Overview
The health needs of offenders in the correctional setting are greater than those of people in the general community. This group often have long-standing physical illnesses and/or mental health issues. Social disadvantage and inadequate health literacy are often contributing factors towards a lower health status. While offenders often have not accessed healthcare before entering prison, they make extensive use of health services provided within prison. Thus, the correctional nurse has a major role in contributing to the current and potential health of the offender through acute and primary health care. This unit explores the role of the correctional nurse in optimising prisoner health in a highly regulated environment. This includes health promotion and health education, triaging and managing acute and chronic physical and mental health conditions and Sexually Transmitted Infection management and tracking.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 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 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 Informal student communication
Good learning resources and links to external resources provided.
Learning resources will be reviewed and updated to maintain currency and relevance to the unit content.
- Identify the range of physical and mental health issues prevalent in the offender population, including those related to sexual and reproductive health and those experienced by Aboriginal and Torres Strait Islander peoples
- Analyse the primary health care role of the correctional nurse
- Identify organisational and cultural barriers to providing treatment for persons with acute or chronic illness in the correctional setting and provide strategies to decrease the impact
- Demonstrate principles of triage, and recognising and responding to clinical deterioration, in simulated scenarios
- Explain the prevalence of communicable diseases in the correctional setting, including Sexually Transmitted Diseases, and evaluate a program and/or strategy designed to minimise this prevalence
- Construct a health education program for an individual offender and/or group of offenders to optimise their health while being imprisoned and/or for returning to the community.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Online Quiz(zes) - 20% | ||||||
| 2 - Case Study - 40% | ||||||
| 3 - Portfolio - 40% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 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 - Case Study - 40% | ||||||||
| 2 - Portfolio - 40% | ||||||||
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.
a.baldwin@cqu.edu.au
b.jensen@cqu.edu.au
t.j.walker@cqu.edu.au
Module/Topic
Women's health in prison (Part A):
Approximately 8% of people in prison in Australia are women and the imprisonment rate for women is increasing across the globe.
This module, as Part A of two modules about women’s health, explores some of the key concepts and topics related to women’s health in the correctional setting, with other key concepts presented as Part B (Module 2).
Chapter
1.1 Prison as a health care opportunity
1.2 reproductive health (including birthing)
1.3 Mothering
Events and Submissions/Topic
Module/Topic
Women's Health (Part B):
Module 2, Women’s Health Part B focusses on sexually transmitted infections (STIs), diagnosis, treatment, long term planning and education. Statistically, women in prison are more likely to be exposed to the risky side effects of their lifestyle outside of prison. Sexual behaviours and poor engagement with health providers increase the likelihood of women in prison being admitted to the centre with a previously undiagnosed or treated sexually transmitted infection.
Chapter
1.1 Syphilis
1.2 Chlamydia
1.3 Gonorrhoea
1.4 Test of Cure
1.5 Trichomonas vaginalis
1.6 Education and management strategies
Events and Submissions/Topic
Module/Topic
Men's Health Part A:
The topic of men’s health in the context of offender health is broad and covers a wide range of sub-topics. For this reason, the topic of men’s health has been broken into two weekly modules, Part A and Part B. This module, Part A, introduces key areas for discussion starting with a broad overview of the key points which are unpacked throughout both Parts A and B.
Chapter
3.1 The causes of men's poor health
3.2 Raising awareness of health and social issues for male prisoners
3.3 Male prisoners - across the lifespan
3.4 Strategic overview of men's health in Australia
Events and Submissions/Topic
Module/Topic
Men's Health Part B:
The previous module, module 3, Men’s health Part A, introduced the topic of men’s health in the context of the prison setting. There are some topics covered in the modules on women’s health that are applicable to men also and for that reason those topics are not revisited in this module. This module will unpack some of the specific men’s health needs, discuss management options and care planning as well as highlighting the importance of opportunistic healthcare in achieving better health and wellbeing for this group of men.
Chapter
4.1 Diseases specific to men
4.2 Maximising opportunities for health interventions
4.3 Opportunistic nursing
4.4 Participation in national and international men's health strategies
Events and Submissions/Topic
Module/Topic
Offender mental health:
There are clear and well documented links between prisons and prisoner mental health. However, it could almost be argued which is the cause and which is the effect – the chicken and egg debate – a bit scrambled with a lack of sunny side up might be one way to describe it. This module discusses some of the daily management practices for prisoners with mental health issues as well as encouraging you to extend your thinking beyond the immediate workplace and consider the strategic approaches.
Chapter
5.1 Prison mental health services - an overview
5.1 Prison mental health services in practice
5.3 Reception and referral
5.4 Medications
5.5 Management for prisoner mental health
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Aboriginal and Torres Strait Islander People's Health in Prison Part A:
| This module, the first of two parts that discuss the health issues of Aboriginal and Torres Strait Islander people in prison, discusses the key issues that have been covered in different contexts in other modules and other units. The Aboriginal and Torres Strait Islander prisoner population remains one of concern alongside the health status of Aboriginal and Torres Strait Islander people more broadly. Whether you have extensive experience in the correctional setting, or your clinical background is in other areas of the health service, much of the core content will be a refresher for you. However, this module and the following one will present discussion about specific areas that correctional nurses encounter in their daily practice as well as encourage critical analysis of current strategies. |
Chapter
6.1 The health of Aboriginal and Torres Strait Islander people in prison - an overview
6.2 Current national strategies to address disparities
6.3 Common health issues in Aboriginal and Torres Strait Islander population - dental caries
6.4 Common health issues in the Aboriginal and Torres Strait Islander population - ear care
Events and Submissions/Topic
Module/Topic
Aboriginal and Torres Strait Islander peoples' health in prison Part B:
Module 7 is the second of two modules that present current understandings and discussion about Aboriginal and Torres Strait Islander people’s health in prison. Module 6 introduced the topic and provided an overview of the current state of thinking on this topic as well as presenting discussion about two of the key health conditions in the Aboriginal and Torres Strait Islander prison population. This module, module 7, follows on from module 6 and presents other key health conditions that are prevalent in the Aboriginal and Torres Strait Islander population that you, as the correctional nurse, can contribute to better health outcomes for through opportunistic testing, treatment, management, and education for self-management.
Chapter
1.1 Chronic kidney disease
1.2 Foetal Alcohol Spectrum Disorder
1.3 Heart disease
1.4 Diabetes mellitus
1.5 Linking to community health strategies
Events and Submissions/Topic
Module/Topic
Vulnerable patients:
This module, module 8, presents content and discussion about working with vulnerable patients of which prisoners are commonly identified in the current literature. However, it is important to firstly unpack what vulnerable is, what it means, and how it will influence the nursing care provided in the correctional setting. Arguably, people who are in need of healthcare, self-identified or not, are by very definition, vulnerable. It should also be borne in mind that by grouping people together as ‘vulnerable’ we are potentially depersonalising and disempowering them which in turn can have a negative impact on the quality of the care and the health outcomes. As you work through the content of this module, adopt a critical analysis stance and unpack some of the general assumptions healthcare professionals make, challenge them and see what new perspectives you uncover.
Chapter
1.1 Defining vulnerability
1.2 How is vulnerable identified?
1.3 Vulnerable patients
1.4 Correctional nurses as advocates and change agents
Events and Submissions/Topic
Module/Topic
Harm minimisation:
This module about harm minimisation, presents content and stimulates discussion about a somewhat controversial topic in offender health circles.
Chapter
9.1 The Harm Minimisation Approach
9.2 Harm minimisation strategies for drug use
9.3 Identifying areas for harm minimisation in prisons
9.4 Harm minimisation and long term care planning
Events and Submissions/Topic
Module/Topic
The deteriorating patient in context:
Correctional nurses possess a central role in early detection, recognition and escalation of consumers presenting with clinical deterioration. Examples of serious prison specific presentations will be woven through the module.
Chapter
10.1 Skillsets to detect deterioration
10.2 Deterioration in the prison setting
10.3 Respiratory system
10.4 Cardiovascular system
10.5 Life threatening injuries
10.6 Abdominal pain
10.7 COVID 19
Events and Submissions/Topic
Module/Topic
Collaboration, consultation and referral:
This module presents discussion and debate about how correctional nurses function within a diverse multidisciplinary team, and creates critical dialogue into the consultation, collaboration and referral pathways that form core business for nurses in the corrections space. The content of this module leads into the final module for this unit, professional identity in correctional nursing, and suggests adopting strategic approaches similar to the formal frameworks in place in other specialty areas. As you work through the content, consider what processes are in place in your workplace, and, taking note of the existing frameworks, consider also how these frameworks can be amended, developed and implemented to further advance the role and scope of the correctional nurse.
Chapter
11.1 Consultation, collaboration and referral frameworks
11.2 Consultation
11.3 Collaboration
11.4 Referral pathways and guidelines
11.5 Professional boundaries and interdisciplinary teams
11.6 Building effective teams
Events and Submissions/Topic
Module/Topic
Professional identity:
The challenges of providing quality health care “behind the bars” are many. Attracting and retaining high-quality health care professionals can also be equally challenging, as this academic journey will have demonstrated.
The correctional health setting offers rich clinical learning opportunities given the numbers of old and young patients with chronic diseases and multiple comorbidities, including infectious diseases and substance abuse issues, and high rates of mental illness, as highlighted over the past 12 weeks.
Chapter
12.1 Professional identity - an overview
12.2 The two paradigms of professional identity
12.3 Establishing your professional identity
12.4 Raising the professional profile of correctional nurses
Events and Submissions/Topic
Professional portfolio Due: Week 12 Monday (4 Oct 2021) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
NURS28003
OPTIMISING HEALTH IN THE CORRECTIONAL SETTING
ASSESSMENT 1
ONLINE QUIZZES
Quizzes open: 0800 (8am) Monday 19th July 2021 (Week 2 of term)
Quizzes close: 1600 (4pm) Friday 8th October 2021 (Week 12 of term)
Completion time: 1 hour for each quiz
Total Weighting: 20%
Length: EACH quiz includes 10 multiple choice OR true/false OR mix and match questions
Unit Coordinator: Adele Baldwin
Learning Outcomes addressed in this assessment:
1. Identify the range of physical and mental health issues prevalent in the offender population, including those related to sexual and reproductive health and those experience by Aboriginal and Torres Strait Islander peoples.
2. Analyse the primary health care role of the correctional nurse
3. Identify organisational and cultural barriers to providing treatment for persons with acute or chronic illness in the correctional setting and provide strategies to decrease the impact.
Assessment Instructions:
Assessment 1 includes five (5) online quizzes that cover the 12 modules that comprise the unit. The quizzes will be available for the duration of the teaching term, allowing students to complete the quizzes as they complete the relevant modules. Each quiz will comprise 10 questions, each worth 2 marks (total marks possible across all quizzes – 100).
Quiz 1 – covers the content from modules 1, 2 and 3
Quiz 2 – covers the content from modules 4+5
Quiz 3 – covers the content from modules 6, 7 and 8
Quiz 4 - covers the content from modules 9+10
Quiz 5 – covers the content from modules 11+12
These are open book quizzes. You can refer to your learning materials at any time during each of the quizzes.
You have a maximum of 60 minutes to complete each quiz. You must complete each quiz in one sitting. Once you start the quiz, you must complete it in 60 minutes. The quiz will automatically close at the end of 60 minutes and will submit your result even if you have not finished.
Please do not refresh or reload your screen as this may close the quiz and record your result.
If you have any technical issues let the unit coordinators know immediately. Take a screenshot or photo of the issue and email it to the unit coordinator. We will assist you with resolving it or refer you to TaSAC for further assistance (toll-free phone number 1300 666 620).
Requirements:
· Computer access with a reliable internet connection.
· Relevant learning materials available to access during the quiz.
Submission:
You will complete this assessment online. Click submit at the end of each quiz and your answers will be automatically submitted. Results for the quiz will be available immediately after the attempt is complete.
5
Fortnightly
Week 12 Friday (8 Oct 2021) 4:00 pm AEST
Individual quiz results will be available on completion of each quiz.
No Assessment Criteria
- Identify the range of physical and mental health issues prevalent in the offender population, including those related to sexual and reproductive health and those experienced by Aboriginal and Torres Strait Islander peoples
- Analyse the primary health care role of the correctional nurse
- Identify organisational and cultural barriers to providing treatment for persons with acute or chronic illness in the correctional setting and provide strategies to decrease the impact
- Demonstrate principles of triage, and recognising and responding to clinical deterioration, in simulated scenarios
- Explain the prevalence of communicable diseases in the correctional setting, including Sexually Transmitted Diseases, and evaluate a program and/or strategy designed to minimise this prevalence
2 Case Study
NURS28003: OPTIMISING HEALTH IN THE CORRECTIONAL SETTING
ASSESSMENT 2: Chronic Disease Case Study
TYPE: Essay
DUE DATE: 1600 (4pm) Friday 10th September 2021 (Week 8 of Term 2)
WEIGHTING: 40%
LENGTH: 2000 words
UNIT COORDINATOR: Adele Baldwin
Learning Outcomes Assessed:
3. Identify organisational and cultural barriers to providing treatment for persons with acute or chronic illness in the correctional setting and provide strategies to decrease the impact.
6. Construct a health education program for an individual offender and/or group of offenders to optimise their health while being imprisoned and/or for returning to the community.
Aim:
The aim of this assessment is for you to demonstrate your understanding of the complex topic of chronic disease management in correctional settings.
Task Description
Background:
Chronic disease management is a significant part of the role of the correctional nurse.
According to the Australian Institute of Health and Welfare (AIHW) (p. 57, 2019), the following statistics report the incidence of the most common chronic diseases in the prison population.
“Almost 1 in 3 prison entrants reported a history of 1 or more selected chronic condition/s”
The following chronic diseases are well-recognised in the correctional setting:
1. Asthma: 1 in 5 entrants reported a history of asthma, with 7 in 10 of those reporting current asthma symptoms/treatment.
2. Arthritis and cardiovascular disease: the same incidence rate reported (1 in 14) with most prisoners reporting a current diagnosis of these diseases.
3. Diabetes: Overall, prisoners reported a history of diabetes at a rate of 1 in 29. However, 1 in 9 Aboriginal and Torres Strait Islander prisoners reported a history of diabetes.
Task Instructions:
Assessment 2 requires you to SELECT one of the topic areas identified above, then WRITE an essay related to that topic.
That is, for this task you will need to:
1. SELECT one of the chronic diseases mentioned above – asthma, arthritis, cardiovascular disease or diabetes.
2. WRITE an academic essay that:
· Outlines the management of the patient (including any health education or promotion) with the chronic disease in the correctional setting, considering short and long term management plans;
· Explains the organisational and cultural barriers that impact on the management of chronic disease in prisons;
· Describes two disease specific strategies implemented in correctional settings to minimise the impact of your selected chronic disease on quality of life outcomes for the patient;
· Discusses how you plan and implement ongoing support for the patient after discharge from prison.
Literature and References
In this assessment use at least 12 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing.
Requirements:
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on each page in a footer.
· You may write in the first-person perspective.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources:
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access the Nursing and Midwifery Guide;
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission:
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria:
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 8 Friday (10 Sept 2021) 4:00 pm AEST
Week 10 Friday (24 Sept 2021)
No Assessment Criteria
No submission method provided.
- Identify organisational and cultural barriers to providing treatment for persons with acute or chronic illness in the correctional setting and provide strategies to decrease the impact
- Construct a health education program for an individual offender and/or group of offenders to optimise their health while being imprisoned and/or for returning to the community.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Ethical and Professional Responsibility
3 Portfolio
NURS28003: OPTIMISING HEALTH IN THE CORRECTIONAL SETTING
ASSESSMENT THREE: PORTFOLIO
TYPE: PROFESSIONAL PORTFOLIO
DUE DATE: 1600 (4pm) Monday 4th October 2021 (Week 12 of Term 2)
WEIGHTING: 40%
Learning outcomes addressed:
1. Identify the range of physical and mental health issues prevalent in the offender population,
including those related to sexual and reproductive health and those experienced by Aboriginal and
Torres Strait Islander peoples
2. Analyse the primary health care role of the correctional nurse
4. Demonstrate principles of triage, and recognising and responding to clinical deterioration, in
simulated scenarios
5. Explain the prevalence of communicable diseases in the correctional setting, including Sexually
Transmitted Diseases, and evaluate a program and/or strategy designed to minimise this
prevalence.
Aim:
The aim of this assessment is for you to provide evidence of ongoing professional learning to enhance your clinical practice.
Assessment Instructions:
There are two key points in this piece of assessment. One, you are required to submit a portfolio that demonstrates your learning over this unit of study, particularly as it relates to your nursing practice. Secondly, your portfolio needs to include a focus on the topic of communicable diseases in correctional settings.
A portfolio is a sample of your professional activities that show how you have gained new knowledge and understanding from your practice, and in this case, from your studies. The Australian College of Nursing (ACN) provide some good advice for nurses about professional portfolios. This can be found at:
https://www.acn.edu.au/membership/acn-professional-portfolio
Unlike the ACN portfolio which is more broad in focus, the portfolio for this assessment should focus on professional development related to the specific topic of communicable diseases.
Assessment Task:
For this assessment task you will be required to present a portfolio of your learning during this unit of study, in relation to management of communicable diseases in the prison population. There is no minimum number of inclusions for the portfolio, but you will need to provide sufficient evidence to demonstrate learning commensurate with your level of practice. For example, you may choose to cover Hepatitis C in the prison population, so all of your inclusions in your portfolio will relate in some way to providing nursing care for people with or at risk of contracting Hepatitis C.
Your portfolio should include:
· Evidence of learning by various means. This may include but not be limited to, your coursework, inservice education, continuing professional development, reflections, journal entries.
· Evidence of how you have participated in providing nursing care for prisoners with communicable diseases. This may include but not be limited to an outline of education sessions you have conducted with groups; individual patient education sessions; and opportunistic learning. You should include where and how you provided patient education, the topics covered, and where possible, some evaluation of the effectiveness of the education.
· Evidence of undertaking simulated clinical scenarios as part of your continuing professional development and maintaining currency in core skills.
· Evidence of participating in education (inservice or otherwise) related to the detection of, and interventions for, the deteriorating patient.
· Relevant resources you have come across that will/are valuable to extending your knowledge in the field.
· An outline of a primary care health strategy/intervention that you could provide in your workplace – for patients/nursing and medical staff/custodial staff.
Literature and References:
In this assessment use at least 12 contemporary references (<5 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing.
Requirements:
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on each page in a footer.
· You may write in the first-person perspective.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
Resources:
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access the Nursing and Midwifery Guide;
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission:
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria:
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 12 Monday (4 Oct 2021) 4:00 pm AEST
Exam Week Friday (22 Oct 2021)
| High Distinction 84.5 – 100% | Distinction 74.5 – 84% | Credit 64.5 – 74% | Pass 50 – 64% | Fail - < 49.5% | |
| Total marks available: 100 marks | |||||
| Portfolio Structure | |||||
Excellent portfolio presentation including double line spaced, 12 point font, page numbers. Consistently accurate with spelling, grammar and paragraph structure. 4.25-5 |
Well-presented portfolio, double line spaced, 12 point font, page numbers, 1 or 2 errors in spelling, grammar or paragraph structure. 3.75-4.2 |
Well-presented portfolio, double line spaced, 12 point font, page numbers, 3 or 4 consistent errors with spelling, grammar or paragraph structure. 3.25-3.7 |
Adequate presentation of portfolio, double line spaced with 12 point font. No page numbers, 4 to 7 consistent errors with spelling, grammar or paragraph structure. 2.5-3.2 |
Poorly presented portfolio. Double spacing not used, 12 point font not used. No page numbers included. Many inaccuracies in spelling, grammar or paragraph structure. <2.45 |
/5 |
Portfolio presentation is both professional and creative, demonstrating high level understanding of the role of portfolios in professional practice. 8.45 - 10 |
Portfolio presentation is mostly professional and creative, demonstrating a good level understanding of the role of portfolios in professional practice. 7.45 – 8.44 |
Portfolio presentation includes some degree of creativity, but professional in nature. Solid level of understanding of the role of portfolios in professional practice is apparent. 6.45 – 7.44 |
Portfolio presentation includes minimal creativity but is presented professionally. A basic level of understanding of the role of portfolios in professional practice is apparent. 4.95 – 6.44 |
Portfolio presentation is not professionally presented and no creativity is apparent. Poor understanding of the role of portfolios in professional practice is apparent. <4.95 |
/10 |
Organisation and structure is clear and easy to follow. Content is clearly relevant to the topic, the approach clearly and comprehensively addresses the topic and the evidence is logically presented. All examples in the portfolio are directly related to the ongoing professional development for nursing care of people with communicable diseases in correctional settings. 12.69 - 15 |
Organisation and structure is clear. Content is relevant to the topic, the approach clearly addresses the topic and the evidence is logical in presentation. All examples in the portfolio are related to the ongoing professional development for nursing care of people with communicable diseases in correctional settings, although there are areas where the links could be stronger. 11.13 – 12.68 |
Organisation and structure is appropriate. Content is appropriate and addresses the topic and the evidence for the most part, is presented logically. Most examples in the portfolio are directly related to the ongoing professional development for nursing care of people with communicable diseases in correctional settings. 9.69 – 11.12 |
Organisation and structure allow misinterpretation of the meaning of the content. Content addresses the topic the argument is at times repetitive or lacks cohesion. Some examples in the portfolio are related to the ongoing professional development for nursing care of people with communicable diseases in correctional settings. The relevance of the examples to the topic is not clear in parts. 7.43 – 9.68 |
Organisation and structure detract from the meaning of the content. Content is irrelevant and or does not address the topic. There is a lack of cohesion. The links between the provided examples and the nursing care of people with communicable diseases in correction settings are not apparent. <7.43 |
/15 |
| Content – | |||||
Credibility of portfolio content in relation to the assessment topic is evident. All statements in relation to existing best practice are verifiable in the referenced literature. Portfolio content clearly illustrates the professional understanding and individual growth of the author. 42.5-50 |
Credibility of portfolio content in relation to the assessment topic is evident in most parts of the portfolio. Most statements in relation to existing best practice are verifiable in the referenced literature. Portfolio content clearly illustrates the professional understanding and individual growth of the author. 37.5-42.25 |
Credibility of portfolio content in relation to the assessment topic is evident in some parts, although the statement impacts are limited by vague links to current best practice. All statements in relation to existing best practice are verifiable in the referenced literature. Portfolio content illustrates the professional understanding and individual growth of the author. 32.5-37.25 |
Credibility of portfolio content in relation to the assessment topic is only vaguely evident throughout. Broad statements are provided and the links to existing best practice are not readily verifiable in the referenced literature. Portfolio content illustrates basic professional understanding and limited individual growth of the author. 25-32.25 |
Credibility of portfolio content in relation to the assessment topic is not apparent. Broad statements are provided with limited/no support from the existing literature. Portfolio content does not adequately demonstrate basic professional understanding and/or individual growth of the author. <24.5 |
/50 |
| Referencing | |||||
Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations. 8.5-10 |
1 or 2 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. 7.5-8.25 |
3 or 4 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. 6.5-7.25 |
5 or 6 inconsistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. 5-6.25 |
Referencing is not consistent with APA style. Many inaccuracies with in-text referencing to support and reflect all ideas, factual information and quotations. <4.75 |
/10 |
A minimum of 12 up-to-date references used including 10 up-to-date journal articles as well as relevant books and web sites. Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines APA style. 8.5-10 |
A minimum of 10 references used including 8 up-to-date journal articles as well as relevant books and web sites. Reference list appears in alphabetical order and consistently adheres to reference list presentation guidelines APA style. 7.5-8.25 |
A minimum of 10references used including 8 journal articles as well as relevant books and web sites. Reference list appears in alphabetical order and mostly adheres to reference list presentation guidelines APA style. 6.5-7.25 |
A minimum of 8 references used including 4 journal articles as well as relevant books and web sites. Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines APA style. 5-6.25 |
Fails to, or there are infrequent attempts to, integrate up-to-date references to support and reflect ideas, factual information and quotations. Less than 10 journal articles not sourced. Relevant web sites not used. Reference list appears in no alphabetical order and does not adhere to reference list presentation guidelines APA style. <4.75 |
/10 |
- Identify the range of physical and mental health issues prevalent in the offender population, including those related to sexual and reproductive health and those experienced by Aboriginal and Torres Strait Islander peoples
- Analyse the primary health care role of the correctional nurse
- Demonstrate principles of triage, and recognising and responding to clinical deterioration, in simulated scenarios
- Explain the prevalence of communicable diseases in the correctional setting, including Sexually Transmitted Diseases, and evaluate a program and/or strategy designed to minimise this prevalence
- 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?
