Overview
This unit will provide you with the knowledge of the health and healthcare needs of a range of people within Australia’s culturally diverse society with an emphasis on Aboriginal and Torres Strait Islander health perspectives. You will review contemporary models of health services used to provide healthcare to populations in urban, rural and remote locations. You will explore the social determinants of health by analysing health conditions and the provision of quality and culturally safe health care. The role of the government will also be analysed in terms of the provision of health care. You will use your judgement in a range of simulated scenarios across these contextual factors in order to contribute to meaningful and responsive care.
Details
Pre-requisites or Co-requisites
Must be enrolled in CH79 Graduate Certificate in Nursing (Re-Entry)Co-requisite: NURS20160
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 Postgraduate 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 "Have your say" button Student conversations
Some students would have liked a more multi-cultural focus to the Unit.
This unit has a strong focus on Aboriginal and Torres Strait Islander health and wellbeing which is communicated in the Unit Overview. This is an Australian Nursing and Midwifery Accreditation Council requirement. NURS20161 has been mapped to the Aboriginal and Torres Strait Islander Health Curriculum Framework. This strong focus and relevance of this perspective will be emphasised at the beginning of the Unit.
Feedback from "Have your say" button Student conversations
Students found the Unit to be important and interesting.
Students, particularly those who come from culturally and linguistically diverse backgrounds, found this Unit to be important. Study topics, such as internal bias and privilege, encouraged students to examine themselves and their own culture and consider how that would affect the way in which they delivered care.
- Analyse the role of government in the provision of healthcare in Australia
- Research and assess the impact of the social determinants of health on common health conditions
- Apply a process of cultural safety to a range of scenarios with particular consideration of Aboriginal and Torres Strait Islander peoples and people of other cultures
- Compare and contrast nursing roles in the contemporary models of healthcare used in Australia.
Standard 1: Thinks critically and analyses nursing practice
1.2 develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
1.3 respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
Standard 2: Engages in therapeutic and professional relationships
2.2 communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.3 recognises that people are the experts in the experience of their life
2.4 provides support and directs people to resources to optimise health-related decisions
2.5 advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
Standard 6: Provides safe, appropriate and responsive quality nursing practice
6.5 practises in accordance with relevant policies, guidelines, standards, regulations and legislation
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 50% | ||||
| 2 - Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - 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 | |
| 1 - Portfolio - 50% | ||||||||
| 2 - Written Assessment - 50% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom capacity (web cam and microphone)
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.mainey@cqu.edu.au
Module/Topic
In this module, you will critically analyse your worldview. You will refresh and build upon your knowledge of the social determinants of health from the perspectives of race, gender and displacement. We will finally comprehensively review and build upon your understanding of cultural safety.
Chapter
Please refer to:
1: You
2: Privilege and Intersection
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Read all the orientation materials (if you have not done so already).
Learn how to use Zoom for tutorials
Double check online Tutorial Times
Introduce yourself to the class on the activity forum
Module/Topic
This week is a continuation of week 1.
Chapter
Please refer to:
3. Be safe, culturally
4. Self-reflexivity
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
Over the next two weeks, we will examine the impact of select historical events and their associated health outcomes. We will also consider strategies for delivering healthcare that builds trust and relationships with people from diverse backgrounds.
Chapter
Please refer to:
1. Health consequences of our history
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
This week is a continuation of week 3.
Chapter
Please refer to:
2. Gender, violence & health
3. Social Justice & Building Relationships
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
In this module, we will review the health of Australians with a special focus on the Australian Health Priority Areas.
Chapter
Please refer to:
1. Australian Population & Health Statistics
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
This is a scheduled vacation week.
Chapter
There are no resources to access this week.
Events and Submissions/Topic
Please enjoy a well-earned rest.
Module/Topic
This week is a continuation of week 5.
Chapter
Please refer to:
2. Australian Health Priority Areas
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
Over the next two weeks, we will review the development of specialist health services including Aboriginal and Torres Strait Islander Community Controlled Health Services and Migrant health services. We will analyse the contemporary role of health professionals within these services in delivering culturally safe care to their clients.
Chapter
Please refer to the following:
1. Community Controlled & Migrant Health Services
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Assessment 1 Due: Week 7 Monday (29 Apr 2019) 5:00 pm AEST
Module/Topic
This week is a continuation of week 7.
Chapter
Please refer to:
2. Diversity among health professionals
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
Over the next 2 weeks, we will analyse the strengths and limitations of the different models of health care delivered across geographically and culturally diverse Australia. We will examine the features of our own profession and consider how this impacts on diverse patient groups. We will consider the importance of diversity in the nursing workforce and our own personal responsibilities delivering culturally safe nursing care.
Chapter
Please refer to:
1. Nursing in Australia - part 1
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
This is a continuation of week 9.
Chapter
Please refer to:
1. Nursing in Australia - part 2
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
Finalise assignments
Chapter
No reading for this week
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
Wrap-up
Chapter
No readings for this week.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Assessment 2 Due: Week 12 Monday (3 June 2019) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
National holidays that fall this term: Good Friday 19 April, Easter Monday 22 April, ANZAC day 25 April.
1 Written Assessment
Length: 2000 words
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.
Referencing Style: APA 6th Edition
Format:
- Size 12 font (Times New Roman or Arial)
- 1.5 spacing
- 2.54cm margins
- Page numbers, name and student number on each page
Learning Outcomes Assessed
- Research and assess the impact of the social determinants of health on common health conditions
- Apply a process of cultural safety to a range of scenarios with particular consideration of Aboriginal and Torres Strait Islander peoples and people of other cultures
Graduate Attributes
1. Knowledge: Acquire and apply a body of knowledge and appropriate professional judgment relevant to a discipline.
2. Communication: Communicate and interact with others and in culturally diverse contexts.
3. Cognitive, technical and creative skills: Investigate, analyse and synthesise complex information, problems and concepts.
4. Research: Critically appraise outcomes and products of research for translation into the discipline
5. Self-management: Reflect on and critically evaluate one’s performance
6. Ethical and Professional Responsibility: Demonstrate ethical, legal, social and civic responsibility
Objectives and Outcomes
Throughout this unit you have been challenged to reflect on the way in which you view healthcare; that is, your worldview. For this assessment, you are required to watch the film Occupation: Native then complete the written task.
The Task
Write an academic piece which:
1. Applies the Critical Reflection Framework of Analysis to analyse your personal attitudes towards First Nations Australians.
2. Explains the effect colonisation has had on the determinants of health for Australians.
3. Consider some strategies that might lead to better health outcomes for people from minority and disadvantaged groups. Support your strategies with evidence from peer-reviewed journal articles.
4. Proposes approaches nurses could take to provide culturally safe initiatives to deliver appropriate services to clients from minority and disadvantaged groups. Support your proposed approaches with evidence from peer-reviewed journal articles.
A reference list should be included at the end of the essay. You should review "Academic Writing" which can be found in the Academic Learning Centre site.
Week 7 Monday (29 Apr 2019) 5:00 pm AEST
Please allow yourself enough time to upload your assessment to Moodle.
Week 10 Monday (20 May 2019)
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% | |
| Structure 20% | |||||
| Efficacy and organisation 5% | |||||
| An articulate assignment. There is a succinct and compelling introduction which introduces the topic and outlines the direction of the assignment. The assignment is cogent and is brought to a compelling conclusion. | A well-written assignment. There is a clear and appropriate introduction which introduces the topic and outlines the direction of the assignment. The assignment proceeds logically and is brought to a logical conclusion. | Appropriately written assignment. There is an appropriate introduction which mostly introduces the topic and outlines the direction of the assignment. The assignment mostly proceeds logically and is brought to an appropriate conclusion. | Adequately articulated assignment. An introduction is apparent and the topic is somewhat introduced. There is an attempt made to outline the direction of the assignment. The assignment is at times repetitive or lacks cohesion. A conclusion is evident. | The introduction is not apparent or does not attempt to introduce the topic and outline the direction of the assignment. The assignment is does not flow logically and is not brought to a close. | |
| Presentation 10% | |||||
| Excellent presentation of assignment, using the correct formatting. The submitted written material very well-presented and free from errors. The assignment is within the set word count. | A very good presentation of the assignment, using the correct formatting. There are minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure). The assignment is within the set word count. | A good presentation of assignment using mostly using the correct formatting. There are some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure). The assignment is within the set word count. | An adequate presentation of assignment sometimes using the correct formatting. There are 4 or 5 inconsistent errors (spelling, grammar and paragraph structure). The assignment is within the set set word count 10% allowance (under or over the set word count). | Poorly presented assignment. There are many inaccuracies in spelling, grammar and paragraph structure. (> 5 errors). The word count has not been adhered to. | |
| Referencing 5% | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. A minimum of 10 contemporary* references is used. These may be peer-reviewed and grey literature. | Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. A minimum of 10 contemporary* references is used. These may be peer-reviewed and grey literature. | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Between 7-9 contemporary* references are used. These may be peer-reviewed and grey literature. | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. Between 5-6 contemporary* references are used. These may be peer-reviewed and grey literature. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. Less than 5 contemporary* references have been cited. | |
| Accurate APA referencing. No errors. | Mostly accurate APA referencing. 1-2 consistent errors (may be made multiple times). | Somewhat accurate APA referencing. 3 consistent errors (may be made multiple times). | Occasionally accurate APA referencing. 4 consistent errors (made multiple times). | APA referencing not used, or more than 5 inaccuracies. | |
| Approach and Argument 80% | |||||
| Knowledge of Determinants of Health 30 % | |||||
| Student demonstrates thorough investigation and analysis of the determinants of health. Student identifies how the determinants of health affect individual and population health. | Student demonstrates an investigation and analysis of the social determinants of health. Student identifies how the determinants of health affect individual and population health. | Student demonstrates adequate investigation and some analysis of the social determinants of health. The student identifies how the determinants of health affect individual and population health. | Student demonstrates limited investigation and analysis of the social determinants of health. Student identifies how the determinants of health affect individual and population health. | There is little/no attempt to investigate and analyse of the social determinants of health. | |
| Self Reflection 20% | |||||
| Student expertly applies the Critical Reflection Framework of Analysis when reflecting on their personal attitudes towards First Nations Australians. Unconcious/conscious biases are explored. | Student mostly applies the Critical Reflection Framework of Analysis when reflecting on their personal attitudes towards First Nations Australians. Unconcious/conscious biases are discussed. | Student sometimes applies the Critical Reflection Framework of Analysis when reflecting on their personal attitudes towards First Nations Australians. Unconcious/conscious biases are outlined in detail. | An attempt to apply the Critical Framework of Analysis is evident. Unconcious/conscious biases are outlined but not in detail. | Student does not appear to reflect on their attitudes towards First Nations Australians. | |
| Health Outcomes 10% | |||||
| Student provides a detailed explanation of the effect of colonisation on the determinants of health for Australians. Synthesis of this information with academic evidence is used to suggest strategies that may lead to better health outcomes from disadvantaged people. | Student provides an explanation of the effect of colonisation on the determinants of health for Australians. An attempt to synthesises this information with academic evidence to suggest strategies that may lead to better health outcomes from disadvantaged people is apparent. | Student attempts to explain the effect of colonisation on the determinants of health for Australians. Strategies that may lead to better health outcomes from disadvantaged people are made but do not necessarily relate to the determinants of health outlined in their argument or are not strongly supported by academic evidence. | Student sometimes attempts to explain the effect of colonisation on the determinants of health for Australians. Limited strategies that may lead to better health outcomes from disadvantaged people are made or are not supported by evidence. | Student makes no attempt to explain the effect of colonisation on the determinants of health for Australians. Better health outcome strategies are not made. | |
| Culturally Safe Nursing Approach 20 % | |||||
| Expert synthesis and application of complex information to propose and defend a comprehensive culturally safe nursing approaches. | Mostly expert synthesis and application of complex information to propose and defend a comprehensive culturally safe nursing approaches. | Some synthesis and application of complex information to propose and defend a sound culturally safe nursing approaches. | An attempt to synthesise and apply complex information is apparent. Culturally safe nursing approaches are adequate. | No apparent synthesis or application of complex information. Culturally safe nursing approaches not apparent or are inadequate. | |
- Research and assess the impact of the social determinants of health on common health conditions
- Apply a process of cultural safety to a range of scenarios with particular consideration of Aboriginal and Torres Strait Islander peoples and people of other cultures
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Portfolio
Length: 1500 words + CPD table and artefacts
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.
Referencing Style: APA 6th Edition
Format:
This assessment will be presented in CQUniversity’s student Mahara Portfolio. It should be submitted as a separate collection to be titled ‘NURS20161 Assignment 2 Portfolio’. Please see the exemplar and Mahara How-To videos for further information.
Learning Outcomes Assessed
- Analyse the role of government in the provision of healthcare in Australia.
- Compare and contrast nursing roles in the contemporary models of healthcare used in Australia.
Graduate Attributes
1. Knowledge: Acquire and apply a body of knowledge and appropriate professional judgment relevant to a discipline.
2. Communication: Communicate and interact with others and in culturally diverse contexts.
3. Cognitive, technical and creative skills: Investigate, analyse and synthesise complex information, problems and concepts.
4. Research: Critically appraise outcomes and products of research for translation into the discipline
5. Self-management: Reflect on and critically evaluate one’s performance
6. Ethical and Professional Responsibility: Demonstrate ethical, legal, social and civic responsibility
Objectives and Outcomes
Throughout this unit, you have learnt how Australia’s healthcare systems and the nursing profession are governed and have been introduced/re-introduced to some of the many nursing roles found in practice. In the following assessment piece, you will explore, in greater detail, an area of specific interest to you.
Nursing Role
In this section of the Portfolio, you will explore the type of nursing role you wish to return to (e.g. theatre nurse, mental health nurse, community health nurse, sexual and reproductive health nurse).
This section of the Portfolio will give you the opportunity to learn more about the role of nursing you wish to return to and it’s broad and specific governance structures. This assignment should be presented as a portfolio using Mahara.
- Locate and upload artefacts related to your anticipated nursing role such as job advertisements, position descriptions, recorded interviews with nurses in the field, journal or grey literature articles etc.
- Write a 750-word reflection which first, discusses the attributes, skills or credentials that are required to undertake this nursing role identified above. Next, consider which of these attributes, skills or credentials you possess, which you will need to refresh and which you will need to learn.
- Locate and upload artefacts (certificates, degrees, work history etc.) as evidence of the attributes, skills or credentials you possess.
- Locate and upload artefacts of continuing professional development which directly relate to the reflection. Create an annual CPD plan directed at increasing your knowledge and skill in your preferred area of nursing. In undertaking this task you should use the Nursing and Midwifery Board of Australia's Self Directed Evidence Record. Tasks should be well-aligned to the nursing role you selected.
Governance (750 words approx.)
This section of the Portfolio will give you the opportunity to analyse healthcare policy in greater detail. This section of the assessment task should be presented in Mahara.
The 14 National Boards which make up the Australian Health Practitioner Regulation Agency jointly created a social media policy which applies to all registered health practitioner.
Before you read this policy write down your thoughts of what you think will be in the policy. You should consider the scope of the policy, which legislation it may be based on, what other guidelines it might be informed by, the definition of social media and how the policy affects your practice (250 words).
After you have read the policy write a reflection that answers the following, broad questions.
- How did this policy meet your expectations
- Were there elements that you thought ought to feature in this policy that was not included? Why do you think that this occurred?
- Were there other elements that were included that you had not considered? Why do you think those elements were included in the policy?
- How do you think this policy will affect your professional practice? (500 words)
Week 12 Monday (3 June 2019) 5:00 pm AEST
Please allow us enough time to upload the assessment to Moodle
Exam Week Monday (17 June 2019)
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% | |
| Structure 20% | |||||
| Efficacy and organisation 10% | |||||
| A very effectively organised Mahara portfolio. The assignment is contained within 1 collection titled ‘NURS20161 Assignment 2 Portfolio’. It has clear page titles. Artefacts, CPD table and reflections are set out effectively and creatively. | A well-organised Mahara portfolio. The assignment is contained within 1 collection titled ‘NURS20161 Assignment 2 Portfolio’. It has clear page titles. Artefacts, CPD table and reflections are set out effectively. | Appropriately organised Mahara portfolio. The assignment is contained within 1 collection titled ‘NURS20161 Assignment 2 Portfolio’. Work contained within the collection is not clearly organised. | Adequately organized Mahara portfolio. The assignment is not contained within 1 collection OR is not titled correctly. Assessment pieces present, but is not organized in a clear fashion. | Student does not use use Mahara to present their portfolio. | |
| Referencing 10% | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. Portfolio artifacts are referenced correctly. | Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. Portfolio artifacts are mostly referenced correctly | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Portfolio artifacts are partially referenced correctly | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. An attempt to reference portfolio artifacts is evident, however there are more than 5 errors. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. Portfolio artefacts are not referenced or frequently referenced incorrectly (>7 errors). | |
| Accurate APA referencing. No errors. | Mostly accurate APA referencing. 1-2 consistent errors (may be made multiple times). | Somewhat accurate APA referencing. 3 consistent errors (may be made multiple times). | Occasionally accurate APA referencing. 4 consistent errors (made multiple times). | APA referencing not used, or more than 5 inaccuracies. | |
| Approach and Argument 80% | |||||
| Relevancy and depth 15% | |||||
| Content is entirely relevant to the task, the approach comprehensively addresses the task. The portfolio is within the set word count. | Content is very relevant to the task, the approach clearly addresses the task. The portfolio is within the set word count. | Content is appropriate to the task, the approach mostly addresses the task and is within the set word count. | Content addresses the task and is within the set word count 10% allowance (under or over the set word count). | Content is irrelevant and or does not address the task and the presentation lacks cohesion. The word count has not been adhered to. | |
| Knowledge 45% (15% for each bullet point) | |||||
Student demonstrates thorough investigation, reflection and analysis of the profession. The following topics are covered: · The Nursing Role they wish to return to. · Assessment of ability to carry out the role focussing on attributes, skills and credentials. · Policy Document |
The student demonstrates an investigation, reflection and analysis of a specific nursing role. The following topics are covered: · The Nursing Role they wish to return to. · Assessment of ability to carry out the role focussing on attributes, skills and credentials. · Policy Document. |
The student demonstrates adequate investigation and some analysis of a specific nursing role. The following topics are adequately covered. · The Nursing Role they wish to return to. · Assessment of ability to carry out the role focussing on attributes, skills and credentials. · Policy Document. |
Student demonstrates limited investigation and analysis a specific nursing role. The following topics are covered. · The Nursing Role they wish to return to. · Assessment of ability to carry out the role focussing on attributes, skills and credentials. · Policy Document. |
There is little/no attempt to investigate and analyse of a specific nursing role. The following topics are not covered. · The Nursing Role they wish to return to. · Assessment of ability to carry out the role focussing on attributes, skills and credentials. · Policy Document. |
|
| Application 20% (10% for each bullet point) | |||||
· CPD activities are completely relevant and well aligned to the nursing role (as described by the student). · CPD activities meet NMBA time requirements. |
· CPD activities are mostly relevant and well aligned to the role (as described by the student). · CPD activities meet NMBA time requirements. |
· CPD activities are mostly relevant and mostly aligned to the role (as described by the student). · CPD activities meet NMBA time requirements. |
· CPD activities are sometimes relevant and aligned with the role (as described by the student). · CPD activities meet NMBA time requirements. |
· CPD activities are not relevant to the nursing role discussed in the assessment or are not present. · CPD activities do not meet NMBA time requirements. | |
- Analyse the role of government in the provision of healthcare in Australia
- Compare and contrast nursing roles in the contemporary models of healthcare used in Australia.
- Knowledge
- Cognitive, technical and creative skills
- Research
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?
