Overview
This is an elective unit that has been designed for students who may be involved in undertaking an outward-bound clinical nursing experience. By studying this unit you will gain knowledge and skill and consider primary health aspects of caring for people from a culture different to your own. Transferable nursing concepts will be explored and you will be encouraged to develop and implement a health-focused project relevant to people and/or a community other than your own.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2018
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 feedback
Students would prefer if weekly Zoom sessions were offered in this unit.
Offer weekly Zoom sessions. These sessions should be recorded.
- Use effective communication skills and cultural intelligence to apply principles from the nursing process to aid the health of individuals and cultural groups
- Acquire, evaluate and utilise person centred resources (human, material, technological and environmental) to aid the health education of individuals and cultural groups
- Appreciate the differences between Australian's multicultural society and those considered during any activity related to an outward-bound nursing experience
- Function within legal and ethical frameworks and scope of practice of a nursing student in accordance with the Nursing and Midwifery Board of Australia (NMBA) Registered nurse standards for practice during any activity related to an outward-bound nursing experience.
The learning outcomes are linked to the Australian Nursing and Midwifery Accreditation Council (ANMAC) Standards for registered nurses and the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 40% | ||||
| 2 - 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 - Online Quiz(zes) - 40% | ||||||||||
| 2 - Written Assessment - 60% | ||||||||||
Textbooks
There are no required textbooks.
Additional Textbook Information
Nil textbook required.
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.
t.sullivan@cqu.edu.au
Module/Topic
Welcome to NURS13137 Outward Bound Nursing Studies
Primary Health CareChapter
Events and Submissions/Topic
Module/Topic
World Health Organisation (WHO)
Declaration of Alma-Ata
Social Determinants of Health
Health Workforce
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Disease Prevention and Immunisation
Chapter
Events and Submissions/Topic
Assessment 1 - Online Quiz will open on Tuesday, April 3rd @ 00:01hrs
Module/Topic
Vacation Week
Chapter
Events and Submissions/Topic
Assessment 1 - Online Quiz will close on Monday, April 9th @ 23:55hrs
Online Quiz Due: Vacation Week Monday (9 Apr 2018) 11:45 pm AEST
Module/Topic
Rural and Remote Health
Chapter
Events and Submissions/Topic
Module/Topic
Aboriginal and Torres Strait Islander Health
Chapter
Events and Submissions/Topic
Module/Topic
Children's Health
Chapter
Events and Submissions/Topic
Module/Topic
Women's Health
Chapter
Events and Submissions/Topic
Module/Topic
Men's Health
Chapter
Events and Submissions/Topic
Assessment 2 - Written due on Friday, May 18 @ 23:55hrs
Written Assessment Due: Week 10 Friday (18 May 2018) 11:45 pm AEST
Module/Topic
Ageing Health
Chapter
Events and Submissions/Topic
Module/Topic
Oral Health
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
|
Task Description NURS13137 Assessment One –
Online Quiz
Week
5 - Open from Tuesday, April 3rd @0001hrs and close on Monday, April 9th at 2355hrs. Without an understanding of
the underpinning fundamentals of any profession, it can be difficult to
appreciate why procedures are undertaken in the way they are. The first four
(4) weeks of this unit have been dedicated to some of the foundational history,
standards and workforce dedicated to Primary Health Care. This quiz is related to
what you have learnt from the first four weeks of this unit and is a
60-question multiple choice, open book quiz.
You will have 60 minutes to complete the quiz. The first four (4) weeks
includes the following Modules. · Week 1 – Primary Health
Care · Week 2 – World Health Organisation
(WHO), Declaration of Alma-Ata, Social Determinants of Health and the Health
Workforce · Week 3 – National Health
Priority Areas (NHPA) · Week 4 – Australian
Commission on Safety and Quality in Health Care If you have any questions
regarding this assessment item, please address your questions in the first
instance to the Assessment 1 Forum on the Moodle site. If it is of a personal
nature, then please contact your unit coordinator directly. |
If
you are having problems completing this quiz, make contact with the course
coordinator BEFORE the due date. You
will not be able to attempt the quiz after this time.
If you have any questions regarding this assessment item, please address your questions in the first instance to Moodle site discussion forum for Assessment 1. If it is of a personal nature, then please contact your course coordinator directly.
Further information:
This is a multiple-choice quiz with sixty (60) questions, each worth one mark. You will have sixty (60) minutes to complete this quiz.
This is an open book quiz. This is
an individual task.
You have one (1) attempt at this quiz. The questions are allocated randomly from a bank of questions. If you are not able to complete the quiz due to technical problems, please immediately email e.fitzgerald@cqu.edu.au to advise so the quiz can be reset.
The quiz questions are drawn from the study content in the first four (4) weeks of term only. It will be based on the study modules and information, websites and readings under the headings ‘Readings’ for each of the four weeks, but not the extension readings.
Please read each question carefully
before selecting your answer. Be aware that some questions may seem to have
more than one right answer; you will need to look for the best answer.
1
Other
Vacation Week Monday (9 Apr 2018) 11:45 pm AEST
This is an online quiz. Each question is worth one mark. This is a multiple choice quiz.
- Use effective communication skills and cultural intelligence to apply principles from the nursing process to aid the health of individuals and cultural groups
- Acquire, evaluate and utilise person centred resources (human, material, technological and environmental) to aid the health education of individuals and cultural groups
- Appreciate the differences between Australian's multicultural society and those considered during any activity related to an outward-bound nursing experience
- Function within legal and ethical frameworks and scope of practice of a nursing student in accordance with the Nursing and Midwifery Board of Australia (NMBA) Registered nurse standards for practice during any activity related to an outward-bound nursing experience.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Task Description NURS13137 Assessment Two – Written Assessment Assessment Due Date: Week 10 (Friday, May 18, 2018) 2345hrs AEST Return Date to Students: Exam Week (Friday, June 8, 2018) Weighting: 60% The Australian National Health Priority Areas (NHPA) highlight areas where primary health care is essential for improving health outcomes in the future. You have covered these in Module 3. Education is an important component of primary health care to ensure quality health outcomes for those affected by any of the NHPA’s and for those who are at risk. For this assessment, you will plan and develop an educational activity based around the NHPA of Diabetes Mellitus
Diabetes is a chronic condition marked by hyperglycaemia. It is caused by either the inability to produce insulin or the body not being able to use insulin effectively. The main types of diabetes are Type I, Type II and Gestational. |
NURS13137 is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task. You must obtain an overall mark for the unit of at least 50%.
If you are having problems, make contact with the course coordinator BEFORE the due date. If you submit your essay late, without an approved extension request, you will be penalised 5% per day that it is late.
If you have any questions regarding this assessment item, please address your questions in the first instance to Moodle site discussion forum for Assessment 2. If it is of a personal nature, then please contact your course coordinator directly.
Week 10 Friday (18 May 2018) 11:45 pm AEST
Review/Exam Week Friday (8 June 2018)
Student name: Student Number:
|
HD 85-100% |
D 75-84% |
C 65-74% |
P 50-64% |
F <50% |
Marks |
|
Structure -15% 5% |
4% |
3% |
2.5% |
<2.5%
|
|
|
Excellent presentation of assignment with inclusion of all correct
components, double line spaced, 12 point font, page numbers. Consistently
accurate with spelling, grammar and paragraph structure. Excellent presentation /formatting of title page. |
Well-presented assignment, double line spaced, 12 point font, page
numbers. 1 or 2 errors in spelling,
grammar or paragraph structure. Very good presentation/formatting of title page. |
Well-presented assignment, double line spaced, 12 point font, page
numbers. 3 or 4 consistent errors with
spelling, grammar or paragraph structure. Good presentation/formatting of title page. |
Adequate assignment presentation, double line spaced with 12-point
font. No page numbers included, 4 to 7 consistent errors with spelling,
grammar or paragraph structure. Adequate presentation/formatting of title page. |
Poorly presented assignment. Double spacing not used, 12-point font not used. No page numbers
included. Many inaccuracies in spelling, grammar or paragraph structure. Poor or missing presentation/formatting of title page.
|
/5 /5 /5 /15 |
|
Clear and succinct introduction that introduces the topic
and outlines the direction of the paper.
|
Clear and appropriate introduction that introduces the
topic and outlines the direction of the paper. |
Appropriate introduction that introduces the topic and
outlines the direction of the paper.
|
Introduction is apparent although consists only of a list
of the contents of the paper. Topic not clearly introduced.
|
No recognisable introduction— the topic is not introduced
and/or there is no direction offered in respect of the paper.
|
|
|
Clear and succinct conclusion that provides closure to the
topic and outlines final direction of the paper. |
Clear and appropriate closure to the topic and outlines
the final direction of the paper. |
Appropriate conclusion to the topic and somewhat outlines
the final direction of the paper. |
Conclusion is apparent although consists of only a brief
closure of the topic. Topic not clearly concluded. |
No recognisable
conclusion – little or no reference to the main points and does not offer a
clear conclusion to the paper.
|
|
|
Approach
and Argument (70%) |
|
|
|
|
|
|
Content is clearly relevant to the
topic. The approach comprehensively answers the question and the argument
proceeds logically.
Clear, coherent and convincing critical
thought displayed.
Demonstrates a comprehensive application
of the Clinical Reasoning Cycle. (30-35) |
Content is relevant to the topic,
the approach clearly answers the question and the argument proceeds
logically.
Well-developed critical thought displayed.
Demonstrates an
extensive application of the Clinical Reasoning Cycle. (26.5-29.5)
|
Content is appropriate and answers
the question and the argument for the most part proceeds logically.
General critical thought displayed.
Demonstrates a general application
of the Clinical Reasoning Cycle. (23-26)
|
Content answers the question
although the argument is at times repetitive or lacks cohesion.
Limited perceptible critical
thought displayed.
Demonstrates a limited application
of the Clinical Reasoning Cycle. (17.5-22.5)
|
Content does not address all aspects of the assessment
task. Inadequate description of required content. Little or no discernible critical thought displayed.
Demonstrates little to no application
of the Clinical Reasoning Cycle. (<17.5)
|
/35 |
|
Comprehensively includes a
detailed description of the educational activity plan with reference to the
chosen target group and rationales for all information presented, including
that regarding who, what, when and where.
(30-35) |
Extensively includes a detailed
description of the educational activity plan with reference to the chosen
target group and rationales for most information presented including that
regarding who, what, when and where. (26.5-29.5) |
Generally includes a detailed
description of the educational activity plan with reference to the chosen
target group and rationales for some information presented, including that
regarding who, what, when and where. (23-26) |
Limited description of the
educational activity plan with reference to the chosen target group and
rationales for limited information presented, including that regarding who,
what, when and where. (17.5-22.5) |
Little to no description of the
educational activity plan with reference to the chosen target group and
rationales for little to no information presented, including that regarding
who, what, when and where. (<17.5) |
/35 |
|
Referencing-15% 5% |
4% |
3% |
2.5% |
<2.5% |
|
|
Consistently accurate with in-text referencing to support
and reflect all ideas, factual information and quotations. |
1 or 2 consistent in-text referencing errors identified to
support and reflect all ideas, factual information and/or quotations.
|
3 or 4 consistent in-text referencing errors identified to
support and reflect all ideas, factual information and/or quotations.
|
> 4 consistent in-text referencing errors identified to
support and reflect all ideas, factual information and/or quotations.
|
Referencing is not consistent with APA style. Many inaccuracies with in-text referencing
to support and reflect all ideas, information and/or quotations. |
|
|
Significantly greater than the minimum of 10 up-to-date references
used.
Any consumer and/or government sites included used only
for supporting evidence and significantly less than half of these. |
Greater than the minimum of 10 up-to-date references used.
Any consumer and/or government sites are much less than
half of these. |
A minimum of 10 up-to-date references used.
Any consumer and/or government sites are less than half of
these. |
A minimum of 10 up-to-date references used.
Consumer and/or government sites are half of these. |
The required number of 10 up-to-date references not used.
Consumer and/or government sites are the majority of
references. |
/15 |
|
Reference list appears in alphabetical order and fully adheres to
reference list presentation guidelines APA style. |
Reference list appears in alphabetical order and
consistently adheres to reference list presentation Guidelines APA style. |
Reference list appears in alphabetical order and
frequently adheres to reference list presentation guidelines APA style. |
Reference list appears in alphabetical order and
occasionally adheres to reference list presentation guidelines APA style. |
Reference list appears in no alphabetical order and/or
does not adhere to reference list presentation guidelines APA style. |
|
|
|
|
|
|
Total Marks |
/100 |
- Use effective communication skills and cultural intelligence to apply principles from the nursing process to aid the health of individuals and cultural groups
- Acquire, evaluate and utilise person centred resources (human, material, technological and environmental) to aid the health education of individuals and cultural groups
- Appreciate the differences between Australian's multicultural society and those considered during any activity related to an outward-bound nursing experience
- Function within legal and ethical frameworks and scope of practice of a nursing student in accordance with the Nursing and Midwifery Board of Australia (NMBA) Registered nurse standards for practice during any activity related to an outward-bound nursing experience.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- 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?
