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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 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Students must be enrolled in CQ23 or CG41.

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 - 2019

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

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Previous Feedback

Term 1 - 2019 : The overall satisfaction for students in the last offering of this course was 4.2 (on a 5 point Likert scale), based on a 51.04% 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: Email Have Your Say survey Direct comments from students in the sessions
Feedback
Interactive workshops (taking the form of online sessions via zoom. An open forum for students participate in a real time tutorial).
Recommendation
Recommendation: Retain this feature. Rationale: This enhancement was introduced in 2017 and has become a regular feature within this unit. It enhances the learning journey of the student especially distance students who may be feeling isolated and detached due to reduced opportunities to interact in a face to face manner.
Action Taken
The interactive workshops were retained and increased in number.
Source: Email Have Your Say Survey Student comments during the live sessions Poll of students after the session.
Feedback
Interactive sessions addressing the written assessments.
Recommendation
Recommendation: Retain these on-line real-time sessions. Rationale: Using parallel teaching methods, a case study was analysed using the same methods students were encouraged to adopt when preparing and writing up their assignment. This enabled students to progressively write their assignment at the same time they were encountering the theoretical components.
Action Taken
There were eight on-line interactive sessions in total that used a parallel teaching scenario to demonstrate how to link terms and concepts. Each session was structured to emphasise student contribution and interaction. These sessions were popular with on-line attendance as well as a live audience at the campus where the sessions were delivered from.
Source: Email Have Your Say survey
Feedback
Co-ordinator on line sesions
Recommendation
Recommendation: Retain this availability Rationale: Although coordinators have a high online presence within this unit, students do find posting to the forum a challenge(particularly first-year first term students). The coordinator online sessions provide students with the opportunity to "drop in" and ask their question. Some students indicated that they appreciated this option as it gave them confidence in their coordinators as they were able to answer "any question on the spot" and this indicated that the coordinators "knew their material" and it also was a great source of feedback that the student was "on the right track"
Action Taken
The number of coordinator on line sessions was increased. A high online presence was maintained by the coordinator.
Source: Have Your Say survey Email Tutorial feedback
Feedback
Quizzes- presented as five items spread throughout the unit with a weighting of 10% each
Recommendation
Recommendation: Continue with this presentation of quizzes. Rationale: The provision of smaller items of assessment spread throughout the unit gives students the opportunity to obtain progressive and instant feedback on their understanding of the theoretical material. Each quiz scaffolds to the written assessment (which is encouraged to be undertaken in a progressive fashion) and therefore the quiz questions cue the student to core concepts that should be considered when writing the final assignment. Students also indicated that a number of smaller quizzes also assisted in improving their confidence as they were able to monitor their progress readily.
Action Taken
The timing and structure of the quizzes was maintained and continued to scaffold to the sections of the following assessment item.
Source: Have Your Say survey Comments during the interactive sessions
Feedback
Multiple forums for specific questions: Essay forum, Quiz forum, Moodle discussion forum.
Recommendation
Recommendation: Continue with this format style Rationale: Being a large unit, having specific areas where students would easily obtain information and ask questions was more manageable than one Question and Answer forum. Students made these comments in comparison with their experience in other units.
Action Taken
Students appreciated the multiple forums to post and receive information on particular assessment items of weekly materials. These dedicated forums will continue.
Source: Have Your Say survey Comments during coordinator on line sessions
Feedback
Weekly stimulus challenge question in the discussion forum
Recommendation
Recommendation: Continue with this weekly challenge Rationale: By posing a weekly challenge question, students were more confident in focusing on a theory, term or concept to write about. These questions were designed to have the student relate theory to life experiences and everyday situations. The outcome was improved confidence in applying theories and concepts to real life and promoted self-reflection.
Action Taken
A weekly stimulus challenge was maintained in the discussion forum. Many students took up the opportunity to participate in the discussion. The top ten student posts were selected and the students congratulated for exemplary discussion. This practice will continue.
Source: Have Your Say survey
Feedback
The prescribed text.: It is condidered an excellent resource however does not follow the unit structure in exact sequence
Recommendation
Recommendation: Retain the current textbook and continue to highlight the chapter headings for each module. These are already included in the "Read" activity, however, more emphasis could be made. Rationale: Feedback indicates it is user-friendly and relates to the Australian situation giving a good mix of theory, case studies and small self-assessment questions. The unit structure has changed slightly and does not follow the chapter sequence of the textbook. Weekly chapter readings are provided for the student and each chapter of the textbook is covered over the teaching term.
Action Taken
The textbook has been retained with students continuing to appreciate the user friendly structure. A new edition is due for release. There were no indications voicing concern over the sequence of the chapters and the learning materials. This is taken as confirmation that clear communication was received that unit modules did not follow the numerical sequencing of the textbook.
Source: Have Your Say survey Comments from students during interactive sessions Peer review
Feedback
Unit Moodle site format is one of the easiest to navigate
Recommendation
NURS11157 was part of a research project for embedding enhanced e-learning tools. Progressive enhancements made as a result of this and those planned for the future terms should continue to see more improvement to make online delivery, particularly for large units more engaging and enhance student outcomes.
Action Taken
The structure of the Moodle site has been continually updated. The current format will be maintained.
Source: Have Your Say Comments from students during sessions
Feedback
Presenting from different locations and on-campus coordinator visits
Recommendation
Recommendation: Retain and enhance delivery of "in person" contact. Rationale: In 2018, a trial was made of presenting workshops from different campuses. Students (distance and internal) were invited to come to the campus to attend the session and have time to discuss aspects of the unit with coordinators. This proved an invaluable experience for the students and feedback indicated they felt more connected as members of the university.
Action Taken
Due to changes in the teaching team and locations, no presentations were conducted from different campuses. All presentations were delivered on-line from one campus and a live audience also attended on campus.
Source: Have Your Say survey
Feedback
Some students experienced an issue with volume of some resources.
Recommendation
ITD has advised prior to each term that the sound volume is adequate. while there are some issues with MP4 files stored in the "ongoing" library, the move to the new ECHO platform should address this system-wide situation. However, other comments on exemplary aspects included the Zooms and enhanced recordings complete with notes and highlights.
Action Taken
This issue appears to be continuing despite Tasac indicating that all recordings were of an acceptable standard. There were issues with the interactive session recordings were questions came form the audience and were not audible on the recording however, in post-production text captions were added to address this issue. Additional wireless microphone technology will be used in future to address this situation.
Source: Have Your Say survey
Feedback
Issues related to download of learning materials and some students experienced difficulty.
Recommendation
NURS11157 is a large cohort. The library provides a limited number of downloads of chapters of the prescribed text. The unit profile indicates students must have ongoing access to the prescribed text and should NOT rely on access via the electronic version due to license limits. All other learning materials, such as the worksheets, are provided in PDF and a word document version is also available so students do not need to print this resource as it can be saved directly to their desktop for completion.
Action Taken
This term there did not appear to be any issues with accessing the online version of the textbook. Additionally, CROs were made available to students via direct online access to the required chapters as additional resources.
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
Nil.
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
Nil.
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
Nil.
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
Nil.
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
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