Course Outline
NUR108 Living Well Across the Lifespan
Course Coordinator:Roslyn Prichard (rprichar@usc.edu.au) School:School of Health - Nursing
2027Trimester 1
UniSC Sunshine CoastUniSC Moreton BayUniSC CabooltureUniSC Fraser CoastUniSC Gympie |
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 unisc.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
This course explores the physical, cognitive, emotional, and social dimensions of human development from conception to end of life. You will examine key developmental theories, milestones, and transitions across life stages, and consider how these influence individual health needs and nursing care. Emphasis is placed on applying developmental theory to assess, plan, and deliver age-appropriate, person-centred care.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Learning materials – Online asynchronous learning and teaching materials. | 1hr | Week 1 | 12 times |
| Tutorial/Workshop 1 – On campus tutorial | 2hrs | Week 1 | 12 times |
Course Topics
- Human development theories and their application to nursing practice
- Lifespan transitions and developmental milestones from birth to end of life
- Cultural, social, and environmental influences on development
- Health equity, and the social determinants of health as they affect development
- Culturally responsive and strengths-based care across the lifespan, including Aboriginal and Torres Strait Islander Peoples aspirations of “living, dying and grieving well”.
- Critical reflection on lived experience and developmental diversity
- Communication and person-centered, trauma informed care tailored to developmental needs
- Foundations for nurse-led care planning in community and primary health
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 | Describe human development across life stages and explore how developmental milestones influence individual health needs | Knowledgeable |
1.1, 1.2, 4.1, 4.3 |
| 2 | Illustrate developmental theory linked to age-appropriate nursing care | Knowledgeable |
1.1, 2.2, 4.1, 6.1 |
| 3 | Promote wellness by integrating culturally safe and people-focused care strategies | Sustainability-focussed |
1.3, 2.2, 2.5, 6.1 |
| 4 | Apply foundational academic conventions and basic digital literacy skills to produce structured and ethical scholarly communication, incorporating introductory collaborative approaches where appropriate | Ethical |
1.4, 1.5, 1.6, 2.2, 2.6, 3.1, 3.3, 7.2, 7.3 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| 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 |
| 2.5 | 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 |
| 3.1 | The RN considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice |
| 3.3 | The RN uses a lifelong learning approach for continuing professional development of self and others |
| 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 |
| 6.1 | The RN provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people |
| 7.2 | The RN revises the plan based on the evaluation |
| 7.3 | The RN determines, documents and communicates further priorities, goals and outcomes with the relevant persons |
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 UB013 or SC017
Co-requisites
Not applicable
Anti-requisites
NUR100
Specific assumed prior knowledge and skills (where applicable)
Not applicable
Microcredential Information
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
Feedback from the Task 1 assessment will provide early guidance to inform and strengthen performance in subsequent assessment tasks
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% | 30 minutes |
Throughout teaching period (refer to Format) | Online Test (Quiz) |
| All | 2 | Artefact - Creative, and Written Piece | Individual | 40% | 250-300 words |
Week 8 | Online Assignment Submission with plagiarism check |
| All | 3 | Written Piece | Individual | 40% | 1250 words |
Week 12 | Online Assignment Submission with plagiarism check |
| All - Assessment Task 1:Online quizzes | ||||||||||
| Goal: | The goal of these quizzes is to test your knowledge of developmental milestones, key theories, and nursing applications for each stage of the lifespan. They will help you consolidate your learning, check your progress, and prepare for later assessments. |
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| Product: | Quiz/zes | |||||||||
| Authorship Statement: | ||||||||||
| Format: | You will complete a series of short quizzes throughout the teaching period. Each quiz contributes 5% to your overall grade (Total weighting of 20%). |
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| Criteria: |
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| Generic Skills: | Problem solving, Information literacy |
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| All - Assessment Task 2:Concept map | ||||||||||||||||
| Goal: | The goal of your concept map is to help you plan your approach for Task 3 (Case Response). Alongside the map, you will submit a short explanation of how your map will guide your case analysis. |
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| Product: | Artefact - Creative, and Written Piece | |||||||||||||||
| Authorship Statement: | ||||||||||||||||
| Format: | Choose a life stage, theory, and determinant of health. Create a visual concept map that shows how these are connected and how they influence nursing care. Your written explanation needs to describe (a) why you chose the life stage and determinant; (b) how the theory helps explain key developmental milestones; and (c) how this plan will help you prepare for Task 3. You must submit your concept map (as an image or PDF) and your written explanation (Word or PDF) together in Canvas. |
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| Criteria: |
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| Generic Skills: | Communication, Problem solving, Organisation, Information literacy |
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| All - Assessment Task 3:Case based written response and reflection | |||||||||||||||||||
| Goal: | The goal of this task is to integrate your knowledge of developmental theory, milestones, social determinants, and culturally safe care. It is designed as your introductory capstone for NUR108. |
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| Product: | Written Piece | ||||||||||||||||||
| Authorship Statement: | |||||||||||||||||||
| Format: | In Part A (Case based Response of 1000 words), you will select a case study and apply a relevant developmental theory to your analysis. You will identify the key developmental milestones for the person in the case, consider how social determinants of health influence their situation, and propose culturally safe, person-centred nursing approaches for the life stage. Your response should be supported by scholarly evidence. In part B (250 word Reflection on feedback provided in Task 2), you will explain how you used the feedback from your concept map to strengthen your case response. You will identify one key area where your work improved and reflect on how engaging with feedback has shaped your learning and will support your progression in your nursing studies |
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| Criteria: |
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| Generic Skills: | Communication, Problem solving, Organisation, Information literacy |
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Assessment to competency mapping
| Programme Delivery Mode | Assessment Type | Title | Competency | Teaching Methods |
|---|---|---|---|---|
| Registered nurse standards for practice - 1 June 2016 | ||||
| All delivery modes | Artefact - Creative, and Written Piece | Concept map | 1.1 | Assessed |
| 1.2 | Assessed | |||
| 1.3 | Assessed | |||
| 2.2 | Assessed | |||
| 2.5 | Assessed | |||
| 2.7 | Assessed | |||
| 3.3 | Assessed | |||
| 3.5 | Assessed | |||
| 4.1 | Assessed | |||
| 4.3 | Assessed | |||
| 6.1 | Assessed | |||
| Quiz/zes | Online quizzes | 1.1 | Assessed | |
| 1.2 | Assessed | |||
| 2.2 | Assessed | |||
| 4.1 | Assessed | |||
| 4.3 | Assessed | |||
| 6.1 | Assessed | |||
| Written Piece | Case based written response and reflection | 1.1 | Assessed | |
| 1.2 | Assessed | |||
| 1.3 | Assessed | |||
| 2.2 | Assessed | |||
| 2.7 | Assessed | |||
| 3.3 | Assessed | |||
| 3.5 | Assessed | |||
| 4.1 | Assessed | |||
| 4.3 | Assessed | |||
| 6.1 | Assessed | |||
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
You need regular access to the resource(s) below. Many texts are available as ebooks through the Library at no additional cost.
| Required? | Author | Year | Title | Edition | Publisher |
| Required | Erb Kozier,Barbara Kozier,Audrey Berman,Glenora Lea Erb,Shirlee Snyder,Tracy Levett-Jones,Trudy Dwyer,Majella Hales | 0 | Kozier and Erb's Fundamentals of Nursing Pack Vols 1-3 | n/a | n/a |
| Required | Jill Clendon,Ailsa Munns | 2018 | Community Health and Wellness | n/a | Elsevier Health Sciences |
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:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
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 submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.
The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
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
For course-specific questions, contact your teaching staff or Course Coordinator.
For other enquiries or to access support, please contact Student Central: