Viewing Unit History

The information below is relevant from 06/03/2017 to 05/11/2017
Click Here to view current information

NURS11157 - Lifespan Approach to Health and Wellness for Nursing

General Information

Unit Synopsis

This unit adopts a lifespan approach to introduce you to a variety of developmental theories including biological, psychological and social elements. Illness prevention and health promotion models relevant to registered nurses are also examined. You will have the opportunity to critically analyse and apply these theoretical concepts through interaction with peers and others through a variety of mediums.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 1
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 2 - 2017

Term 2 - 2017 Profile
Distance
Term 1 - 2018 Profile
Bundaberg
Distance
Rockhampton
Term 2 - 2018 Profile
Bundaberg
Distance
Rockhampton
Term 1 - 2019 Profile
Bundaberg
Online
Rockhampton
Term 2 - 2019 Profile
Bundaberg
Online
Rockhampton
Term 1 - 2020 Profile
Bundaberg
Online
Rockhampton
Term 2 - 2020 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. Practical and Written Assessment 50%
2. Written Assessment 50%

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

To view Past Exams, please login
Previous Feedback

Term 1 - 2020 : The overall satisfaction for students in the last offering of this course was 4.3 (on a 5 point Likert scale), based on a 42.47% 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: HAVE YOUR SAY SURVEY
Feedback
A few students indicated the sound recording of the interactive sessions was sometimes difficult to hear.
Recommendation
These resources have been reviewed by the information technology services and found to be adequate. Additional steps to address the issue experienced by some students included providing text captions in edited versions of zoom sessions and presentations. Live interactive workshops are recorded however, audience questions are not sometimes audible on the recording. Text captioning has been included when editing these recordings. Additional software and technology will be utilised to try to boost recording volume.
Action Taken
Additional resources have been developed to enhance the sound amplification of recordings. The main issue with sound recordings was related to the workshops. These sessions were designed to have realtime participation and it remained difficult to hear questions from other students online. More visual inclusions were made in the edited Zoom sessions emphasise key points. Text comments for the student's questions were also added in the post-production editing.
Source: HAVE YOUR SAY SURVEY
Feedback
Feedback indicated that the quizzes relate to material encountered in earlier modules rather than on a week by week basis.
Recommendation
The quizzes are positioned to scaffold to the written assessment. To reduce the number of assessable items, quizzes have been positioned to cover a number of modules. Quizzes are an “open book” design and have time limits. While there is insufficient time to undertake the learning activity during the quiz, the timeframes provided enable the students to locate key terms and concepts that they have previously encountered during the quiz. To assist with revision, summary sheets will be provided to students on a weekly basis highlighting key terms and concepts.
Action Taken
The changes in the assessment format meant that quizzes were reduced to two and covered a wider number of chapters of the prescribed text. The teaching schedule was significantly altered to accommodate this. The change occurred despite student's preference for five smaller revised assessment structure composed of quizzes covering only a few chapters as previous offerings. As this the last term this unit will be offered, the revised assessment structure from term 1 was maintained.
Source: HAVE YOUR SAY SURVEY
Feedback
The student does not know the correct answer to the quiz questions.
Recommendation
An indication of correct and incorrect responses is provided as immediate feedback after the student submits their quiz attempt. Students are invited to discuss any concerns relating to specific questions with the coordinator after the quiz closes.
Action Taken
Students were invited to challenge quiz responses if they had concerns over the selected best-fit answer. All challenges were considered after the quiz had closed. There were less than five challenges to questions with the students being provided with the specific page number and an accompanying rationale as to why their selection remained incorrect. In all cases students indicated, students indicated they could clearly see why their selected response was not best-fit answer. Student feedback indicated they welcomed the opportunity to challenge a question response and indicated they learnt more from that experience than simply being given the correct solution with no follow-up discussion.
Source: HAVE YOURSAY SURVEY
Feedback
Students found some of the wording of the quiz questions challenging
Recommendation
Negatively framed questions (e.g. "Which is NOT an example of ...?") were found to be the most challenging. These type of questions will be kept to a minimum. The timeframes provided enable students to carefully read the question and consider their responses. Students will be encouraged to utilise the full allocation of time to undertake these assessments items.
Action Taken
These questions infrequently used in the quizzes. In instances where they have selected the word NOT was placed in capitals and highlighted. Students were reminded to carefully read the question. There were no instances of challenges to these types of questions.
Source: HAVE YOUR SAY SURVEY
Feedback
Students new to online learning found Moodle difficult to navigate.
Recommendation
Students who are new to technology-based learning appear to find the Moodle platform a challenge. Additional sessions, commencing in week one will be provided to assist students to gain confidence with the features of Moodle and locating the requires information within the system.
Action Taken
Students were provided with an AV navigation video to help familiarise with Moodle. In the early weeks of the unit also have a drop-in session where students could ask questions and receive immediate direction to the Moodle site. Feedback from student indicated that this Moodle site was well set out and easy to use.
Source: HAVE YOUR SAY SURVEY
Feedback
Repeating students indicated the changed structure of the unit was more difficult than the earlier term and this impacted on their results.
Recommendation
Term 2 is the final term this unit will be undertaken by students. The move to the new curriculum will address this situation. Term 2 will continue with the same approved assessment structure with additional workshops provided to the students.
Action Taken
Nil.
Source: HAVE YOUR SAY SURVEY and email
Feedback
Students reported that the interactive workshops were of great benefit in providing a forum to interact with lecturers and discuss material.
Recommendation
The interactive workshops should be continued.
Action Taken
Nil.
Source: Email, personal statements in workshops, HAVE YOUR SAY survey
Feedback
Students were challenged by the isolation requirements for COVID-19.
Recommendation
Increased social spaces embedded within Moodle were provided to foster student engagement and these appear to have been well utilised. Additional online presence of coordinators also gave further opportunities for connection by students. This will be continued.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Connect lifespan developmental theories to the nursing care of individuals and families.
  2. Within a nursing context apply lifespan developmental theories to inform strategies for health promotion and illness prevention to support individuals and families.
  3. Use the principles of cultural awareness to develop strategies to communicate effectively with individuals and families.

The Learning outcomes are linked to the Australian Nursing & Midwifery Accreditation Council (ANMAC) Standards for registered nurses and the Nursing and Midwifery Board of Australia (NMBA) registered nurse practice.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Practical and Written Assessment
2 - 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
1 - Practical and Written Assessment
2 - Written Assessment