Overview
Digital health is being used in hospitals and private health care providers in the community. Using electronic systems to communicate and store personal health care data is fast becoming the norm and is yet another expectation of contemporary health care. Hospital digital health systems require health care professionals to enter patient information, while the Australia wide My Health Record ensures all health care professionals have access to individual health records. This unit examines the different types of telecommunication and virtual technologies available in health care that promote individualised and person-centred care. You will explore the history of digital health care systems as well as analyse contemporary issues and concerns including cybersecurity, privacy, consent and electronic exchange of information.
Details
Pre-requisites or Co-requisites
Pre-requisites BIOH12012 Pathophysiology and Pharmacology 2 or BIOH12008 Human Pathophysiology or NURS12158 Clinical Nursing Practice 3
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Discuss considerations related to cybersecurity, privacy, consent and electronic exchange of information when using digital health technology
- Explore how digital health technology can support person-centred care
- Evaluate the use of electronic health records when working in the community
- Analyse the role of telehealth in assisting people from regional and remote areas to access appropriate health care.
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
Engages in therapeutic and professional relationships
Maintains the capability for 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
Teaching, supervising and assessing
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
Comprehensive care
Communicating for safety
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Clinical reasoning
Evidence-based practice
Preventing, minimising and responding to adverse events
Infection prevention and control
Medication safety
Aged Care Quality Standards
Feedback and complaints
Human resources
Organisation governance
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
p.heidke@cqu.edu.au
Module/Topic
Digital Health: A History
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Module/Topic
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Module/Topic
Digital Platforms in Health Care
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Module/Topic
Person-centred care amongst the digital Forest
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Module/Topic
N/A
Chapter
N/A
Events and Submissions/Topic
N/A
Module/Topic
Telehealth and its use in Australian healthcare
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Blog Due: Week 5 Monday (13 Dec 2021) 12:00 pm AEST
Module/Topic
How Telehealth improves health outcomes in regional, rural and remote areas
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Module/Topic
N/A
Chapter
N/A
Events and Submissions/Topic
N/A
Module/Topic
Daily digital practices of the registered nurse
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Module/Topic
Engagement, coordination, and empowerment through digital systems- The consumer perspective
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Module/Topic
The impact of digital health on safety and quality of health care
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Module/Topic
How do nurses use data to inform system and practice changes?
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Module/Topic
Digital health systems, enhancing healthcare
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Case Study Due: Week 11 Monday (31 Jan 2022) 12:00 pm AEST
Module/Topic
The future of digital systems
Chapter
Readings as per Moodle and recommended text
Events and Submissions/Topic
Weekly Lecture - PowerPoint
Weekly Tutorial - Zoom online
Module/Topic
Chapter
Events and Submissions/Topic
You must submit and pass both assessment items to successfully pass this unit. That is, you must submit and achieve a minimum of 50% for assessments one and two.
If you receive a Fail grade for either assessment, the Unit Coordinator may allow you an opportunity to re-attempt the assessment. In order for the Unit Coordinator to allow a re-attempt, they will need to be satisfied that you have made a reasonable attempt in the assessment item. If a re-attempt is offered, you will have only 7 consecutive days to resubmit your assessment and can only receive 50% of the available grades. Only one reattempt will be allowed.
1 Written Assessment
Aim
The aim of this assessment is to provide you with an opportunity to demonstrate your knowledge and understanding of the Moodle content within the course thus far. This assessment also provides you with the opportunity to demonstrate your ability to apply this theoretical knowledge to the community setting.
Instructions
This assessment offers you an opportunity to engage in an informal and real-world process (blogging) that may assist you in your transition from student to professional RN. Blogging is a form of reflective journaling and has been shown to promote clinical reasoning, self-reflective practice, deepen individual understanding of strengths and weaknesses, develop conflict resolution skills, reinforce new learning, and enhance communication skills. These are all skills you will have been developing throughout your studies.
NB: In keeping with the informal presentation style of blogging this introduction is not referenced, however the information can be validated in the literature and is not the result of the author’s personal opinions.
You must submit and pass this assessment to pass the unit. If you receive a Fail grade for this assessment, the Unit Coordinator may allow you an opportunity to reattempt the assessment. In order for the Unit Coordinator to allow a re-attempt, they will need to be satisfied that the student has made a reasonable attempt in the assessment item. If a reattempt is offered, you will have only 7 consecutive days to resubmit your assessment and can only receive 50% of the available grades. Only one reattempt will be allowed.
Week 5 Monday (13 Dec 2021) 12:00 pm AEST
Week 7 Monday (3 Jan 2022)
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks | |||
| Structure 40% | ||||||||
| Consistently no errors with spelling, grammar or use of punctuation. Word count adheres to 500 words (+/- 10%) per blog. | 1-2 consistent errors with spelling, grammar, or use of punctuation. Word count adheres to 500 words (+/- 10%) per blog | 3-4 consistent errors with spelling, grammar, or use of punctuation. Word count adheres to 500 words (+/- 10%) per blog | 5 consistent errors with spelling, grammar, or use of punctuation. Word count adheres to 500 words (+/- 10%) per blog | > 5 errors with spelling, grammar and use of punctuation. Word count does not adhere to 500 words (+/- 10%) per blog | /15 | |||
| A concise and clearly written piece in the style of a blog. Presentation is appealing; factual but personal in tone. Content is engaging. | A clearly written piece in the style of a blog. Presentation is mostly appealing to the reader, factual yet personal tone. Content is mostly engaging. | Generally adheres to the style of a blog with a personal tone. Presentation is somewhat appealing to the reader, is factual and personal in tone. Content is somewhat engaging. | Generally adheres to the style of a blog, however the writing may be unclear at times. Presentation is generally neat, however may not be appealing. Balance between factual and personal tone may lead to confusion or misinterpretation. Content is relevant to the topic. | Writing is unclear and does not adhere to the style of a blog. Presentation is not appealing. Is not factual and/or too personal in tone. Content is neither interesting or relevant to the topic. | /25 | |||
| Approach and Argument (60%) | ||||||||
| Blog 1 | ||||||||
| Provides a comprehensive, concise and clear discussion of one digital technology experience that occurred during any clinical placement or as a result of a personal experience. Experience is exceptionally relevant to the assessment task. Explicit consideration given to the concepts of cybersecurity, privacy, and consent. | Detailed of discussion of one experience that occurred during any clinical placement or as a result of a personal experience. Experience is very relevant to the assessment task Comprehensive consideration given to the concepts of cybersecurity, privacy, and consent. | Evidence of discussion of one experience from any clinical placements or as a result of a personal experience. Experience is relevant to the assessment task Consideration given to the concepts of cybersecurity, privacy, and consent. | Some evidence of discussion of one experience during any clinical placement or as a result of a personal experience. Experience is somewhat relevant to the assessment task Basic consideration given to the concepts of cybersecurity, privacy, and consent. | Little to no evidence of discussion. Discusses many experiences rather than focusing on one, or the chosen experience is not relevant to the assessment task. No consideration is given to the concepts of cybersecurity, privacy, and consent. | /20 | |||
| Blog 2 | ||||||||
| An exceptional discussion of how the student will incorporate digital health technology into your future nursing practice in such a way as to support and enhance person-centred care. | A clear and comprehensive discussion of how the student will incorporate digital health technology into your future nursing practice in such a way as to support and enhance person-centred care. | A sound discussion of how the student will incorporate digital health technology into your future nursing practice in such a way as to support and enhance person-centred care. | A basic discussion of how the student will incorporate digital health technology into your future nursing practice in such a way as to support and enhance person-centred care. | Limited or no discussion of how the student will incorporate digital health technology into your future nursing practice in such a way as to support and enhance person-centred care. | /20 | |||
| Blog 3 | ||||||||
| An exceptional discussion of the use of electronic health records in community care settings. Comprehensive consideration given to the benefits and limitations of electronic health records in the community. Proposed strategies are realistic and explicitly address all the identified limitations. | A clear and comprehensive discussion of the use of electronic health records in community care settings. Mostly comprehensive consideration given to the benefits and limitations of electronic health records in the community. Proposed strategies are mostly realistic and address all of the identified limitations. | A sound discussion of the use of electronic health records in community care settings. Some consideration given to the benefits and limitations of electronic health records in the community. Proposed strategies are somewhat realistic and address some of the identified limitations. | A basic discussion of the use of electronic health records in community care settings. Basic consideration given to the benefits and limitations of electronic health records in the community. Strategies are proposed for some of the identified limitations, however the strategies are unrealistic. | Limited or no discussion of the use of electronic health records in community care settings. Limited or no consideration given to the benefits and limitations of electronic health records in the community. No strategies are proposed, or the strategies proposed do not address the identified limitations. | /20 | |||
| Mark/100 | /100 | |||||||
| Alpha Grade | ||||||||
| Marker Name: Comments: | ||||||||
- Discuss considerations related to cybersecurity, privacy, consent and electronic exchange of information when using digital health technology
- Explore how digital health technology can support person-centred care
- Evaluate the use of electronic health records when working in the community
2 Written Assessment
Aim
This assessment is related to the rights of all individuals to access adequate health care using telehealth models of care. Lower availability of services is a recognised health risk factor and a determinant of poorer health. Affordable and timely access to health services can prevent illness and can cure, stop, or slow the development of, or make bearable, illnesses or chronic conditions.
Telehealth models of care lower the burden of travel and access to health services for many people.It is important to be familiar with telehealth models as a care model that is available to healthcare providers and consumers. In this assessment, you are to explore the benefits and challenges of telehealth by completing a short answer written assessment.
You must submit and pass this assessment to pass the unit. If you receive a Fail grade for this assessment, the Unit Coordinator may allow you an opportunity to reattempt the assessment. In order for the Unit Coordinator to allow a re-attempt, they will need to be satisfied that the student has made a reasonable attempt in the assessment item. If a reattempt is offered, you will have only 7 consecutive days to resubmit your assessment and can only receive 50% of the available grades. Only one reattempt will be allowed.
Week 11 Monday (31 Jan 2022) 12:00 pm AEST
Exam Week Monday (14 Feb 2022)
| HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks | ||
| Structure -15% | |||||||
| Consistently no errors with spelling, grammar and use of punctuation. Word count is within 10% 500 words per section. | 1-2 errors with spelling, grammar and use of punctuation. Word count is within 10% of 500 words per section. | 3-4 errors with spelling, grammar and use of punctuation. Word count is within 10% of 500 words per section. | 5 errors with spelling, grammar, and use of punctuation. Word count is within 10% of 500 words per section. | > 5 errors with spelling, grammar and use of punctuation. Word count is not within 10% of 500 words per section. | /5 | ||
| A concise and well-written piece using academic language. Presentation and structure form a clear discussion of the topic. | A well-written piece using academic language. Presentation and structure form a clear discussion of the topic. | A clearly written piece with some academic language. Presentation and structure form a discussion of the topic. | An adequately written piece with evidence of academic language. Presentation and structure allow for minor misinterpretation of information. | Piece is poorly written with little evidence of academic language used. Presentation and structure allow for significant misinterpretation of information. | /10 | ||
| Approach and Argument (75%) | |||||||
| Section One | |||||||
| Provides a concise and clear discussion on the benefits and advantages of telehealth specifically related to those living in rural and remote locations. | Provides a clear discussion on the benefits and advantages of telehealth related to those living in rural and remote locations. | Provides some discussion on the benefits and advantages of telehealth with some relation to those living in rural and remote locations. | Provides basic discussion on the benefits or advantages of telehealth with basic relation to those living in rural and remote locations. | Provides very little or no discussion on the benefits or advantages of telehealth with little or no relation to those living in rural and remote locations. | /25 | ||
| Section Two | |||||||
| Provides a concise and clear discussion on the challenges or barriers of telehealth specifically related to those living in rural and remote locations. Includes at least one link to cyber security, privacy and/or electronic exchange of information | Provides a clear discussion on the challenges or barriers of telehealth specifically related to those living in rural and remote locations. Includes at least one link to cyber security, privacy and/or electronic exchange of information 1 | Provides some discussion on the challenges or barriers of telehealth specifically related to those living in rural and remote locations. Includes at least one link to cyber security, privacy and/or electronic exchange of information | Provides basic discussion on the challenges or barriers of telehealth specifically related to those living in rural and remote locations. Makes basic connection to at least one element of cyber security, privacy and or electronic exchange of information | Provides little to no discussion on the challenges or barriers of telehealth. Does not specifically relate to those living in rural and remote locations. Makes little or no connection to at least one element of cyber security, privacy and/or electronic exchange of information | /25 | ||
| Section Three | |||||||
| Provides a concise and clear discussion around the concept of person-centred care and how telehealth supports person-centred care. Includes a well-developed discussion around culturally sensitive care as part of person-centred care. | Provides a clear discussion around the concept of person-centred care and how telehealth supports person-centred care. Includes a discussion around culturally sensitive care as part of person-centred care. | Provides some discussion around the concept of person-centred care and how telehealth supports person-centred care. Includes some discussion around culturally sensitive care as part of person-centred care. | Provides basic discussion around the concept of person-centred care and how telehealth supports person-centred care. Includes basic discussion around culturally sensitive care as part of person-centred care. | Provides little to no discussion around the concept of person-centred care and how telehealth supports person-centred care. Includes little to no discussion around culturally sensitive care as part of person-centred care. | /25 | ||
| References (10%) | |||||||
| Consistently accurate with APA 7th referencing and citation style. Referencing and citations support and reflect all ideas, information, and quotations. No apparent errors. | 1 or 2 consistent errors in APA 7th referencing and citation style. Referencing and citations mostly support and reflect all ideas, information and quotations. | 3 or 4 consistent errors in APA 7th referencing and citation style. Referencing and citations frequently support and reflect ideas, information and quotations. | 5 or 6 inconsistent errors in APA 7th referencing and citation style. Referencing and citations generally support and reflect ideas, information and quotations. | Referencing is not consistent with APA 7th style. Referencing and citations do not support and reflect ideas, information and quotations. | /5 | ||
| A minimum of 10 up-to-date credible references are included. These include peer-reviewed journal articles <5 years old, reliable government sites/credible sites (e.g. WHO) and/or textbooks published within 5 years or less. | 8-9 up-to-date credible references are included. These include peer-reviewed journal articles <5 years old, reliable government sites/credible sites (e.g. WHO) and/or textbooks published within 5 years or less. | 6-7 up-to-date credible references are included. These include peer-reviewed journal articles <5 years old, reliable government sites/credible sites (e.g. WHO) and/or textbooks published within 5 years or less. | 5 up-to-date credible references are included. These include peer-reviewed journal articles <5 years old, reliable government sites/credible sites (e.g. WHO) and/or textbooks published within 5 years or less. | Fewer than 5 up-to-date credible references are included. These include peer-reviewed journal articles <5 years old, reliable government sites/credible sites (e.g. WHO) and/or textbooks published within 5 years or less. | /5 | ||
| Mark/100 | /100 | ||||||
| Alpha Grade | |||||||
| Marker Name Comments | |||||||
- Discuss considerations related to cybersecurity, privacy, consent and electronic exchange of information when using digital health technology
- Explore how digital health technology can support person-centred care
- Analyse the role of telehealth in assisting people from regional and remote areas to access appropriate health care.
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?
