Unit Outline Semester 1, 17 Unit study package code: NURS51 Mode of study: Fully Online Tuition pattern summary: This unit does not have a fieldwork component. Credit Value: 5. Pre-requisite units: Nil Co-requisite units: Anti-requisite units: Nil Nil Result type: Approved incidental fees: Grade/Mark Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details. Unit coordinator: Title: Mrs Name: Ailsa Munns Phone: 8 966 9 Email: A.Munns@email.curtin.edu.au Location: Building: 45 - Room: 47 Teaching Staff: Administrative contact: Name: School Student Support Office Phone: +61 8 966 53 Email: Hlth-NursingStudentSupport@curtin.edu.au Location: Building: 45 - Room: Level 3 Reception Learning Management System: Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants kin of this l past present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education research. Syllabus This unit will address primary health care nursing within populations. It will explore the advanced practice role responsibilities in delivery of primary health care at level nationally /or globally; the philosophy principles of primary health care; epidemiology; reflective practice; assessment; primary health care program development at local, national global levels. Capacity building working in partnership with clients will be developed. Introduction Blackboard (lms.curtin.edu.au) Welcome to Advanced Nursing Practice in Primary Health Care. This is a substantial core unit from the Graduate Certificate in Clinical Nursing (Child Adolescent Health Stream). The curriculum has been developed on a primary health care framework. The Graduate Certificate has been designed to prepare nurses with the relevant theoretical knowledge skills to enable them to practice at an advanced level meet the needs of clients, communities, employers the profession with an evidence-based, integrated, holistic approach. Nurses working in settings are in a unique position to be able to Feb 17 Page: 1 of 17 CRICOS Provider Code 31J
provide health care in a setting where they have an intimate knowledge of their clients be able to work with the to provide a service addressing their identified needs. This unit will allow you to explore primary health care applications in Australian international health care systems, critically examining factors affecting successful implementations. It will provide a framework on which to develop knowledge skills for effective practice across a range of clinical based applications. It will also provide guidance to enable students to complete a comprehensive assessment formulate a feasible program addressing identified needs. It is important to remember that generalist, child adolescent health nurses need a thorough understing of primary health care its application to client groups. This will be an integral part of your employment interviews with any health agency. Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge a range of other skills attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, underst or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes. Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit. On successful completion of this unit students can: 1 Critique the philosophy principles of primary health care its application to practice settings Graduate Attributes addressed Interpret factors that influence the effectiveness of primary health care programs 3 Incorporate evidence informed assessment tools to assess a 4 Create a primary health care program incorporating safety quality in health settings Curtin's Graduate Attributes Apply discipline knowledge Communication skills International perspective (value the perspectives of others) Thinking skills (use analytical skills to solve problems) Technology skills Cultural understing (value the perspectives of others) Information skills (confidence to investigate new ideas) Learning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems) Professional Skills (work independently as a team) (plan own work) Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au Learning Activities This unit is divided into sections that will guide your learning help you pace yourself during the semester. Remember that this is a 5 credit point unit you will need to commit at least 1 hours per week to your study. It is important for you to become familiar with the competencies for child adolescent health nursing. As you are reading working through the activities provided in each section remain mindful of the competencies you will be expected to demonstrate as a beginning health nurse. The concepts that should st out for you when you read the competencies include primary health care, public health framework, health promotion, partnership, collaboration, quality nursing practice. The scope of practice both as a Registered Nurse Community Health Nurse, along with evidence based critical thinking reflective practice are also integral to achieving your competencies. To enable you to undertake evidence based critical thinking, it is recommended that you link in with Curtin Library to learn how Feb 17 Page: of 17 CRICOS Provider Code 31J
to access journal articles. The Curtin Learning Centre is also a good support for students to assist with study techniques, searching for material writing of assignments http://unilife.curtin.edu.au/learning_centre.htm Learning Resources Library Reading List The Reading List for this unit can be accessed through Blackboard. Essential texts The required textbook(s) for this unit are: Talbot, L., & Verrinder, G. (14). Promoting health. The primary health care approach (5th ed.). Chatswood, NSW: Elsevier. (ISBN/ISSN: ISBN/ISSN: 97879541657) McMurray, A., & Clendon, J. (15). Community health wellness: Primary health care in practice (5th ed.). Chatswood, NSW: Elsevier. (ISBN/ISSN: ISBN/ISSN: 97879541756.) Other resources Suggested Additional Reading Barnes, M., & Rowe, J. (13). Child, youth family health: Strengthening communities (nd ed.). Sydney, NSW: Elsevier. Egger, G., Spark, R., Lawson, J., & Donovan. (5). Health promotion, strategies methods. Sydney: McGraw-Hill. Guzys, D., & Petrie, E. (Eds.). (14). An introduction to primary health care. Melbourne, Victoria: Cambridge University Press. Keleher, H., & MacDougall, C. (11). Understing health (3rd ed.). South Melbourne: Oxford University Press. The following journals also provide useful resource material. Australian Journal of Rural Health Australian New Zeal Journal of Public Health Community Mental Health Journal Health Promotion Journal of Australia Australian Journal of Primary Health Interchange Australian Journal of Primary Health Journal of School Health Social Science Medicine Assessment Assessment schedule 1 3 Detailed information on assessment tasks Task Value % Date Due Essay percent Week: Week 4 Day: Monday th March Time: 359 Presentation 3 percent Week: Week 1 Day: Friday 5th May Time: 359 Report 5 percent Week: Week 14 Day: Friday nd June Time: 359 1,,3 1,3,4 Unit Learning Outcome(s) Assessed 1. Detailed information on assessment tasks These three assignments are designed to give you competencies for developing program plans/funding proposals in your work as child adolescent health nurses in settings. In contemporary practice, nurses are required to undertake assessments design these proposals for new projects or groups that they want to Feb 17 Page: 3 of 17 CRICOS Provider Code 31J
undertake. They are also important for Quality Improvement/EQUIP projects. Assessment 1: Essay % (Word limit 13-15) Needs Assessment Justification - Community Assessment % This is a research proposal where you will document how you plan to undertake a assessment. You will need to identify a of people, group or aggregate that you will use in order to undertake an assessment identify their health needs in assessment. You are required to use Clark's Community Assessment tool (as modified in the marking guide/rubric) for your data gathering process. It is important that you use the headings within the tool for documenting results but you can adapt the questions within the headings to suit your topic. Please ensure that you will have no difficulties with ethics approval or informed consent. As such, you will need to work with people who are over the age of 18 years do not have an intellectual impairment, those who are not clients of a health agency or in a dependent working relationship with you. You can undertake a general assessment or one with a specific topic in mind. The topic needs to be related to child adolescent health. Examples of groups are: book clubs, sporting groups, parent groups, playgroups. It is anticipated that you will have around 1 participants. Please use the assessment as a template ( with the modified headings) for developing a questionnaire that is given to the participants.you can ask the participants to take this away to complete or you can ask them individually, but this is time consuming. Please create an information sheet advising the participants of who you are, what you are doing the reasons for the assessment/survey assuring them of confidentiality of the information.the questionnaire information should be non identifiable. You can give the unit coordinator s name contact details on the sheet for the participants. The recommended evidence based assessment tool is Clark, M.J. (3). Clark s Assessment Tool Target Group (BlackBoard link sent by email). The headings used will be modified (follow the marking guide) as some headings/questions in the tool are not required. By week 3, please email the unit coordinator to discuss your choice of, topic assessment tool, to ensure that your proposal is realistic in relation to the chosen population timeframe. In your assessment, essential items to be addressed are: Description of your chosen /group/aggregate. Definition of the concept of in relation to your selected study group. Identification of the reason you have made this selection, identifying the obvious health issues prior to conducting your assessment in assessment. Identification of Clark's tool (referenced) a statement about the value of conducting a assessment. Provide details of quantitative qualitative methods of data collection from these describe the sources of the data collection you will use (Sources of data: people, groups other resources). Please review the Rubric use the headings within this rubric when writing your assisgnment. For submission of your assessments, please see the Assessment Section on the left h side of the Black Board Face page Assessment 1: Marking Rubric NURS51 Criteria Unacceptable Needs Improvement Satisfactory Proficient Exceptional Feb 17 Page: 4 of 17 CRICOS Provider Code 31J
Introduction The introduction describes the general purpose of the paper identifies the group for assessment. purpose is not described: Community group is not.5 purpose is described in language that is not consistent with the unit content. 1. purpose is described in language that is consistent with the unit content. Group is purpose is very clearly described using language that is consistent with the unit content. Group is. The introduction describes the general purpose of the paper identifies the group for assessment. Proficient, plus it engages the reader creates interest. Community Assessment A chosen group is The group is related to the course topic Child Adolescent Health. Concept of is defined Rationale for making the choice to study this group assessment identification of the obvious health issues made The value of conducting a assessment using the Clark s assessment tool is Tool is referenced. Community group is not identified or not. Tool is not identified /or not referenced. Value for using a assessment tool is not Health issue in the study is not described. The value of using a assessment is not clearly explained /or the tool unreferenced. 1.-3. The is not clearly identified /or may not be an choice. The rationale for undertaking a assessment on this group identification of the health issue is not clearly The value of using a assessment is not clearly explained /or the tool unreferenced. 3.5-4.5 The is identified. The rationale for undertaking a assessment on this group /or identification of the health issue may not be clearly The value of using a assessment may partly be explained /or the tool unreferenced. 5.5 5.- The is identified. The rationale for undertaking a assessment on this group identification of the health issue are The value of using a assessment is explained the tool is referenced. 6. A chosen group is The group is related to the course topic Child Adolescent Health. Concept of is defined Rationale for making the choice to study this group assessment identification of the obvious health issues made The value of conducting a assessment using the Clark s assessment tool is Meets all criteria. Proficient, plus writing is precise concise. 6 Methodology Details of the proposed qualitative quantitative data collection are provided described. From these, the proposed sources of data collection are provided. The details about the qualitative quantitative data collection methods including the sources of data collection are not 1.-3. Some details of the quantitative qualitative data collection methods are described. The data collection sources are not clearly identified /or are not. 3.5-4.5 Most aspects of the quantitative qualitative data collection methods are described the data collection sources are described. 5.-5.5 Aspects of quantitative qualitative data collection methods are described the data collection sources are described are. 6. Meets all criteria. Proficient, plus writing is precise concise. An advanced understing of methodologies data collection is evident. 6 Conclusion Conclusions are drawn in a couple of sentences the strengths limitations of the tool are outlined very briefly. There are no sentences no attempt has been made to outline the strengths limitations of the assessment tool..5 There are no sentences or no attempt has been made to outline the strengths limitations of the assessment tool. 1. There are sentences some attempt has been made to outline the strengths limitations of the assessment tool. There are sentences the strengths limitations of the assessment tool are. Proficient, plus an advanced understing of the strengths limitations of the assessment tool are Feb 17 Page: 5 of 17 CRICOS Provider Code 31J
. Assessment : Presentation 3% (Word limit: 13-15 words) Presentation Community assessment findings 1. For this assessment you are required to conduct your assessment analyse your assessment data. 1a Conduct the assessment present the results using a word doccument using assessment tool headings. Present data using the chosen guide/tool, to give a holistic perspective of the s health Give recent, objective demographic statistical health data for the Identify subjective data, identifying the s perception of their health health needs, attitudes towards preventative health need for health care on particular issues, self-responsibility for health 1b Analyse the data using evidence based social determinant primary health care frameworks. Identify strengths Explain how social determinants are influencing the s health Critique the application of PHC in the Provide brief conclusions as to the meaning / significance of the data to the Document a minimum of two actual or potential nursing diagnoses. Make sure that the issues you have identified are evident in your assessment data. Word your diagnoses according to nursing process format. Prioritise the health/nursing issue you have selected explain why how you arrived at your decision. Note: The priority health issue will be the focus for assessment three. Assessment : Essay Marking Rubric NURS51 Criteria Unacceptable Needs Improvement Satisfactory Proficient Exceptional Introduction The introduction describes the general purpose of the paper identifies the specific group purpose is not described: The chosen group is not.5 purpose is described in language that is not consistent with the unit content. 1. purpose is described in language that is consistent with the unit content. purpose is very clearly described using language that is consistent with the unit content.. Proficient, plus it engages the reader creates interest. Feb 17 Page: 6 of 17 CRICOS Provider Code 31J
Conduct the Community Assessment Present the chosen s objective subjective data using the Clark s assessment tool, under the following (modified) headings: 1.Target group.human Biology 3.Psychological environment 4.Lifestyle (all subheadings) 5.Health services last questions: How do group members finance health care? Problems? Do group members experience barriers to obtaining health care? The chosen is not defined or not. Clark s tool is not identified or used the assessment does not include data from the required headings. 1.-5.5 The chosen is not well defined /or not. Clark s tool is not clearly defined or referenced. Objective/subjective data is not reported in at least 3 of the (modified) headings. The s perceived health status is not clearly identified / or their attitude about self-responsibility is not clearly 6. -7 The chosen is defined. Clark s tool is clearly defined / or referenced. Objective/subjective data is reported concisely with evidence in at least 3 of the (modified) headings. The s perceived health status is identified with minimal evidence. The s attitude about selfresponsibility is identified with minimal evidence. 7.-9.5 The chosen is defined. Clark s tool is clearly defined / or referenced. Objective/subjective data is reported concisely with evidence in each of the (modified) headings. The s perceived health status is identified with evidence. The s attitude about selfresponsibility is identified with evidence. 1.-1. Meets all criteria, plus a thorough well written detailed assessment. The assessment includes the s perception of their health needs attitudes about selfresponsibility of their health. 1 Within the data present: The s perception of their health needs attitude about selfresponsibility for health. Feb 17 Page: 7 of 17 CRICOS Provider Code 31J
Analyze the data nursing care plan The s strengths are The topic is well covered demonstrating an understing of existing knowledge. A sound analysis explains how social determinants are influencing the s health. demonstrates a sound critique of the application of PHC in the. Arising from the data: Two potential or actual nursing diagnoses (referenced) are identified using the nursing process format. The priority health/ nursing issue of the two is identified with a rationale for this decision. does not address any or addresses few of the components of the topic question correctly does not demonstrate an understing of the existing knowledge. Social determinants influencing health / or application of. Primary Health Care in the not analyzed. Nursing Diagnoses not identified or rationale for priority issue not 1.-4. does not address some major components of the topic question correctly /or does not demonstrate an understing of the existing knowledge. does not include a satisfactory analysis of the. A sound critique of the social determinants influencing the s health application of PHC is missing. Nursing Diagnoses not identified or rational for priority issue not identified 5.-6. correctly addresses most or all of the components of the topic question demonstrates an understing of the existing knowledge. includes a satisfactory analysis of the. A sound critique of the social determinants influencing the s health application of PHC is evident. Two Nursing Diagnoses (may or may not be referenced) identified the priority nursing health issue identified, including the rationale for this. 6.-8. correctly addresses all of the components of the topic question demonstrates a good understing of the existing knowledge. includes a sound interpretation analysis of the. Most salient aspects about how the social determinants influence the s health are described. The application of PHC in the is clearly Two Nursing Diagnoses identified (referenced) the priority nursing health issue identified, including the rationale for this. 8.-1. addresses all of the components of the topic question comprehensively demonstrates an outsting understing of the existing knowledge. includes a sound interpretation analysis of the. All salient aspects about how the social determinants influence the s health are described. The application of PHC in the is clearly Two Nursing Diagnoses identified (referenced) the priority nursing health issue identified, including the rationale for this. Proficient clear writing with sound evidence. 1 Conclusion Conclusions are drawn in a couple of sentences the assessment analysis of the group are outlined very briefly. There are no sentences no attempt has been made to assess the analyze the data..5 There are no sentences or no attempt has been made to assess the analyze the data. 1. There are some sentences some attempt has been made to assess the analyze the data. There are sentences the strengths limitations of the assessment are clear.. Proficient, plus an advanced understing of the strengths limitations of the assessment are Feb 17 Page: 8 of 17 CRICOS Provider Code 31J
Referencing In-text citations reference list present conforms to APA (6 th ed.) formatting stards. In-text references /or reference list are absent (plagiarism). Referencing not APA (6 th ed.)..5 References are insufficient (plagiarism). Referencing is APA (6 th ed.), but there are many 1. References are sufficient, credible relevant. Guide: 8 sources Referencing is APA (6 th ed.), but there are References are sufficient, credible relevant. Guide: 1-14 sources Referencing is APA (6 th ed.) there are no. References are plentiful, credible relevant. Guide: more than 16 sources Referencing is APA (6 th ed.) there are no Presentation English grammar, sentence structure, formatting, spelling, punctuation are correct. Cover page formatted Contents page formatted as per Curtin guidelines: see CHAS guide Introduction conclusion included Pages numbers for the body of the assignment commence at 1 Short, headings subheadings, numbered formatted correctly Separate, titled, reference page Document is formatted with line spacing Major difficulties in English academic language expression, vocabulary or grammar. Contains too many errors in spelling, formatting or punctuation that comprehension is impeded. Poor presentation..5 Significant difficulties in English /or academic expression. Several grammar errors /or use of limited vocabulary. Contains numerous spelling, formatting or punctuation Most presentation criteria are not met. 1. Clear expression in academic English. Some grammar errors in complex forms. Vocabulary but limited. Contains a number of spelling, formatting or punctuation Four presentation criteria are met. Clear academic English expression. A range of contextually vocabulary used. Few, if any, errors in grammar. Contains very few spelling, formatting or punctuation. Clear effective academic English. Wide range of contextually vocabulary. Free of grammatical Free from spelling, formatting or punctuation Well presented as per Curtin University guidelines. Accurate word count at end of the document (after conclusion). Mark /3 3. Assessment 3: Report 5% (Word limit: 5-3 words) Feb 17 Page: 9 of 17 CRICOS Provider Code 31J
Health Promotion Strategy - Funding Proposal Assignment 3 builds on your work undertaken in Assignment. This paper needs to contain original work. If you choose to cite any of your own previous work from assignment two, it needs to be referenced. For this assignment, you need to formulate a funding/program proposal for the priority health issue you identified in the assessment analyses. The purpose of this proposal is to create a realistic plan that may be implemented after successful completion of the unit for example in a school, parent, or group setting. You are not required to undertake the proposal with your assessment group or provide the actual monetary budget. The funding proposal is integral to primary health care initiatives that you may undertake in clinical practice. Most funding or health agencies have their own templates. For this assignment, please review the Rubric use the headings within this guide for your proposal this is a generic funding proposal template. The proposal needs to be based on primary health care principles which are identifiable referenced within the document (NB It is imperative that you mention primary health care within the assignment). Assessment 3 Marking Rubric NURS51 Criteria Unacceptable Needs Improvement Satisfactory Proficient Exceptional Introduction The introduction describes the general purpose of the paper identifies the proposed funding proposal. purpose is not described: Proposal is not.5 purpose is described in language that is not consistent with the unit content. 1. purpose is described in language that is consistent with the unit content. purpose is very clearly described using language that is consistent. Proficient, plus it engages the reader creates interest. with the unit content. Feb 17 Page: 1 of 17 CRICOS Provider Code 31J
Background The target group is A review of the literature provides an explanation identifying: why the health issue/problem is significant, the severity, complexity, impact of the problem. Provide a brief critique how the social determinants impact on the problem. The target group is ill defined /or not. The literature review is unclear not logical demonstrates an inadequate level of knowledge understing of the topic. No attempt made to explain how social determinants impact on the problem. 1.-6.5 The target group is ill defined /or not. The literature review is vague in parts may not follow a logical progression. The content demonstrates a beginning knowledge or understing of the topic. Limited evidence of critical analysis of the literature, with some ideas generalisations that are underdeveloped unsupported. Explanations about how social determinants impact on the health problem are not well developed. 7.-8. The target group is defined. The literature review is written with logical progression of ideas information. The content demonstrates knowledge understing of the topic. Some critical analysis of the literature with clear major points evidence detail. Beginner level of explanation of social determinants impact on the health issue. 11. 8.5- The target group is defined. The literature review is written with logical progression of ideas information. The content demonstrates thorough knowledge understing of the topic. Develops critical analysis of the literature with clear major points evidence detail. The content demonstrates knowledge understing of the topic. Clearly explains why social determinants are significant evidence detail. 1-14. The target group is defined. The literature review is written clearly concisely with a logical progression of ideas information. The content demonstrates knowledge breadth depth understing of the topic. The content is written clearly concisely with a logical progression of ideas information. The content demonstrates knowledge breadth depth understing of the topic. Persuasive reasoning used to critique how social determinants impact on the health issue /problem. 14 Feb 17 Page: 11 of 17 CRICOS Provider Code 31J
Goal Objectives: Client centered eg Community members will indicated by.. within (time frame). State the priority goal for the. Identify four centered objectives. Note: these objectives must be written in realistic, behavioral measurable terminology. References to be used to write objectives. Time frames to be The priority goal is not identified//or not. Objectives are absent or not written in centered terms. Unreferenced work. Fails to identify time frames 1.-4. The priority goal is not identified//or not. Minimal description / or objectives not written in centered terms. Unreferenced / or time frames missing. 5.-6. The priority goal is identified. Community centered objectives are present; however, elements are incomplete / or unreferenced / or time frames missing. 6.-8. The priority goal is identified. Well presented client centered objectives, four are present are to centered goal. Referenced includes time frames. 8.-1. The priority goal is identified. Professional, clear concise centered objectives to centered goal supported with evidence. An advanced understing of the issue is demonstrated. Time frames are realistic. 1 Implementation Strategies Strategies include identify Primary Health Care Principles with support from literature. Clear time frames for care are Using literature provide a brief explanation how adult or child centered learning principles guide the strategies. Fails to identify strategies to meet centered objectives. Fails to identify PHC principles. Fails to provide time frames. Fails to explain adult or child centered learning principles. 1.-4. Fails to provide a good description of the strategies Fails to identify PHC principles, / or to provide time frames. Fails to explain adult or child centered learning principles. 5.-6. Provides a good description of the strategies used to meet the objectives. However, some elements may be incomplete, /or fails to provide time frames. An attempt to explain adult or child centered learning principles. 6.-8. Provides a good description of the strategies including human material resources used to meet the objectives without omissions. Time frames are Provides a good explanation of adult or child centered learning principles. 8.-1. Provides excellent description of the strategies including human material resources used to meet the objectives. Strategies include Primary Health Care Principles. Time frames are realistic. 1 Feb 17 Page: 1 of 17 CRICOS Provider Code 31J
Evaluation The objectives have clear evaluation strategies outlined demonstrating an understing of existing knowledge. Evaluation strategies are to include the following 3 domains: Process Impact Outcome. The evaluation does not address any of the centered objectives correctly does not demonstrate an understing of the existing knowledge practice implications. 1.-3.5 The evaluation does not address whether the objectives are met /or does not demonstrate an understing of practice implications. The 3 domains are not included. 5.5 4.- The evaluation correctly addresses most or all of the components of the centered objectives considers practice implications. 6.-7. The evaluation correctly addresses all of the components of the topic question demonstrates a good understing of practice implications. The 3 domains are included. 7.-8. The evaluation addresses all of the components of the topic question comprehensively demonstrates an outsting understing of the existing knowledge. The 3 domains are included. 8 The 3 domains are included. Conclusion Conclusions are drawn in a couple of sentences the significance of PHC Principles integrated into the care plan is outlined very briefly. There are no sentences no attempt has been made to outline the significance of the PHC Principles into the care plan..5 There are no sentences or little attempt has been made to outline the significance of the PHC Principles into the care plan. 1. There are sentences some attempt has been made to outline the significance of the PHC Principles into the care plan. There are sentences the significance of the PHC Principles into the care plan are. Proficient, plus an advanced understing of the significance of the PHC Principles into the care plan are Referencing In-text citations reference list present conforms to APA (6 th ed.) formatting stards. In-text references /or reference list are absent (plagiarism). Referencing not APA (6 th ed.)..5 References are insufficient (plagiarism). Referencing is APA (6 th ed.): there are many 1. References are sufficient, credible relevant. Guide: 8 sources Referencing is APA (6 th ed.): there are some References are sufficient, credible relevant. Guide: 1-14 sources Referencing is APA (6 th ed.) there are no. References are plentiful, credible relevant. Guide: more than 16 sources Referencing is APA (6 th ed.) there are no Feb 17 Page: 13 of 17 CRICOS Provider Code 31J
Presentation English grammar, sentence structure, formatting, spelling, punctuation are correct. Cover page formatted Contents page formatted as per Curtin guidelines: see CHAS guide Introduction conclusion included Pages numbers for the body of the assignment commence at 1 Short, headings subheadings, numbered formatted correctly Separate, titled, reference page Document is formatted with line spacing Major difficulties in English academic language expression, vocabulary or grammar. Contains too many errors in spelling, formatting or punctuation that comprehension is impeded. Poor presentation..5 Significant difficulties in English /or academic expression. Several grammar errors /or use of limited vocabulary. Contains numerous spelling, formatting or punctuation Most presentation criteria are not met. 1. Clear expression in academic English. Some grammar errors in complex forms. Vocabulary but limited. Contains a number of spelling, formatting or punctuation 4 presentation criteria are met. Clear academic English expression. A range of contextually vocabulary used. Few, if any, errors in grammar. Contains very few spelling, formatting or punctuation. Clear effective academic English. Wide range of contextually vocabulary. Free of grammatical Free from spelling, formatting or punctuation Well presented as per Curtin University guidelines. Accurate word count at end of the document (after conclusion). Mark /5 Pass requirements Students must submit all assignments have an average 5% mark to pass this unit. Fair assessment through moderation Moderation describes a quality assurance process to ensure that assessments are to the learning outcomes, that student work is evaluated consistently by assessors. Minimum stards for the moderation of assessment are described in the Assessment Student Progression Manual, available from policies.curtin.edu.au/policies/teachinglearning.cfm Late assessment policy This ensures that the requirements for submission of assignments other work to be assessed are fair, transparent, equitable, that penalties are consistently applied. 1. All assessments students are required to submit will have a due date time specified on this Unit Outline.. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a mark equivalent to 1% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth marks will have two marks deducted per calendar day late. Hence if it was hed in three calendar days late given a mark of 16/, the student would receive 1/. An assessment more than seven calendar days overdue will not be marked will receive a mark of. Assessment extension Feb 17 Page: 14 of 17 CRICOS Provider Code 31J
A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task. The student will be expected to lodge the form documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting. Deferred assessments If your results show that you have been granted a deferred assessment you should immediately check OASIS for details. Supplementary assessments Supplementary assessments are not available in this unit. Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies A Curtin Access Plan (CAP) is a document that outlines the type level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin s facilities services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances. If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester. Referencing style The referencing style for this unit is APA 6th Ed. More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing. Copyright Curtin University. The course material for this unit is provided to you for your own research study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites. Academic Integrity (including plagiarism cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism cheating are serious offences that will be investigated may result in penalties such as reduced or zero grades, annulled units or even termination from the course. Assessments under investigation will not be given a mark until the matter is concluded. This may result in the unit grade being withheld or a grade of Fail Incomplete (F-IN) until a decision has been made by the Student Disciplinary Panel. This may impact on enrolment in further units/study periods. Plagiarism occurs when work or property of another person is presented as one's own, without acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship. Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test. From Semester 1, 16, all incoming coursework students are required to complete Curtin s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/aip.cfm Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism. Information Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email learning systems such as Blackboard Library Services. Feb 17 Page: 15 of 17 CRICOS Provider Code 31J
You may also require a computer or mobile device for preparing submitting your work. For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm Using Blackboard, the I Drive Back-Up files Introduction to PowerPoint, Word Excel Additional information Enrolment It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the estudent option on OASIS, where you can also print an Enrolment Advice. Student Rights Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies procedures relating to their rights responsibilities as a student. These include: the Student Charter Values Signature Behaviours the University's policy statements on plagiarism academic integrity copyright principles responsibilities the University's policies on use of software computer facilities Information on all these things is available through the University's "Student Rights Responsibilities" website at: students.curtin.edu.au/rights. Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under stard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at eesj@curtin.edu.au or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information You can also contact Counselling Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health--wellbeing/about_multifaith_services.htm for further information. It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health--wellbeing/student_wellbeing_service.htm Recent unit changes Students are encouraged to provide unit feedback through evaluate, Curtin's online student feedback system. For more information about evaluate, please refer to evaluate.curtin.edu.au/info/. Recent changes to this unit include: To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can evaluate this unit. Curriculum material is updated each semester to reflect contemporary evidence based practice. Feb 17 Page: 16 of 17 CRICOS Provider Code 31J
Program calendar Program Calendar Semester 1 17 Week Begin Date Orientation February Orientation Week 1. 7 February. 6 March 3. 13 March 4. March Assessment 1 Monday March 359hrs 5. 7 March 6. 3 April 7. 1 April Tuition Free Week 8. 17 April Tuition Free Week 9. 4 April 1. 1 May Assessment Friday 5th May 359hrs 11. 8 May 1. 15 May 13. May 14. 9 May Assessment 3 Friday nd June 359hrs 15. 5 June 16. 1 June 17. 19 June Feb 17 Page: 17 of 17 CRICOS Provider Code 31J