Course Outline Code: NUR272 Title: Palliative, Rehabilitation and Continuing Care Faculty: Science, Health, Education and Engineering School: Nursing, Midwifery & Paramedicine Teaching Session: Session 1 and 4 Year: 2019 Course Coordinator: Deborah Hitchen-Holmes Email: dhitchen@usc.edu.au Course Moderator: Sam Edwards Please go to the USC website for up to date information on the teaching sessions and campuses where this course is usually offered 1. What is this course about? 1.1 Description This course explores the influence that an illness has on a person and their family members. Nurses require knowledge and skills when caring for those affected with this experience. You will be introduced to several illness models for practice application and develop awareness of an individual s needs in each phase of illness progression. You will implement the use of a social/ecological application to support health status, and changes in illness responses, and develop knowledge on the attributes of professional practice as a palliative approach to care to meet the challenges of long-term and life limiting care coordination. 1.2 Course topics -Major theories and frameworks applied to nursing assessment and care delivery -Demonstrates understanding and knowledge of the illness experience and subsequent behaviour a person may portray as a result of their illness -Recognises the role of the registered nurse has facilitating care and coordinating allied health team members -Implements the use of a social/ecological application for health support as a resource to address health care needs -Applies critical thinking and knowledge when delivering care to meet the daily challenges of change in illness status -Applies professional attributes of core values of palliative approach to care 2. What level is this course? 200 level Developing - Applying broad and/or deep knowledge and skills to new contexts. May require prerequisites and introductory level knowledge/skills. Normally undertaken in the 2nd or 3rd year of an undergraduate program 3. What is the unit value of this course? 12 units Semester 1 and 4 2019 Recfind File Number: F14942
Page 2 4. How does this course contribute to my learning? Specific Learning Outcomes On successful completion of this course, you should be able to: Describe and apply a (theory) model of care underpinning adaptation and behaviour responses to an individual s illness trajectory Apply core values as recognised by the industry standard guidelines and discuss the importance of the core values with relevance to caring for others at the end-of-life Explore the literature on the physical, psychosocial and spiritual well-being and applies a nursing model of care to illness trajectory care planning. Recognise and analyse the major challenges of health and health delivery in the context of using a social/ecological approach to care coordination. Assessment tasks You will be assessed on the learning outcomes in task/s: Task 1 and Task 2 Task 3 Task 2, 3 Graduate Qualities or Professional Standards mapping Completing these tasks successfully will contribute to you becoming: Engaged. Empowered. Engaged. 1, 2, 3 Creative and critical thinkers 5. Am I eligible to enrol in this course? Refer to the USC Glossary of terms for definitions of pre-requisites, co-requisites and anti-requisites. 5.1 Enrolment restrictions Enrolled in Program SC391, SC392, SC394 or SC335 5.2 Pre-requisites Nil 5.3 Co-requisites Nil 5.4 Anti-requisites Nil 5.5 Specific assumed prior knowledge and skills (where applicable) N/A 6. How am I going to be assessed? 6.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)
6.2 Assessment tasks Task No. Assessment Tasks Individual or Group Page 3 Weighting What is the duration / length? When should I submit? Where should I submit it? Online 1 Quiz Individual 20% 45 minutes Monday to Friday Week 2 2 Written Individual 40% 1800 words Monday Week 5 Blackboard Assignment (SafeAssign) 3 Poster Individual 40% 900 words Monday Week 8 Blackboard (SafeAssign) 100% Assessment Task 1: Quiz Goal: The goal of this assessment is to promote knowledge on how a model of care is applied into a clinical setting. Product: Online quiz Format: Access on-line quiz is via blackboard Criteria: Understanding of the term illness trajectory and recognises how it is of relevance to nursing when caring for a person diagnosed and living with progressive illness. Knowledge of the Corbin and Strauss (C&S) Illness Trajectory Model and the application of use. Understands and applies knowledge concerning phases of trajectory model and/or changes in a person s health status. Recognises key concepts and terms of C&S Trajectory model. Identifies what are possible goal(s) of management for each phase of the trajectory model. Generic skill assessed Problem solving Skill assessment level Developing Assessment Task 2: Written Assignment Goal: Product: Format: The goal of this assessment is to apply theory to practice into decision making when caring for a person living with progressive illness. One (1) health care need (problem) is to be identified and the delivery/coordination of care addressing the need is applied. Application of care is by using resources aligned to a Socioecological (s/e) approach. Written assignment submission as word doc and is of equal word count per responses s/e framework section 1800 words. Further information will be provided on the course Blackboard site to develop your Essay presentation and is located under Assessments / Task 2. You will be required to: Application and use of knowledge of the Corbin and Strauss Illness Trajectory Model in nursing assessment and goals of illness presentation Apply relevant and supportive resources using socioecological (s/e) approach Connections between practice and theory Understanding the context of continued ongoing nursing care Understand the provision of care from different health sectors Criteria: Your assignment will be assessed on the following criteria: Accurate nursing assessment and exploration of theoretical justification using Corbin and Strauss Illness Trajectory Model. Identification of a goal applied within the s/e framework
Page 4 Reasons and applies decision making and care delivery/coordination appropriate to the use of supportive resources aligned to the s/e framework. Discusses and justifies realistic and effective nursing knowledge in care planning and facilitation. Explores and rationale factor(s) that may facilitate or hinder goals and validated to the coursework learning. Information literacy skills: Rationale and Justification on key outcomes are supported by use of sources and citations Overall presentation Application of referencing Harvard referencing standard Generic skill assessed Skill assessment level Problem solving Developing Assessment Task 3: Digital Poster professional attributes Goal: Product: Format: The goal of this assessment is to review the current literature relevant to the dying phase of illness trajectory and report on the findings. The central focus of this poster is a critique of the current literature based on one (1) core value selected from the Industry Standards (National Palliative Care Service guidelines). The requirement is to select one (1) core value and report on findings in the literature -identifying possible influences and effects the value may have on the person in the dying phase of their illness trajectory. Digital poster submission as pdf 900 words Further information will be provided on the curse Blackboard site to develop your Digital poster presentation and is located under Assessments / Task 3. You will be required to: Create a poster demonstrating integration of knowledge Draw on relevant literature and synthesis the information to present the facts Recognises Ethical practice Identify and discuss the implications specific to professional attributes Makes positive contribution to professional connection Criteria: The poster will be assessment on the following criteria: Poster structure and content organisation of written information Reflection on personal and profession values Identification of key issues and/or concepts application of synthesis of connections. Content conceptualised and applied to a presentation table. Justification of ethical practice (influences and effects)detailed. Use and validity of sources, written presentation grammar and academic integrity and Harvard referencing standard Professional artefact and Visual appeal Generic skill assessed Skill assessment level Collaboration Developing 7. What are the course activities? 7.1 Directed study hours Online delivery Content will be organised in modules with trigger materials and activities to undertake and support learning
Page 5 7.2 Teaching semester/session(s) offered Fraser Coast: Session 1, Session 4 Gympie: Session 1, Session 4 Sippy Downs: Session 1, Session 4 Caboolture: Session 1, Session 4 7.3 Course content Course Activities will be delivered as online learning modules. The weekly learning outcomes are located in blackboard and uploaded throughout the semesters teaching period. The concepts of learning within each module are as follows: Teaching Week / Module Module 1 Module 2 Module 3 Module 4 Module 5 What key concepts/content will I learn? Overview knowledge of the provision of health services and the practice of Palliative care Theory into clinical practice - applying in practice, theory principles and decision making, functional to the Palliative care context. The trajectory of progressive illness - key concepts and use of the MICRO environment - a socioecological approach to nursing care, implementation, facilitation and ongoing care coordination. The trajectory of progressive illness - key concepts and use of the MESO and MACRO environment - a socioecological approach to nursing care, implementation, facilitation and ongoing care coordination. Leadership, quality and safety exploring professional attributes during the dying phase of an illness trajectory. 8. What resources do I need to undertake this course? Please note that course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Blackboard site. Please log in as soon as possible. 8.1 Prescribed text(s) There is no textbook for this course. 8.2 Specific requirements N/A 9. Risk management Health and safety risks have been assessed as low. It is your responsibility as a student to review course material, search online, discuss with lecturers and peers, and understand the health and safety risks associated with your specific course of study. It is also your responsibility to familiarise yourself with the University s general health and safety principles by reviewing the online Health Safety and Wellbeing training module for students, and following the instructions of the University staff. 10. What administrative information is relevant to this course? 10.1 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.
Page 6 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 Blackboard, are electronically checked through SafeAssign. This software allows for text comparisons to be made between your submitted assessment item and all other work that SafeAssign has access to. 10.2 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% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 10.3 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 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 and supply the required documentation to negotiate an outcome. 10.4 Study help In the first instance, you should contact your tutor, then the Course Coordinator. Additional assistance is provided to all students through Academic Skills Advisers. To book an appointment or find a drop-in session go to Student Hub. Contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au 10.5 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 Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability Visit the USC website: http://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Page 7 10.6 General Enquiries In person: USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs USC South Bank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane USC Gympie - Student Central, 71 Cartwright Road, Gympie USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture Tel: +61 7 5430 2890 Email: studentcentral@usc.edu.au 10.7 Faculty specific information NMBA Registered Nurse standards for practice addressed in this course: NMBA Registered Nurse standards for practice Standard Criterion Standard 1: Thinks critically and analyses nursing practice 1.1, 1.2, 1.3, 1.4, 1.5 Standard 2: Engages in therapeutic and professional relationships 2.3, 2.4, 2.5 Standard 3: Maintains the capability for practice Standard 4: Comprehensively conducts assessments Standard 5: Develops a plan for nursing practice 5.1 Standard 6: Provides safe, appropriate and responsive quality nursing practice Standard 7: Evaluates outcomes to inform nursing practice