ALLH11006 - Life Course Development for Health Professionals

General Information

Unit Synopsis

In this unit, you will describe and study changes, continuity and growth that occurs in human development from infancy to older age. You will learn the complexities of development, including theoretical frameworks for understanding patterns of transition and constancy across the human life course. You will discuss the biological, physical, psycho-social, cognitive, cultural and contextual factors affecting development. You will be introduced to concepts and terminology used in life course development. Implications of life course development issues for health professional practice will be explored. You will be provided a sound foundation for understanding expected life course events and a basis for learning about atypical life course occurrences in subsequent units.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2024

Term 2 - 2025 Profile
Bundaberg
Online
Rockhampton

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Online discussion forum 15%
2. Case Study 40%
3. Presentation 45%

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

Past Exams

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Previous Feedback

Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 67.57% (`Agree` and `Strongly Agree` responses), based on a 26.03% response rate.

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.

Source: Student Unit and Teaching Evaluation
Feedback
The Moodle page for this unit was less organised than other units, and resources were sometimes difficult to find.
Recommendation
It is recommended that the Moodle page for this unit be revised, to replicate other first year ALLH units. It is recommended that the Moodle page be simplified so that content can be more easily located.
Action Taken
The content for this unit was entirely rewritten in 2023 and the Moodle page was designed to be more user friendly.
Source: Student Unit and Teaching Evaluation
Feedback
Students found some quiz questions were ambiguous.
Recommendation
It is recommended that quiz questions are reviewed and revised for clarity.
Action Taken
All quiz questions were reviewed and revised for clarity in 2023.
Source: Student Unit and Teaching Evaluations
Feedback
There were too many quiz questions for the time allocated.
Recommendation
It is recommended that the online quiz assessment task in this unit be revised for future offerings of this unit.
Action Taken
In Progress
Source: Student Unit and Teaching Evaluations
Feedback
The requirements of assessment tasks could have been clearer.
Recommendation
It is recommended that the Unit Coordinator emphasise that assessment requirements are discussed in depth at the weekly tutorials.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Describe changes that occur across the human life course: infancy, early and middle childhood, adolescence, adulthood and older adulthood.
  2. Explain the impact of physical, biological, cognitive, psychosocial, cultural and contextual factors that relate to life course development.
  3. Create case reports that integrate knowledge of life course development concepts for health professional practice.

The content of this unit will allow students to progress towards meeting The Australian Competency Standards for New Graduates (OT Australia 2010), ANZPAC Accreditation Criteria C.Curriculum and Assessment 2.2 Lifespan Physiological Changes, Australian Standards for Physiotherapy (APC, 2006) and Standard 5.1 for Clinical Best Practice (APA 2011). The learning outcomes will contribute to the foundation knowledge required for the Competency Assessment in Speech Pathology (COMPASS®) and the Competency Based Occupational Standards for Speech Pathologists (CBOS, 2011). Unit Learning outcomes link directly to:

Competency Based Occupational Standards for Speech Pathology (CBOS, 2011):

  • Unit 1 Assessment- Elements 1.1

Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:

  • Unit 1 Reasoning- Elements 1.2
  • Unit 2 Communication- Elements 2.1 and 2.2
  • Unit 3 Learning- Elements 3.1, 3.2 and 3.3
  • Unit 4 Professionalism- Elements 4.1

World Federation of Occupational Therapy guidelines (2004) suggest that the order of units in occupational therapy courses should ensure the student learning journey is sequential. Unit learning outcomes link directly to Occupational Therapy Australia competencies for Professional Attitudes and Behaviours as listed below:

1.4 Promotes and facilitates occupation though application of professional knowledge, skills, attitudes and evidence appropriate to the practice context

1.5 Incorporates best available research evidence and professional reasoning into occupational therapy practice

1.7 Demonstrates professional knowledge, skills and attitudes appropriate for the working environment

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Online discussion forum •
2 - Case Study • •
3 - Presentation • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1 - Communication • • •
2 - Problem Solving • • •
3 - Critical Thinking • • •
4 - Information Literacy • • •
6 - Information Technology Competence • • •
7 - Cross Cultural Competence • • •
8 - Ethical practice • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10