Overview
Infants, children and adolescents are a unique group of individuals who have ever-changing, complex needs different to those of the adult person. This unit will expose you to the theories of child development, the fundamental rights and needs of the child and their families. Assessment and communication skills necessary to care for the child and their families in a range of settings will be explored. You will also review concepts of safety, health promotion and legal and ethical issues in relation to nursing children and their families.
Details
Pre-requisites or Co-requisites
Pre-requisites Students must have completed 96 credit points and NURS12158 Clinical Nursing Practice 3 or NURS13126 Critical Care 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 1 - 2019
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.
Not all links were working in the moodle site.
Ensure links provided on moodle site are checked repeatedly during term and fixed as needed.
Feedback from Student evaluations; Self reflection.
Broad format, including assessment items, in the unit appeared to be well received by students and they commented they enjoyed the zoom lectures/sessions.
Unit coordinator will update and revise the unit as necessary but will continue with the broad format of the unit. The zoom sessions will be scheduled again in the next offering of the unit as they appear to be of value to both students and staff.
Feedback from Student evaluations; self reflection.
Feedback from students was largely very positive. Students commented that the unit coordinator was available, helpful and provided timely responses to queries.
Continue to prioritise answering student queries, particularly around assessment due dates.
Feedback from Broader feedback.
Industry paediatric staff reviewed the assessment items and all feedback received was positive.
Industry feedback valuable to unit coordinator when considering development of assessment items that are relevant to industry and in alignment with learning outcomes.
- Utilise evidence-based practice principles to compare the unique biopsychosocial stages of child development and the impact these have on children and their families
- Examine legal, ethical and socio-cultural trends and their effect upon the provision of safe collaborative nursing care to children and their families.
- Discuss cultural awareness principles and family centred care as applied to the nursing care of children and families.
- Evaluate health promotion strategies at a local, national and international level relevant to the health and wellness of children and their families.
The learning outcomes are linked to the Australian Nursing and Midwifery Accreditation Standards for registered nurses and the Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Presentation and Written Assessment - 60% | ||||
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 | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 40% | ||||||||||
| 2 - Presentation and Written Assessment - 60% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
l.rogers@cqu.edu.au
Module/Topic
Chapter
Module One: Professional Nursing Practice
Topic 1. Discuss the Nursing and Midwifery Board of Australia Codes and Guidelines as it relates to paediatric nursing practice.
Topic 2. Display knowledge of the legal responsibilities of the nurse relevant to the care of infants, children and adolescent.
Topic 3. Explore issues pertinent to the scope of paediatric nursing practice.
Topic 4. Comprehend the function of the family.
Topic 5. Explore Family Centred Care.
Topic 6. Identify the different types of families.
Topic 7. Discuss family theory.
Topic 8. Undertake a family assessment.
Topic 9. Develop a genogram for a family.
Events and Submissions/Topic
Module/Topic
Module Two: Paediatric and Adolescent Health Promotion.
Chapter
Module Two: Health Promotion
Topic 1. Apply knowledge of health promotion issues as they relate to infants, children and adolescents.
Topic 2. Identify appropriate strategies to promote growth, development and safety of the neonate, infant, child and adolescent.
Events and Submissions/Topic
Module/Topic
Module Three: Paediatric Medication Calculations
Module Four: Cultural Considerations when Caring for Paediatric Patients
Chapter
Module Three: Paediatric Medication Calculations
Topic 1. Undertake conversion of micrograms to milligrams and milligrams to grams.
Topic 2. Carry out conversions of millilitres to litres.
Topic 3. Correctly calculate medication dosages for paediatric patients.
Topic 4. Explore issues related to medication errors and the administration of medications in children.
Module Four: Cultural Considerations when Caring for Paediatric Patients Topic 1: What is culture? Topic 2: Communication across cultures. Topic 3: Providing appropriate care in a multicultural society. Topic 4: First Nations People (Indigenous Australians) and the importance of kinship. Topic 5: Closing the gap. Topic 6: Effective communication and First Nations (Indigenous) People. |
Events and Submissions/Topic
Module/Topic
Module Five: Infant Development.
Module Six: Common illnesses in Infancy.
Chapter
Module Five: Infant development
Topic 1. Demonstrate an understanding of normal foetal and infant development.
Topic 2. Explore the effects of prenatal substance abuse on the foetus and infant.
Topic 3. Differentiate the stage of growth and development experienced by infants.
Topic 4. Discuss developmental theories relevant to infant development.
Module Six: Common Illnesses in Infancy
| Topic 1. Hyperbilirubinaemia (Jaundice). |
Topic 2. Sepsis. Topic 3. Pyloric Stenosis. Topic 4. Intussusception. Topic 5. Bronchiolitis. |
| Topic 6. Poor Growth (previously known as failure to thrive). |
| Topic 7. Congenital Anomalies. |
| Activity : Reflection |
Events and Submissions/Topic
Assessment 1: Health Promotion Due: Week 4 Wednesday (3 Apr 2019) 11:55 pm AEST
Module/Topic
Module Seven: Care of the Hospitalised Child.
Module Eight: The Seriously ill infant, Child or Adolescent
Chapter
Module Seven: Care of the Hospitalised Child.
Topic 1. Display knowledge on the importance of developmentally appropriate care for the hospitalised child.
Topic 2. Explore avenues to improve the care of children within the hospital setting.
Topic 3. Evaluate pain assessment processes as they apply to the care of the child.
Topic 4. Discuss the various techniques used to manage pain in children.
Topic 5. Examine the issues surrounding the hospital discharge of children.
Module Eight: The Seriously ill infant, Child or Adolescent
Topic 1. Identify the structured approach to the assessment of the seriously ill infant.
Topic 2. Discuss the assessment of children and adolescents following a trauma.
Topic 3. Display the ability to care for children and adolescents who have experienced musculoskeletal trauma.
Events and Submissions/Topic
Module/Topic
Have a break or catch up.
Chapter
Events and Submissions/Topic
Module/Topic
Module Nine: Normal Toddler Development.
Module Ten: Common illnesses in the Toddler Years
.
Chapter
Module Nine: Normal Toddler Development.
Topic 1. Demonstrate an understanding of normal toddler development.
Topic 2. Differentiate the stages of growth and development experienced by toddlers.
Topic 3. Discuss development theories relevant to toddler development.
Module Ten: Common illnesses in the Toddler Years
Topic 1. Gastroenteritis
Topic 2. Ingestion
Topic 3. Urinary tract infection
Topic 4. Head injuries
Topic 5. Child abuse, neglect and non-accidental injuries
Topic 6. Submersions
Topic 7. Croup
Topic 8. Developmental delay
Events and Submissions/Topic
Module/Topic
Module Eleven: Pre-School Child Development
Module Twelve: Common illnesses in Pre-School Years.
Chapter
Module Eleven: Pre-School Child Development
Topic 1. Discuss the concept of positive parenting.
Topic 2. Demonstrate an understanding of normal preschool child development.
Topic 3. Differentiate the stages of growth and development experienced by preschool children.
Topic 4. Discuss development theories relevant to preschool child development.
Module Twelve: Common illnesses in Pre-School Years.
Topic 1. Demonstrate an understanding of common illnesses of the preschool aged child.
Topic 2. Worms and parasites
Topic 3. Alterations in the cognitive, sensory and/or communication abilities of the child.
Topic 4. Reactive airways disease and asthma.
Topic 5. Burn injuries.
Topic 6. Genetic epilepsy
Events and Submissions/Topic
Module/Topic
Module Thirteen: School-aged child development.
Module Fourteen: Understanding the common illnesses of the school-aged child.
Chapter
Module Thirteen: School-aged child development.
Topic 1. Demonstrate an understanding of normal school-aged child development.
Topic 2. Differentiate the stages of growth and development experienced by school-aged children.
Topic 3. Discuss development theories relevant to school-aged child development.
Module Fourteen: Understanding the common illnesses of the school-aged child.
a) Therapeutic management of the child with a behavioural disorder
b) Bedwetting
c) Childhood cancer
d) Diet and health
e) Appendicitis
Events and Submissions/Topic
Module/Topic
Chapter
Module Fifteen: Adolescent Development
Topic 1. Demonstrate understanding of normal adolescent development.
Topic 2. Differentiate the stages of growth and development experienced by adolescents.
Topic 3. Discuss development theories relevant to adolescent development.
Topic 4. Discuss development theories relevant to adolescent development.
Events and Submissions/Topic
Module/Topic
Module Sixteen: Common Illnesses and Mental Health Issues in Adolescence.
Chapter
Module Sixteen: Common Illnesses and Mental Health Issues in Adolescence.
Topic 1. Demonstrate understanding of common illnesses in adolescence.
Topic 2. Describe the factors that influence adolescent health.
Topic 3. Identify community services available to assist pregnant teenagers.
Topic 4. Discuss adolescent risk-taking behaviours as it relates to health and wellness.
Topic 5. Demonstrate understanding of mental health issues in adolescence.
Topic 6. Evaluate risk minimisation strategies to reduce drug usage by the adolescent.
Topic 7. Explore mental health promotion strategies applicable to the adolescent.
Topic 8. Apply knowledge of youth suicide prevention strategies to nursing care of the adolescent.
Events and Submissions/Topic
Module/Topic
Preparation and finalisation of Assessment 2.
Chapter
Events and Submissions/Topic
Assessment 2 Due: Wednesday, May 29th at 23:55hrs.
Assessment 2 - Immunisation Due: Week 11 Wednesday (29 May 2019) 11:55 pm AEST
Module/Topic
Time to review this Term and Breathe.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
The NURS13128 Study Guide is in addition to the Unit Moodle page. Each week there will be a different focus as per the schedule.
ZOOM sessions will be held to discuss that week's subject area/s. These sessions will be recorded for students to re-watch/watch at a later date.
1 Written Assessment
Assessment 1 addresses Unit outcomes three and four.
1. Utilise evidence-based practice principles to compare the unique biopsychosocial stages of child development and the impact these have on children and
their families
2. Examine legal, ethical and socio-cultural trends and their effect upon the provision of safe collaborative nursing care to children and their families.
3. Discuss cultural awareness principles and family centred care as applied to the nursing care of children and families.
4. Evaluate health promotion strategies at a local, national and international level relevant to the health and wellness of children and their families.
Instructions to Students
When addressing the assessment topic, it is expected that you will write in the third person, read widely and correctly reference your paper using APA.
The Unit Study Guide, Unit Profile and Handouts from on-campus clinical labs/residential schools, should not be used as reference sources.
Please ensure all assessable items are in the body of the paper as if any appendix is included it will not attract extra marks.
Task Details
The purpose of this assessment is to encourage critical analysis, evidence-based research skills and application of knowledge when working with children and families.
The research required for this assessment can be applied to both tertiary and primary healthcare settings.
Assessment 1 Details.
Using your research skills, choose 1 (one) health promotion programme related to children and families, from each of the following areas;
• International
• National
• First Nations People
For each of the chosen health promotion areas use the following as headings to evaluate:
• The presentation of the health promotion programme to the target group.
• The role of the RN with regards to the health promotion programme.
• The accessibility of the health promotion programme to target group.
600 word +/- 10% in total for Assessment 2 (table and discussion).
Example of assessment layout
International - Give the name of the health promotion programme
The presentation of the health promotion programme to the target group.
Write your information here.
The role of the RN with regards to the health promotion programme.
Write your information here.
The accessibility of the health promotion programme to target group.
Write your information here.
Repeat this for National and First Nations People.
Referencing
• There are no minimum number of references required.
• The word count is considered from the first word of the introduction to the last word of the conclusion.
It excludes the cover page, abstract, contents page and reference list.
It includes in-text references and direct quotations.
Week 4 Wednesday (3 Apr 2019) 11:55 pm AEST
Submission is via Moodle - Turnitin.
Vacation Week Friday (19 Apr 2019)
Marked work, with comments, will be available via Moodle (Grademark) within 21 days of the submission date.
This assessment consists of 1 activity which must be completed at a PASS level or higher as per the NURS13128 marking guide.
A detailed marking guide is available and can be accessed on the NURS13128 Moodle page.
Please note: Only one revert to draft will be allowed, this enables students to resubmit before their final assessment submission.
IMPORTANT: Point 4.38 of the CQUniversity Assessment Policy and Procedure (Higher Education Coursework) states: " Graded units are marked on the basis of student academic performance in a unit against a range of numerical marks that equates to a particular grade. Graded units may also contain non-graded (pass/fail) assessment tasks within the unit's overall assessment structure."
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HD (100 - 85%) |
D (84 - 75%) |
C (74 - 65%) |
P (64 - 50%) |
F (<50%)
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Structure (5%) |
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Assessment presentation, inclusion of assessment requirements, grammar and structure (5%) |
Excellent presentation of assignment. Cover page, discussion and reference list included. Consistently accurate with spelling, grammar and sentence and paragraph structure. |
Well-presented assignment. Cover page, discussion and reference list included. 1 or 2 errors in spelling, grammar and/or sentence and paragraph structure. |
Well-presented assignment. Cover page, discussion and reference list included. 3 or 4 errors in spelling, grammar and/or sentence and paragraph structure. |
Well-presented assignment. Many errors or 1 -2 of the following not submitted, Cover page, discussion or reference list not included. 5 -6 consistent errors with spelling, grammar and/or sentence and paragraph structure. |
Poorly presented assignment. Many errors or 3+ of the following not submitted, Cover page, discussion or reference list not included. Consistently poor spelling, grammar and/or sentence and paragraph structure. (> 5 errors). |
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Approach and Argument (70%) |
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International Health Promotion - Presentation of the health promotion programme to target group (10%) |
Excellent, well-documented choice and evaluation of the presentation of the chosen International health promotion programme, with no errors or omissions. |
Accurate, well-documented choice and evaluation of the presentation of the chosen International health promotion programme, with 1-2 errors or omissions |
Fairly accurate, well-documented choice and evaluation of the presentation of the chosen International health promotion programme, with 1-2 errors or omissions |
Fairly accurate, well-documented choice and evaluation of the presentation of the chosen International health promotion programme, with 3+ errors or omissions |
Poorly completed choice and evaluation of the presentation of the chosen International health promotion programme, with multiple errors or omissions. Little to no links to evidence from the literature. |
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International Health Promotion - The role of the RN with regards to the health promotion programme (10%) |
Able to clearly articulate the role of the RN with regards to the chosen International health promotion programme. Excellent supporting evidence from the literature. |
Discusses the role of the RN with regards to the chosen International health promotion programme. Supported by evidence from the literature. |
Some discussion about the role of the RN with regards to the chosen International health promotion programme. Some of the discussion supported by evidence from the literature. |
Limited discussion about the role of the RN with regards to the chosen International health promotion programme. Minimal links to evidence from the literature. |
Inadequate or incorrect discussion regarding the role of the RN with regards to the chosen International health promotion programme. Little to no links to evidence from the literature. |
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International Health Promotion - The accessibility of the health promotion programme to target group (10%) |
Excellent, well-documented evaluation of the accessibility of the target group and the chosen International health promotion programme, with no errors or omissions. Excellent supporting evidence from the literature. |
Accurate, well-documented evaluation of the accessibility of the target group and the chosen International health promotion programme, with 1-2 errors or omissions. Supported by evidence from the literature. |
Fairly accurate, well-documented evaluation of the accessibility of the target group and the chosen International health promotion programme, with 1-2 errors or omissions. Some of the discussion supported by evidence from the literature. |
Fairly accurate, well-documented evaluation of the accessibility of the target group and the chosen International health promotion programme, with 3+ errors or omissions. Minimal links to evidence from the literature. |
Poorly completed evaluation of the accessibility of the target group and the chosen International health promotion programme, with multiple errors or omissions. Little to no links to evidence from the literature. |
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HD (100 - 85%) |
D (84 - 75%) |
C (74 - 65%) |
P (64 - 50%) |
F (<50%) |
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National Health Promotion - Presentation of the health promotion programme to target group (10%) |
Excellent, well-documented choice and evaluation of the presentation of the chosen National health promotion programme, with no errors or omissions. Excellent supporting evidence from the literature. |
Accurate, well-documented choice and evaluation of the presentation of the chosen National health promotion programme, with 1-2 errors or omissions. Supported by evidence from the literature. |
Fairly accurate, well-documented choice and evaluation of the presentation of the chosen National health promotion programme, with 1-2 errors or omissions. Some of the discussion supported by evidence from the literature. |
Fairly accurate, well-documented choice and evaluation of the presentation of the chosen National health promotion programme, with 3+ errors or omissions. Minimal links to evidence from the literature. |
Poorly completed choice and evaluation of the presentation of the chosen National health promotion programme, with multiple errors or omissions. Little to no links to evidence from the literature. |
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National Health Promotion - The role of the RN with regards to the health promotion programme (10%) |
Able to clearly articulate the role of the RN with regards to the chosen National health promotion programme. Excellent supporting evidence from the literature. Excellent supporting evidence from the literature. |
Discusses the role of the RN with regards to the chosen National health promotion programme. Supported by evidence from the literature. |
Some discussion about the role of the RN with regards to the chosen National health promotion programme. Some of the discussion supported by evidence from the literature. |
Limited discussion about the role of the RN with regards to the chosen National health promotion programme. Minimal links to evidence from the literature. |
Inadequate or incorrect discussion regarding the role of the RN with regards to the chosen National health promotion programme. Little to no links to evidence from the literature. |
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National Health Promotion - The accessibility of the health promotion programme to target group (10%) |
Excellent, well-documented evaluation of the accessibility of the target group and the chosen National health promotion programme, with no errors or omissions. Excellent supporting evidence from the literature. |
Accurate, well-documented evaluation of the accessibility of the target group and the chosen National health promotion programme, with 1-2 errors or omissions. Supported by evidence from the literature. |
Fairly accurate, well-documented evaluation of the accessibility of the target group and the chosen National health promotion programme, with 1-2 errors or omissions. Some of the discussion supported by evidence from the literature. |
Fairly accurate, well-documented evaluation of the accessibility of the target group and the chosen National health promotion programme, with 3+ errors or omissions. Minimal links to evidence from the literature. |
Poorly completed evaluation of the accessibility of the target group and the chosen National health promotion programme, with multiple errors or omissions. Little to no links to evidence from the literature. |
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First Nations Health Promotion - Presentation of the health promotion programme to target group (10%) |
Excellent, well-documented choice and evaluation of the presentation of the chosen First Nations health promotion programme, with no errors or omissions. Excellent supporting evidence from the literature. |
Accurate, well-documented choice and evaluation of the presentation of the chosen First Nations health promotion programme, with 1-2 errors or omissions. Supported by evidence from the literature. |
Fairly accurate, well-documented choice and evaluation of the presentation of the chosen First Nations health promotion programme, with 1-2 errors or omissions |
Fairly accurate, well-documented choice and evaluation of the presentation of the chosen First Nations health promotion programme, with 3+ errors or omissions. Minimal links to evidence from the literature. |
Poorly completed choice and evaluation of the presentation of the chosen First Nations health promotion programme, with multiple errors or omissions. Little to no links to evidence from the literature. |
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First Nations Health Promotion - The role of the RN with regards to the health promotion programme (10%) |
Able to clearly articulate the role of the RN with regards to the chosen First Nations health promotion programme. Excellent supporting evidence from the literature. |
Discusses the role of the RN with regards to the chosen First Nations health promotion programme. Supported by evidence from the literature. |
Some discussion about the role of the RN with regards to the chosen First Nations health promotion programme. Some of the discussion supported by evidence from the literature. Some of the discussion supported by evidence from the literature. |
Limited discussion about the role of the RN with regards to the chosen First Nations health promotion programme. Minimal links to evidence from the literature. |
Inadequate or incorrect discussion regarding the role of the RN with regards to the chosen First Nations health promotion programme. Little to no links to evidence from the literature. |
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HD (100 - 85%) |
D (84 - 75%) |
C (74 - 65%) |
P (64 - 50%) |
F (<50%) |
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First Nations Health Promotion - The accessibility of the health promotion programme to target group (10%) |
Excellent, well-documented evaluation of the accessibility of the target group and the chosen First Nations health promotion programme, with no errors or omissions. Excellent supporting evidence from the literature. |
Accurate, well-documented evaluation of the accessibility of the target group and the chosen First Nations health promotion programme, with 1-2 errors or omissions. Supported by evidence from the literature. |
Fairly accurate, well-documented evaluation of the accessibility of the target group and the chosen First Nations health promotion programme, with 1-2 errors or omissions. Some of the discussion supported by evidence from the literature. |
Fairly accurate, well-documented evaluation of the accessibility of the target group and the chosen First Nations health promotion programme, with 3+ errors or omissions. Minimal links to evidence from the literature. |
Poorly completed evaluation of the accessibility of the target group and the chosen First Nations health promotion programme, with multiple errors or omissions. Little to no links to evidence from the literature. |
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Referencing (5%) |
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Referencing (5%) |
Reference list in alphabetical order. References in reference list have been entered clearly and with the correct detail. Accurate use of APA referencing style evident. |
Reference list in alphabetical order. References in reference list have been entered as per APA referencing style guide. 1 or 2 consistent referencing errors identified in the reference list. |
Reference list in alphabetical order. References in reference list have been entered as per APA referencing style guide. 3 or 4 consistent referencing errors identified in the reference list. |
Reference list not in alphabetical order. References in reference list have been entered as per APA referencing style guide. 3 or 4 inconsistent referencing errors identified in the reference list |
Reference list not in alphabetical order. APA referencing style not used. Course Study Guide, Course Profile or Moodle discussion used as reference sources. Many inaccuracies with reference list referencing style. |
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- Utilise evidence-based practice principles to compare the unique biopsychosocial stages of child development and the impact these have on children and their families
- Examine legal, ethical and socio-cultural trends and their effect upon the provision of safe collaborative nursing care to children and their families.
- Discuss cultural awareness principles and family centred care as applied to the nursing care of children and families.
- Evaluate health promotion strategies at a local, national and international level relevant to the health and wellness of children and their families.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Presentation and Written Assessment
Assessment 2 addresses Unit outcomes on, two, three and four.
1. Utilise evidence-based practice principles to compare the unique biopsychosocial stages of child development and the impact these have on children and
their families
2. Examine legal, ethical and socio-cultural trends and their effect upon the provision of safe, collaborative nursing care to children and their families.
3. Discuss cultural awareness principles and family centred care as applied to the nursing care of children and families.
4. Evaluate health promotion strategies at a local, national and international level relevant to the health and wellness of children and their families.
Instructions to Students
When addressing the assessment topic, it is expected that you will write in the third person, read widely and correctly reference your paper using APA.
The Unit Study Guide, Unit Profile and Handouts from on-campus clinical labs/residential schools, should not be used as reference sources.
Please ensure all assessable items are in the body of the paper as if any appendix is included it will not attract extra marks.
The research required for this assessment can be applied to both tertiary and primary healthcare settings.
The purpose of this assessment is to encourage critical analysis, evidence-based research skills and application of knowledge when working with children and families.
Task Details
1. Complete the following table with a rationale for and against undertaking the national immunisation schedule (a total of 5 responses for each argument).
Provide a reference for each of the 5 responses and identify if the reference is from a credible source.
| Reasons for undertaking Immunisation Schedule | Reference & its Credibility | Reasons against /objection to Immunisation Schedule | Reference & its Credibility |
| 1 | 1 | ||
| 2 | 2 | ||
| 3 | 3 | ||
| 4 | 4 | ||
| 5 | 5 |
2. Discuss the role of the RN when discussing the immunisation schedule with parents, families and colleagues.
The following headings must be used:
· Ethical and legal responsibilities.
· Personal versus professional opinions regarding the uptake of immunisation.
· Cultural additions to the immunisation schedule
· The bio-psychosocial development of the child in relation to immunisation.
· Access to evidence-based resources for immunisation information.
850 word +/- 10% in total for Assessment 2 (table and discussion).
Referencing
• There are no minimum number of references required.
• The word count is considered from the first word of the introduction to the last word of the conclusion.
It excludes the cover page, abstract, contents page and reference list.
It includes in-text references and direct quotations.
Week 11 Wednesday (29 May 2019) 11:55 pm AEST
Submission is via Moodle - Turnitin.
Week 12 Friday (7 June 2019)
Marked work, with comments, will be available via Moodle (Grademark) within 21 days of the submission date.
This assessment consists of 1 activity which must be completed at a PASS level or higher as per the NURS13128 marking guide.
A detailed marking guide is available and can be accessed on the NURS13128 Moodle page.
Please note: Only one revert to draft will be allowed, this enables students to resubmit before their final assessment submission.
IMPORTANT: Point 4.38 of the CQUniversity Assessment Policy and Procedure (Higher Education Coursework) states: " Graded units are marked on the basis of student academic performance in a unit against a range of numerical marks that equates to a particular grade. Graded units may also contain non-graded (pass/fail) assessment tasks within the unit's overall assessment structure."
- Utilise evidence-based practice principles to compare the unique biopsychosocial stages of child development and the impact these have on children and their families
- Examine legal, ethical and socio-cultural trends and their effect upon the provision of safe collaborative nursing care to children and their families.
- Discuss cultural awareness principles and family centred care as applied to the nursing care of children and families.
- Evaluate health promotion strategies at a local, national and international level relevant to the health and wellness of children and their families.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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?
