This course introduces you to essentials for caring for children, young people and their families, principles of Social Justice, health promotion, primary health, and family-centred care in practice. You will develop skills in communicating, assessing, and caring for children, young people, and families in nursing practice. You will reflect on health inequalities that exist for Australian families and their children including Aboriginal and Torres Strait peoples’ families and their children and consider culturally safe practice to respond to their health needs.
|Learning materials – Online asynchronous learning and teaching materials||1hr||Week 1||13 times|
|Tutorial/Workshop 1 – On campus tutorial/workshop||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||Reflect on and appraise the concept of family in contemporary society to inform decision making in child youth and family healthcare practice.||
Creative and critical thinker
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.3, 2.4, 2.5, 2.6, 3.2, 4.1, 4.3, 4.4, 5.1, 5.2, 5.5
|2||Identify key health priorities and health promotion principles and use these to develop evidence-based health promotion practices.||Creative and critical thinker||
1.1, 1.3, 1.5, 2.2, 2.4
|3||Apply the principles of Social Justice as they relate to health inequalities for Aboriginal and Torres Strait Islander people and their families.||
1.1, 1.2, 1.3, 1.4, 1.5, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.2, 3.7, 5.5, 6.5, 6.6
|4||Application of the principles and practices of academic communication.||
|Nursing and Midwifery Board of Australia|
|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|
|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|
|2.6||The RN uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes|
|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|
|3.2||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|
|4.3||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|
|5.1||The RN uses assessment data and best available evidence to develop a plan|
|5.2||The RN collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons|
|5.5||The RN coordinates resources effectively and efficiently for planned actions|
|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 SC391, SC392, SC393
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
In Week 4 of this course you will undertake a quiz so that you can reflect on your knowledge, understanding and engagement with the course material, presented throughout the first three weeks of the course.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|Week 4||Online Test (Quiz)|
|All||2||Artefact - Creative, and Written Piece||Individual||40%||
|Week 7||Online Assignment Submission with plagiarism check|
|Week 13||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Quiz|
This task requires you to reflect and attempt a quiz to see if you correctly understand key concepts. Feedback to the cohort following completion of task 1 will be provided.
Individual submission. The quiz will include multiple choice questions.
|All - Assessment Task 2:Health Promotion poster presentation|
To apply principles of health promotion, research, develop and present a health promotion poster.
|Product:||Artefact - Creative, and Written Piece|
You will design a poster presentation for a health promotion proposal on a nominated topic provided to a health forum. Template will be provided.
|All - Assessment Task 3:Case Study|
Apply your knowledge and understanding of a key health priority. Identify and apply a family assessment model. Health promotion principles, inequality and social justice will be examined in relation to this case and how these apply to populations in Australia.
You will be provided with two case studies. Choose one case study, for your chosen topic. You will respond to the questions in the template. You will use 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||Fraser, J., Waters, D., Forster, E., & Brown, N.J.||2022||Paediatric nursing in Australia and New Zealand: Principles for Practice||3rd Edition||Cambridge University Press|
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.
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 may 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 after 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 to negotiate an outcome.
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