Overview
In this unit, you will gain knowledge of Australia’s geographic and cultural diversity and the impact of these on the nation’s healthcare needs and health service delivery. You will review contemporary models of health services used to provide healthcare to populations in urban, rural and remote locations. The government's role in the provision of healthcare will be explored. You will analyse the social determinants of health by exploring colonisation, health inequity and culturally safe and equitable access to health care.
Details
Pre-requisites or Co-requisites
Must be enrolled in CL02 Graduate Certificate in Nursing (International 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 2 - 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 Unit Evaluation Report
"I like the way the lectures were laid out for the students in moodle but I think the time needed to complete each module with lots of readings on it before the assessment's deadline is not enough. I maybe reading slowly than what I should do and this is my first time studying course online."
Reconsider the number of readings required in the unit. Create a schedule that outlines the unit activities and time to complete the activity.
Feedback from Unit Evaluation Report Classroom discussions
Students wanted more lecture time to go through activities and theory.
Increase the lecture time from 1hr to 2 hrs. Introduce study groups so that students can learn from one another.
Feedback from Unit Evaluation Report
While the content was heavy, the teaching staff presented it in a way that was easy to learn.
Continue with constructive alignment approach. Continue with consolidation activities which are aligned to lectures and the assignment. Compliment the teaching approach with study groups.
- Explore how Australia’s cultural and geographic diversity impacts on health and healthcare provision
- Apply a process of cultural safety with particular consideration of Aboriginal and Torres Strait Islander people
- Analyse the role of government in the provision of healthcare in Australia
- Evaluate nursing roles in contemporary models of healthcare used in Australia
The unit learning outcomes are linked to the following Nursing and Midwifery Board of Australia's 'Registered Nurses
Standards for Practice':
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 - Portfolio - 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 - Portfolio - 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).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
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).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
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).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
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).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
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).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
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).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Assessment 1 Due: Week 7 Monday (2 Sept 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).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
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).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
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).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Module/Topic
This week is dedicated to your group work assignment
Chapter
No set readings have been prescribed.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
Assessment 2 Due: Week 11 Friday (4 Oct 2019) 5:00 pm AEST
Module/Topic
Wrap up.
Chapter
No set readings have been prescribed
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Double check Class Timetable (CL02 internal students only).
Please ensure all learning has been completed for the week prior to attending the Tutorial/Class.
1 Portfolio
Length: 2500 words plus worksheets
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, reference list and appendices. 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 refer to the exemplar and Mahara How-To videos for further information.
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
Throughout this unit you have been challenged to reflect on the views you hold towards patients; that is, your worldview. For this assessment, you are required to create a Mahara portfolio which showcases your analysis of your worldview, the social determinants of health and culturally safe nursing care. Templates have been created to assist you in organising your portfolio.
The Task
Create a portfolio which:
1. Applies the Critical Reflection Framework of Analysis to analyse your personal attitudes towards Aboriginal and Torres Strait Islander people, and people who have experienced domestic violence. This could be presented in Mahara as PDF document uploads, but other creative presentation styles are encouraged.
2. Explores how your attitudes could affect the way you provide nursing care to people who identify as Aboriginal and Torres Strait Islander and who may be victims of violence. These analyses should be presented in Mahara as single or multiple journal entries (750 words).
3. Analyses the effect colonisation has had on domestic violence rates. Support your analysis with evidence from peer-reviewed journal articles. Your analysis should be presented as a PDF worksheet and 750-word blog with a reference list.
4. Proposes approaches nurses could take to provide culturally safe care to Aboriginal and Torres Strait Islander people who are victims of domestic violence. Support your proposed approaches with evidence from peer-reviewed journal articles. Your approaches should be presented as a PDF worksheet and an 850-word blog with a reference list.
The use of 10 contemporary references (5 years or less) will demonstrate a broad consideration of the topic.
You will submit your assignment through Moodle.
All written material must be submitted through Turn-it-in as a word doc. Therefore, it is advised that you write your reflections, blogs and other responses, are written in Word before uploading to Mahara.
Week 7 Monday (2 Sept 2019) 5:00 pm AEST
Time should be factored in for uploading and troubleshooting technology.
Week 10 Monday (23 Sept 2019)
High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% |
Presentation 10% | ||||
Excellent presentation of the Mahara portfolio. It is very well-presented, easy to follow and free from errors. The portfolio is within the set word count. | A very good presentation of the Mahara portfolio. There are minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure). The portfolio is within the set word count. | A good presentation of the Mahara portfolio. There are some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure). The portfolio is within the set word count. | An adequate presentation of the Mahara portfolio. There are 4 or 5 inconsistent errors (spelling, grammar and paragraph structure). The portfolio is within the set word count 10% allowance (under or over the set word count). | Poorly presented Mahara portfolio. There are many inaccuracies in spelling, grammar and paragraph structure. (> 5 errors). The word count has not been adhered to. |
Referencing 5% (2.5% for each section) | ||||
Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. A minimum of 10 contemporary* references are 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 90% | ||||
Knowledge of Determinants of Health 30% (15% for each section) | ||||
The student demonstrates a thorough investigation and analysis of the determinants of health as they apply to the assignment. The student identifies how the determinants of health affect health outcomes. | The student demonstrates an investigation and analysis of the social determinants of health as they apply to the assignment. The student identifies how the determinants of health affect individual and population health. | The student demonstrates adequate investigation and some analysis of the social determinants of health as they apply to the assignment. The student identifies how the determinants of health effect individual and population health. | The student demonstrates limited investigation and analysis of the social determinants of health as they apply to the assignment. The student identifies how the determinants of health effect individual and population health. | There is little/no attempt to investigate and analyse the social determinants of health. |
Student provides a detailed explanation of the effect of colonisation on the determinants of health for Australians. | Student provides an explanation of the effect of colonisation on the determinants of health for Australians. | Student attempts to explain the effect of colonisation on the determinants of health for Australians. Strategies that may lead to better | Student sometimes attempts to explain the effect of colonisation on the determinants of health for Australians. | Student makes no attempt to explain the effect of colonisation on the determinants of health for Australians. |
Self Reflection 30% | ||||
Student expertly applies the Critical Reflection Framework of Analysis when reflecting on their personal attitudes towards Aboriginal and Torres Strait Islander People and victims of domestic violence. Unconcious/conscious biases are explored. | Student mostly applies the Critical Reflection Framework of Analysis when reflecting on their personal attitudes towards Aboriginal and Torres Strait Islander People and victims of domestic violence. Unconcious/conscious biases are discussed. | Student sometimes applies the Critical Reflection Framework of Analysis when reflecting on their personal attitudes towards Aboriginal and Torres Strait Islander People and victims of domestic violence. 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 and victims of domestic violence. | The student does not appear to reflect on their attitudes towards Aboriginal and Torres Strait Islander People and victims of domestic violence. |
Culturally Safe Nursing Approach 30% | ||||
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. |
- Explore how Australia’s cultural and geographic diversity impacts on health and healthcare provision
- Apply a process of cultural safety with particular consideration of Aboriginal and Torres Strait Islander people
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
2 Portfolio
Length: 2000 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.
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.
The Task
This Portfolio will give you the opportunity to learn more about the nursing role you wish to return to and its broad and specific governance structures. This assignment should be presented as a portfolio using Mahara.
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).
Step 1.1: 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.
Step 1.2: Write a 100-word reflection which: identifies the attributes, skills or credentials that are required to undertake this nursing role identified in Step 1; and compares these attributes, skills or credentials with your own; highlights what you will need to refresh; and what you will need to learn.
Step 1.3: Locate and upload artefacts (certificates, degrees, work history etc.) as evidence of the attributes, skills or credentials you possess.
Step 1.4: Locate and upload artefacts of continuing professional development which directly relates to the reflection in Step 2. Create an annual CPD plan directed at increasing your knowledge and skills 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 in Step 1.
Governance (1000 words approx.)
The 14 National Boards making up the Australian Health Practitioner Regulation Agency jointly constructed guidelines for mandatory notifications. These guidelines apply to all registered nurses.
Step 2.1 Before reading the guidelines, consider what you think they will cover and write down your thoughts. You should consider the scope of the guidelines, which legislation it may be based on, what other guidelines it might be informed by, the definition of mandatory notifications and how the guidelines affect your practice (500 words).
Step 2.2 After you have read the guidelines, write a reflection that answers these broad questions:
• Were there elements that you thought would feature in this policy that were 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 guidelines?
• How do you think these guidelines will affect your professional practice? (500 words)
Week 11 Friday (4 Oct 2019) 5:00 pm AEST
Time should be factored in for uploading and troubleshooting technology.
Exam Week Monday (21 Oct 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 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 clearly. | The student does not 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 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) | |||||
The student demonstrates thorough investigation, reflection and analysis of the profession. The following topics are covered:
| The student demonstrates an investigation, reflection and analysis of a specific nursing role. The following topics are covered:
| The student demonstrates adequate investigation and some analysis of a specific nursing role. The following topics are adequately covered:
| The student demonstrates limited investigation and analysis of a specific nursing role. The following topics are covered:
| There is little/no attempt to investigate and analyse a specific nursing role. The following topics are not covered:
| |
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 are mostly relevant and well aligned to the role (as described by the student).
| CPD activities are mostly relevant and mostly aligned to the role (as described by the student). CPD activites meet NMBA time requirements. | CPD activities are sometimes relevant and aligned with the role (as described by the student). CPD activites 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
- Evaluate nursing roles in contemporary models of healthcare used in Australia
- Knowledge
- Cognitive, technical and creative skills
- Self-management
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?
