ALLH11006 - Life Course Development for Health Professionals

General Information

Unit Synopsis

This unit will describe and study changes, continuity and growth that occurs in human development from infancy to older age. It will give an overview of the complexities of development, including theoretical frameworks for understanding patterns of transition and constancy across the human life course. Biological, physical, psycho-social, cognitive, cultural and contextual factors affecting development will be discussed. 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. This course will provide a sound foundation for understanding expected life course events. It will provide a basis for learning about atypical life course occurrences in subsequent courses.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution 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 1 - 2020

Term 2 - 2020 Profile
Online
Rockhampton
Term 2 - 2021 Profile
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 Quiz(zes) 10%
2. Written Assessment 40%
3. Online Quiz(zes) 10%
4. Written Assessment 40%

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

No previous feedback available

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: 2018 'Have your Say' survey
Feedback
Restructure the content so that each lecture is dedicated to each of the life stages covered.
Recommendation
It is recommended that each lecture align with a life stage to be covered. Some life stages were covered across two lectures, which lead to an overemphasis on some content and slowed down the delivery of the content across the semester.
Action Taken
Whilst this recommendation was valid and would have resulted in improvements within this unit, it was not actioned. Instead, a complete restructure of the unit was implemented, which resulted in significant student dissatisfaction.
Source: 2018 'Have your Say' survey
Feedback
Students found the weekly tutorials valuable in reinforcing their knowledge, and as an opportunity for interaction and engagement in addressing content and assessment questions.
Recommendation
It is recommended that weekly tutorials continue to be a core part of the delivery of course material for this unit. This will allow distance students (who make up greater than 50% of the cohort) an opportunity to regularly interact with the lecturer.
Action Taken
The weekly tutorials were continued as they were found to be of benefit, especially to distance students, in previous years. However, as a result of a significant change to the way in which the unit was delivered, very few students participated in the tutorials or found them beneficial.
Source: 2018 'Have your Say' survey
Feedback
Students reported that the format of two smaller assessment pieces (rather than one large assessment) assisted their learning. This allowed them to take on board feedback from the first assessment so that they could excel in the second assessment. In doing this they were able to address the criteria of the second assessment with confidence.
Recommendation
It is recommended that the written assessments continue as two small assessments staggered throughout the semester.
Action Taken
The number of assessment tasks within this unit did not change. Unfortunately, feedback on assessment task 1 was delayed which meant students were unable to learn from their first assessment prior to commencing their second assessment task.
Source: Head of Course (HOC) Allied Health
Feedback
This unit requires a complete review. As a first-year service unit delivered to 150+ students across five Allied Health disciplines, it is essential this work be prioritised.
Recommendation
It is recommended that this unit undergo a complete review and that it be given the attention and support that it needs. As a first-year service unit delivered to 150+ students across five Allied Health disciplines, it is essential this work be prioritised.
Action Taken
Nil.
Source: Head of Course (HOC) Allied Health
Feedback
This unit has been delivered by three different academics over the past three years resulting in a significant decline in student satisfaction across all categories. As such, it is recommended that this unit be assigned to a continuing staff member who can invest the necessary time and energy into this unit that is needed.
Recommendation
It is recommended that this unit be assigned to a continuing staff member who can invest the necessary time and energy into this unit that is needed.
Action Taken
Nil.
Source: Have Your Say survey
Feedback
Assessment tasks were confusing and changed various times throughout the term, making it difficult to complete with confidence.
Recommendation
It is recommended that assessment tasks be finalised prior to the beginning of term, and that no changes occur to the assessment tasks once the term commences.
Action Taken
Nil.
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 Quiz(zes)
2 - Written Assessment
3 - Online Quiz(zes)
4 - Written Assessment
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
2 - Written Assessment
4 - Written Assessment
1 - Online Quiz(zes)
3 - Online Quiz(zes)