NURS12163 - Chronic Health and Community Care

General Information

Unit Synopsis

In this unit, you will examine chronic health conditions that may affect people across the lifespan. You will learn to recognise symptoms that commonly lead to an exacerbation or worsening of a chronic health condition. Taking into consideration individual socio-cultural and lifestyle choices, you will assist people living with a chronic health condition to implement self-management strategies and develop care plans from a person-centred, community, family and health care service perspective to minimise exacerbations. You will develop a discharge/education plan utilising aspects of behavioural change, psychosocial support and health literacy aimed at effecting change and supporting a person's self-management of chronic illness taking into consideration the roles of other members of the interdisciplinary care team.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisites:

NURS12161 Professional Experience Placement 2 or NURS12156 Clinical Practice 2

BIOH12011 Pathophysiology and Pharmacology 1 or BIOH11006 Advanced Anatomy and Physiology and NURS12154 Pharmacology for Nursing Practice.

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 - 2023

Term 2 - 2023 Profile
Online
Rockhampton
Term 2 - 2024 Profile
Brisbane
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) 20%
2. Written Assessment 30%
3. 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 2 - 2022 : The overall satisfaction for students in the last offering of this course was 51.28% (`Agree` and `Strongly Agree` responses), based on a 20.60% 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: self-reflection
Feedback
First time h5p activities used and used only one type.
Recommendation
Incorporate different types of h5p activities to engage students and support different learning styles. Also, h5p activities will be reviewed to condense, reducing the number of activities while still keeping the content required for critical thinking and analysis.
Action Taken
Incorporated different h5p activities to engage students and support different learning styles. Also, h5p activities were reviewed to streamline reducing the number of activities while keeping the content per curriculum requirements and LOs, together with requirements for critical thinking and analysis.
Source: Self-reflection
Feedback
Assessment one quiz too broad and questions confusing to students. Also, questions were able to be deleted.
Recommendation
Review vignettes and questions to streamline and clarify. Discuss with IT how to prevent deletion of questions by students.
Action Taken
Quiz vignettes were reviewed to give more clarity. No way to prevent the deletion of questions by students. However, a warning was placed at the top of each vignette to alert students. This appeared to work, as this was not a problem this term.
Source: Self-reflection
Feedback
MicrosoftTeams (MSTs) confusing and overwhelming for some students.
Recommendation
We will continue to use teams as many graduate nurses will be expected to use this system in their working environments as nurses. However, the number of channels will be reduced from weekly topics to; general, assessments, learning activities, and moodle channels. A 'how to' guide' will be developed and added to the next iteration of the unit.
Action Taken
Microsoft Teams was continued, and the number of channels was reduced. A how-to guide was included in the orientation tiles.
Source: Student
Feedback
Mixed feedback on navigation of unit using lessons. Some saying it was easy to navigate and others finding it difficult.
Recommendation
Lessons will be continued to be used within the unit as CQU Renew encourages new ways to engage students, and discourage downloadable resources as it is important to have students engage with content online. Using electronic ways of documenting will prepare students for using electronic documentation when they arrive in the industry.
Action Taken
Moodle set up was moved from Moodle lesson format to h5p lesson format. Different resources and learning materials continue to be used to engage all students.
Source: Student
Feedback
h5p activities within the moodle site.
Recommendation
Different types of h5p activities will be utilised to engage students and support different learning styles in the next iteration. Also, h5p activities will be reviewed with the intent to consolidate essential content into a reduced number of activities.
Action Taken
Incorporated different h5p activities to engage students and support different learning styles. Also, h5p activities were reviewed to streamline reducing the number of activities while keeping the content per curriculum requirements and LOs, together with requirements for critical thinking and analysis.
Source: Student
Feedback
'I just wanted to take the opportunity to say I am really enjoying this style of learning. This flipped classroom style is really helping to improve my critical thinking.'
Recommendation
The 'flipped classroom' approach is used as an evidence-based teaching method. This allows for the development of critical thinking which is important within the role of a nurse. This method of teaching will remain, however, a review of how this is incorporated will take place.
Action Taken
The flipped classroom was continued. Preparation for this zoom session was reviewed and streamlined. Rockhampton international student tutorial was included in this session.
Source: Self-reflection
Feedback
Not all learning outcomes covered by both assessments in the unit which required reattempts of assessments to take place.
Recommendation
To ensure all learning outcomes are addressed it was discussed with HOC and a decision to have three assessment items was made. This change will take place from T2 2022.
Action Taken
The learning outcomes were changed to ensure all were assessed appropriately. A UUP was submitted and approved for the changes to be undertaken in consultation with HoC and Ho College.
Source: Student feedback
Feedback
'I loved the content and it was extremely relevant. The new Moodle layout was great for guiding learning. Also, good job keeping the Zooms engaging even though there were sometimes very few students online. And I noticed amazing teamwork between the unit coordinators and tutors'
Recommendation
Due to changes in LO1 the content will be reviewed and updated. The layout and the zoom sessions will remain and the flipped classroom will be continued.
Action Taken
The unit was reviewed, and content was taken out, changed and restructured to align with the new changes.
Source: Student feedback
Feedback
'Quality up to date resources and references throughout the unit that helped to complete assessment tasks'
Recommendation
Resources and references will be reviewed every term to ensure they align with assessments and content.
Action Taken
Resources and references were reviewed as they are every year. Ensure the unit remains up-to-date and contemporary.
Source: Student feedback
Feedback
'I love the setup of moodle - clicking through and completing the modules online was fantastic. It made learning really easy and I knew what exactly I was supposed to be taking from the learning materials. I also liked the fact that there were different types of learning materials, suiting all learning types. I appreciate the teaching staff and how approachable they were and they were easy to relate to and discuss topics with'
Recommendation
Moodle set will move from Moodle lesson format to h5p lesson format. Different resources and learning materials will continue to be used to engage all students.
Action Taken
Moodle set-up was moved from Moodle lesson format to h5p lesson format. Different resources and learning materials continue to be used to engage all students.
Source: Student feedback
Feedback
'I just wanted to say how much I just love that so many of our units interlink with each other. It has been set out so well. In week 3 of Mental Health, we looked at different communication and interviewing techniques and even though they are focused on MH, they sure apply to all aspects of nursing, especially in the community setting. This ties in so well with Week 4 in Chronic care. The flow across the units is great and this is a big plus when it comes to finding info for assessments too.'
Recommendation
This unit will continue to be reviewed against all others in the BN in order to ensure scaffolding remains and links to others units are evident.
Action Taken
This unit was reviewed against all others in the BN to ensure that scaffolding remained appropriate and that links to other units were evident.
Source: Student
Feedback
"I really enjoyed the case studies this term, I found them really helpful in thinking more wholistic as a nurse and gaining a broader view of the lived experiences of ill health. I hope you continue to offer case studies to future students as I found these incredibly helpful in my learning."
Recommendation
Case studies are to continue to be used to facilitate learning and engage students.
Action Taken
Nil.
Source: Student
Feedback
"Overall, I found this unit informative, interesting, and applicable to real-life nursing practice. The lecturers were responsive and helpful. Thank you ladies for a great semester."
Recommendation
Unit content and structure will continue in the same setup.
Action Taken
Nil.
Source: Student
Feedback
"The tutorials were too long so I preferred to watch the recordings; the audio setup in the Rockhampton's room made it very difficult to hear the students even when they came to the front."
Recommendation
Tutorials to return to weekly online zoom sessions and the Rockhampton tutorials will not be linked in.
Action Taken
Nil.
Source: Student
Feedback
"I enjoyed the entire subject and learned a lot, the lecturers were informative, however, I find the flipped classroom techniques difficult and prefer normal classroom lectures."
Recommendation
The use of the flipped classroom will be reviewed in accordance with feedback from students
Action Taken
Nil.
Source: Coordinator
Feedback
Many students struggled with time allocation for Assessment One Quiz.
Recommendation
A review of the quiz and the time allocated will take place in collaboration with DDLT and ILD.
Action Taken
Nil.
Source: Cordinator
Feedback
Clarity of assessment items one and two
Recommendation
These will be reviewed every term to ensure further clarity for students.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Identify factors associated with the early recognition of an acute exacerbation of a chronic health condition and plan relevant nursing care
  2. Evaluate interventions to influence socio-cultural and lifestyle choices of individuals
  3. Incorporate the lived experience of a person with a chronic health condition when collaboratively planning care
  4. Develop a collaborative discharge/education plan for a consumer who has a health challenge associated with the National Health Priority Areas (NHPA).

Content in this unit incorporates a number of professional nursing requirements

Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice

Thinks critically and analyses nursing practice

Maintains the capability for practice

Develops a plan for nursing practice

Evaluates outcomes to inform nursing practice

Nursing and Midwifery Board of Australia Nursing Code of Conduct

Legal compliance

Person-centred practice

Cultural practice and respectful relationships

Professional behaviour

Research in health

Health and wellbeing

International Council of Nursing Code of Ethics for Nursing

Nurses and People

Nurses and Practice

Nurses and the Profession

Nurses and co-workers

National Safety and Quality Health Service Standards

Clinical governance

Partnering with consumers

Preventing and Controlling healthcare-associated infection

Medication safety

Comprehensive care

Communicating for safety

Recognising and responding to acute deterioration

Patient Safety Competency Framework

Person-centred care

Therapeutic communication

Cultural competence

Teamwork and collaborative practice

Clinical reasoning

Evidence-based practice

Preventing, minimising and responding to adverse events

Infection prevention and control

Medication safety

Aged Care Quality Standards

Consumer dignity and choice

Ongoing assessment and planning with consumers

Services and supports for daily living

Organisation’s service environment

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Online Quiz(zes) • •
2 - Written Assessment • • •
3 - Written Assessment • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Communication •
3 - Critical Thinking • • • •
5 - Team Work •
6 - Information Technology 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