Course Outline
HLT101 Health and Wellness across the Lifespan
Course Coordinator:Roslyn Prichard (rprichar@usc.edu.au) School:School of Health - Nursing
2023Semester 2
UniSC Sunshine CoastUniSC Moreton BayUniSC Caboolture |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
Promoting health and wellbeing is central to nursing practice. Taking a lifespan approach, you will develop an understanding of health promotion and an appreciation of the social determinants of health as they influence health outcomes. Strategies to improve health and wellbeing through public health policy, health promotion strategies, and nursing’s role in that endeavour will be investigated. Alongside this, you will explore relevant quality and safety standards as they apply to provision of health care across the lifespan.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – Online asynchronous learning and teaching materials. | 1hr | Week 1 | 13 times |
| Tutorial/Workshop 1 – On campus tutorial | 2hrs | Week 1 | 13 times |
Course Topics
- Nursing and midwifery roles in health care – the Australian health care system.
- Lifespan theories to support nursing practice. Use of discipline specific databases.
- Principles of health promotion and preventative health care.
- Caring for contemporary families across the lifespan. Developing caring communication.
- Key legislative, policy initiatives and standards that frame nursing practice.
- Aboriginal and Torres Strait Islander Health. Principles of social justice.
- Health priorities – The perinatal period.
- Health priorities – Infancy and childhood.
- Health priorities – Adolescent health.
- Health priorities – Adults and older people.
- Health priorities – Ageing and the older person.
- Health care in global contexts. UN Sustainable Development Goals. International Indigenous health perspectives.
- Telehealth privacy and policy. Recap and review links to future practice-
What level is this course?
100 Level (Introductory)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Nursing and Midwifery Board of Australia | |
| 1 | Apply knowledge of lifespan development in the provision of health care. | Knowledgeable |
1, 1.1, 1.2, 1.3, 2.3, 2.5, 2.7, 4.1, 4.2, 4.3, 4.4, 5, 5.1, 6, 6.1 |
| 2 | Identify key health priorities and health promotion principles and use these to develop evidence-based health promotion practices. | Creative and critical thinker |
1.3, 2.3, 2.4, 2.5, 3.2, 3.7, 4.3 |
| 3 | Recognise and apply principles of equity, self-determination, rights and access as these explain health inequalities across the lifespan. | Ethical |
1, 1.3, 2.2, 2.3, 2.4, 2.5, 4.1, 4.2, 4.3 |
| 4 | Discuss health inequalities and their implications for Aboriginal and Torres Strait Islander families and developing culturally safe practice. | Sustainability-focussed |
1.1, 1.3, 2.2, 2.3, 2.7, 3.7, 4.1, 4.3 |
| 5 | Describe relevant quality and safety standards as they apply to the provision of health care across the lifespan. | Engaged |
1.1, 1.4, 1.5, 1.6, 1.7, 3, 6, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 |
| 6 | Apply principles and practices of academic writing and referencing. | Ethical |
4.4
|
* Competencies by Professional Body
| CODE | COMPETENCY |
| Nursing and Midwifery Board of Australia | |
| 1 | Standard 1: Thinks critically and analyses nursing practice |
| 1.1 | The RN accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice |
| 1.2 | The RN develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice |
| 1.3 | The RN 1.3 respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures |
| 1.4 | The RN complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions |
| 1.5 | The RN uses ethical frameworks when making decisions |
| 1.6 | The RN maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations |
| 1.7 | The RN contributes to quality improvement and relevant research |
| 2.2 | The RN communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights |
| 2.3 | The RN recognises that people are the experts in the experience of their life |
| 2.4 | The RN provides support and directs people to resources to optimise health related decisions |
| 2.5 | The RN advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity |
| 2.7 | The RN actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centred care |
| 3 | Standard 3: Maintains the capability for practice |
| 3.2 | The RN provides the information and education required to enhance people’s control over health |
| 3.7 | The RN identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people |
| 4.1 | The RN conducts assessments that are holistic as well as culturally appropriate |
| 4.2 | The RN uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice |
| 4.3 | The RN works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral |
| 4.4 | The RN assesses the resources available to inform planning |
| 5 | Standard 5: Develops a plan for nursing practice |
| 5.1 | The RN uses assessment data and best available evidence to develop a plan |
| 6 | Standard 6: Provides safe, appropriate and responsive quality nursing practice |
| 6.1 | The RN provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people |
| 6.2 | The RN practises within their scope of practice |
| 6.3 | The RN appropriately delegates aspects of practice to enrolled nurses and others, according to enrolled nurse’s scope of practice or others’ clinical or non- clinical roles |
| 6.4 | The RN provides effective timely direction and supervision to ensure that delegated practice is safe and correct |
| 6.5 | The RN practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation |
| 6.6 | The RN uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Enrolled in program SC392
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Practice quiz, weekly recaps and summative quiz completion in week 3 will provide early feedback on learning.
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1 | Quiz/zes | Individual | 20% | There will be four quizzes over the course of the semester. Each quiz will contain 10 multiple choice questions to be answered over 20 minutes and will be worth 5% of your total mark for the course |
Throughout teaching period (refer to Format) | Online Test (Quiz) |
| All | 2 | Oral and Written Piece | Individual | 35% | Narrated presentation (5 minutes) and 1 page summary (1000 word) using the template provided. |
Week 8 | Online Assignment Submission with plagiarism check |
| All | 3 | Case Study | Individual | 45% | 2,000 words |
Week 12 | Online Assignment Submission with plagiarism check |
| All - Assessment Task 1:Summative quiz series | |
| Goal: | Demonstrate your understanding of key elements of the course content in weeks 1 to 9 related to human development, key health priorities, the principles of health promotion and social justice as well as the principles of academic writing and referencing and the ethical use of intellectual property. |
| Product: | Quiz/zes |
| Format: | A series of four quizzes will open sequentially through the semester. Each quiz will remain open for five days and students will have 20 minutes to complete the questions. Three attempts will be allowed and the highest of the three scores will be recorded |
| Criteria: |
|
| All - Assessment Task 2:Narrated Presentation and Summary | |
| Goal: | Demonstrate understanding of key theories and concepts as they explain human development, and underpin approaches to health promotion and healthcare across the lifespan. |
| Product: | Oral and Written Piece |
| Format: | You will explore a health promotion topic relevant to a particular life stage, portrayed in a recent media publication. You will prepare a narrated presentation that will articulate your analysis of a relevant health topic, health promotion activity,and relevant theory of development. You will submit a single power-point slide, a five minute audio presentation, and a summary sheet using the template provided. Your summary sheet will include a reference list and in-text citations using the current APA 7 referencing style |
| Criteria: |
|
| All - Assessment Task 3:Intergenerational case study | |
| Goal: | Apply your knowledge of lifespan development theory, the principles of health promotion and social justice, to the provision of health care in response to a case study. Identify and describe key health priorities applicable to the case , and use health promotion principles, to develop evidence-based health promotion and care activities. Critically appraise relevant professional standards, policies and practices supporting the provision of care in the case.. |
| Product: | Case Study |
| Format: | An academic essay will be submitted addressing specific criteria related to developmental theory, key health priorities, health promotion and social justice principles, and relevant professional standards. A range of case studies will be provided and you will choose one to develop your individual response. You will use the current APA 7 referencing style. |
| Criteria: |
|
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Audrey Berman,Geralyn Frandsen,Shirlee Snyder,Tracy Levett-Jones,Adam Burston,Trudy Dwyer,Majella Hales,Nichole Harvey,Lorna Moxham,Tanya Langtree,Kerry Reid-Searl,Flora Rolf,David Stanley,Barbara Kozier,Glenora Lea Erb | 0 | Kozier and Erb's Fundamentals of Nursing, Volumes 1-3 | 5th | Pearson |
Specific requirements
Not applicable
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Assessment: Submission penalties
Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task’s identified value) per day for the first two days from the date identified as the due date for the assessment task 10% (of the assessment task’s identified value) for the third day 20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task A result of zero is awarded for an assessment task submitted seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension, you must contact your Course Coordinator and supply the required documentation to negotiate an outcome.
SafeUniSC
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
-
In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au