Course Coordinator:Roslyn Prichard (email@example.com) School:School of Nursing, Midwifery and Paramedicine
UniSC Sunshine Coast
UniSC Moreton Bay
|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.
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.
|Learning materials – Online asynchronous learning and teaching recording.||1hr||Week 1||13 times|
|Tutorial/Workshop 1 – On campus tutorial||2hrs||Week 1||13 times|
100 Level (Introductory)
|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||
|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|
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in program SC392
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Prior to the submission of Assessment Task 1, topics, presentation and relevant processes for submission will be discussed in tutorial sessions in Weeks 2 and 3. Submission in Week 4 will enable early feedback
|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||Oral and Written Piece||Individual||25%||
Narrated presentation (5 minutes) and 1 page summary using template provided
|Week 4||Online Assignment Submission with plagiarism check|
|Week 8||Online Assignment Submission with plagiarism check|
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Narrated Presentation and Summary|
The goal of this task is for you to demonstrate your understanding of key theories and concepts as they underpin health promotion and care approaches to care across the lifespan. You will explore a health promotion topic, related to a life stage, as represented in recent media.
|Product:||Oral and Written Piece|
You will explore a health related topic related to a life stage, portrayed in a media presentation or article. You will prepare a narrated presentation that will articulate your analysis of the topic and relate this to a relevant theory of development. You will submit a 5 minute presentation of 2 slides (1 slide narrated presentation, 1 slide of references), and a one page summary using the summary template provided. You will use the current APA referencing style.
|All - Assessment Task 2:Case Study Workbook|
To critically review and appraise standards, policy and practices that support health and wellbeing across the lifespan.
You will be required to develop short answer responses to set case studies related to health and wellbeing across the lifespan. A workbook template will be supplied to you. You will use the current APA referencing style.
|All - Assessment Task 3:Intergenerational case study|
The goal of this task is to present a response to an intergenerational case study in which you demonstrate application of knowledge of lifespan development to the provision of health care. You will identify key health priorities applicable to the case and use health promotion principles to develop evidence-based health promotion and care activities.
A range of intergenerational case studies will be provided. You will choose one case study and develop an individual response. Full details of case studies and requirements will be available to you. You will use the current APA referencing style.
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.
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.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||AUDREY & FRANDSEN BERMAN (GERALYN & SNYDER, SHIRLEE ET AL.),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||2021||Kozier and Erb's Fundamentals of Nursing: Concepts, Process and Practice, Volumes 1-3||5th Australian edition||Pearson|
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.
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
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.
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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.
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