekly activities, readings, and virtual classes).
· The quiz contains 40 randomly assigned multiple-choice questions with each question worth half (0.5) a mark.
· The quiz is an open book assessment. You can refer to your learning materials at any time during your attempt.
· You have one attempt only to sit and complete the quiz.
· You have a maximum of 60 minutes to complete the quiz. You must complete the quiz in one sitting.
· Once you start the quiz, you cannot log out. Please do not refresh or reload your screen as this may close the quiz and record your result.
· The quiz will automatically close at the end of 60 minutes and will submit your result even if you have not finished.
If you have any technical issues let the unit coordinators know immediately. Take a screenshot or photo of the issue and contact TaSAC (toll-free phone number 1300 666 620). Please email your screen shot and TaSAC ID number to the unit coordinators (nurs12160@cqu.edu.au) and we will assist you and work with TaSAC to resolve the issue.
Requirements
· Computer access with a reliable internet connection.
· Relevant learning materials available to access during the quiz.
Submission
· You will complete this assessment online. Click submit at the end of the quiz and your answers will be automatically submitted.
· Results for the quiz will be available immediately after the attempt is complete.
Learning Outcomes Assessed
1. Identify the National Health Priority Areas (NHPA) and discuss their impact on a person’s acute health status
2. Discuss socio-cultural and lifestyle issues that may predispose a person to an acute alteration in health
3. Identify factors associated with the early recognition of deteriorating patients in the acute care environment
4. Identify factors associated with the early recognition of sepsis in the acute care environment
5. Determine the nursing role in each phase of the perioperative period
0
Quiz Opens: 0001hrs (AEST- Brisbane Time) Monday 5th of June 2023. Quiz Closes: 2359hrs (AEST - Brisbane Time) Sunday 11th of June 2023.
The Online Quiz is marked automatically within Moodle. You will be notified of your mark upon completion of quiz.
- Identify the National Health Priority Areas (NHPA) and discuss their impact on a person’s acute health status
- Discuss socio-cultural and lifestyle issues that may predispose a person to an acute alteration in health
- Identify factors associated with the early recognition of deteriorating patients in the acute care environment
- Identify factors associated with the early recognition of sepsis in the acute care environment
- Determine the nursing role in each phase of the perioperative period.
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?
