Outline

Overview

This unit of study is designed to take a broad view of ageing across the adult lifespan. The person-centred philosophy of care is incorporated into this unit to examine the relationship between ageing, health and care. This unit focuses on demographic transition, impact on the population profile, psychosocial and behavioural aspects of ageing and their influence on health and wellbeing. The experience of ageing is explored from multidimensional views, including biological, physiological, social and cultural perspectives. Common ageing problems and current epidemiological trends, nationally and internationally, will be examined. A focus on health priorities to address changing needs of an ageing population will also be discussed in this unit. This unit also explores perspectives on healthy and successful ageing, and considers the value of health education and health promotion for older people and the relevance of a primary health approach, as well as the role of nurses in relation to these.

Unit details and rules

Unit code	NURS2006
Academic unit	Nursing and Midwifery
Credit points	6
Prohibitions ?	None
Prerequisites ?	36 Year 1 credit points including NURS1008
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Fung Koo, fung.koo@sydney.edu.au
Laboratory supervisor(s)	Beulah Benedict, beulah.benedict@sydney.edu.au
Tutor(s)	Jay Balante, jay.balante@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam	Online Final Exam Online Written examination	50%	Formal exam period	2 hours
Outcomes assessed:
Placement	Off-campus clinical appraisal Clinical placement	0%	Multiple weeks	80 hours
Outcomes assessed:
Assignment	Group Work (teach me in action) Video Production	20%	Week 06 Due date: 05 Apr 2020 at 23:59	10 minutes
Outcomes assessed:
Assignment	Individual Written Essay Written Assessment	30%	Week 08 Due date: 26 Apr 2020 at 23:59	1500 words
Outcomes assessed:
In-semester test	On-campus Clinical Placement Appraisal (CPA) Competency assessment	0%	Week 14 (STUVAC)	To be added by the unit coordinator
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Group Work (Video production): Students will be allocated to small groups (5-6 students per group) to complete this assessment. Each student is required to contribute to this group activity. Each group is required to select ONE (1) of the provided scenarios. You are required to use current literature to support your strategies and present your reference list at the end of the video. Each group’s video will be assessed by an academic staff (10%) and each group member’s contribution will be reviewed by your group members using SparkPlus (10%). The marks given by your own group will be closely monitored.
Written Essay: Each student is required to submit an individual essay based on the scenario for your choice. You are required to read the article ‘Ageing and Health’ from WHO’s website https://www.who.int/en/news-room/fact-sheets/detail/ageing-and-health (Links to an external site.)
Online Final exam: This assessment will consist of case studies and is a mixture of short and long-answer questions exploring knowledge related to the concepts and issues explored in this unit. The two hour examination will assess the students’ understandings of the content of unit’s three interconnected modules. All material and essential readings for this unit are examinable.
On-campus Clinical Performance Appraisal (CPA): In the CPA you will be assessed on certain skills and you must demonstrate competence in all critical elements in each of these skills. A critical element is an essential component of the particular clinical skill, which reflects the underpinning of theoretical aspects of the skill, e.g. patient safety, legal requirements, and patient comfort. 100% accuracy is required when calculating the dose required when administering medications.
Off-campus clinical placement: You are required to complete total 80 clinical hours and satisfactorily pass your clinical placement. You have to demonstrate safe, efficient, and effective performance of nursing practice activities associated with nursing older patients located in acute, medical or surgical settings.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction to the unit; 2. Ageing process and ageing experience	Lecture (2 hr)
Week 01	Tutorial 1: 1. Theoretical component; 2. Clinical component - CSL revision: respiratory assessment; 3. CSL 1 preparation: administration of inhaled medications, intramuscular, and subcutaneous injections	Tutorial (2 hr)
Week 02	1. Healthy and active ageing: policy and health promotion; 2. Ageing and spirituality	Lecture (2 hr)
Week 02	CSL 1 activities: administration of inhaled medications, subcutaneous injection	Simulation laboratory (2 hr)
Week 03	Needs of ageing population and health care services: COPD and asthma management	Lecture (2 hr)
	Tutorial 2: 1. Theoretical component; 2. Clinical component - FAQs about the CSL 1; 3. CSL 2 preparation: administration of intramuscular injection; 4. Complex wound assessment and wound irrigation	Tutorial (2 hr)
	Suggest book practice lab for self-directed learning	Practical (1 hr)
Week 04	Parkinson’s disease, management, and challenges	Lecture (2 hr)
Week 04	CSL 2 activities: administration of intramuscular injection; Complex wound assessment and wound irrigation	Simulation laboratory (2 hr)
Week 05	Bone health, management, and disease prevention	Lecture (2 hr)
	Tutorial 3: 1. Theoretical component; 2. Clinical component - FAQs about the CSL 2; 3. CSL 3 preparation: intravenous injection (bolus) and naso-gastric tube insertion and care	Tutorial (2 hr)
	Suggest book practice lab for self-directed learning	Practical (1 hr)
Week 06	Overweight and weight management	Lecture (2 hr)
	Tutorial 4 (online activity): 1. Theoretical component; 2. Clinical component	Online class (2 hr)
	CSL 3 activities: intravenous injection (bolus) and insertion and care of nasogastric tube	Simulation laboratory (2 hr)
Week 07	Lecture (Online activity)	Online class (2 hr)
	Tutorial 5: 1. Theoretical component; 2. Clinical component - FAQs about the CSL 3; 3. Revision of CSL 1-3 and preparation for time management clinical laboratory activity	Tutorial (2 hr)
	Suggest book practice lab for self-directed learning	Practical (1 hr)
Week 08	Cardiovascular disease and secondary prevention	Lecture (2 hr)
Week 08	CSL 4 activities: clinical skills peer practice and consolidation	Simulation laboratory (2 hr)
Week 09	Dementia, early interventions, and challenges	Lecture (2 hr)
	Tutorial 6: 1. Theoretical component; 2. Clinical component - FAQs about the CSL 4; 3. CSL 5 preparation: simulation exercise and time management activity	Tutorial (2 hr)
	Suggest book practice lab for self-directed learning	Practical (1 hr)
Week 10	Culture, community, and communication in care of diverse older population	Lecture (2 hr)
Week 10	CSL 5 activities: simulation exercise and time management activity	Simulation laboratory (2 hr)
Week 11	Promoting healthy and active ageing messages within the community	Lecture (2 hr)
	Tutorial 7: 1.Theoretical component; 2.Clinical component-FAQs about the CSL5 and CSL6 preparation: Simulation exercise and time management activity	Tutorial (2 hr)
	Suggest book practice lab for self-directed learning	Practical (1 hr)
Week 12	1. Active ageing and diverse older population; 2. Design and evaluation of health promotion programs for older people	Lecture (2 hr)
	Tutorial 8 (Online activities): Case studies and exam preparation	Online class (2 hr)
	Suggest book practice lab for self-directed learning	Practical (1 hr)
Week 13	Conclusion and revision	Lecture (2 hr)
Week 13	CSL 6 activities: simulation exercise and time management clinical laboratory for CPA preparation	Simulation laboratory (2 hr)

Attendance and class requirements

Attendance: The Sydney Nursing School Resolutions specifically outline attendance requirements. Resolution 7.2 states that if students are absent without leave for more than 10% of classes in a particular unit of study in any one semester, the Head of School may call upon them to show cause why they should not be deemed to have failed that unit of study. Students must also attend 100% of all clinical simulation laboratories (CSL) and off campus clinical, which are supplemented with online and group activities.
Participation: It is expected that the student will actively engage with the unit of study materials, which directly relate to the learning outcomes, and are designed to assist with successful completion of assignments.
Referencing style: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 6th Edition, 2010 as its official referencing style. This is an author-date style of referencing.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All weekly readings for this unit can be accessed through the Library eReserve, available on Canvas.

Brown, D., Edwards, H., Buckley, T., & Aitken, R. (2019) Lewis's medical-surgical nursing: Assessment and management of clinical problems (ANZ Edition, 5th Ed.). Elsevier, Chatswood, NSW.
Crisp, J., Douglas, C., Rebeiro, G., & Waters, D. (Eds.) (2017). Potter & Perry's fundamentals of nursing (5th ed.). Chatswood, N.S.W.: Elsevier Australia.
Johnson, A. & Chang, E. (2014) Caring for older people in Australia: Principles for nursing practice. Milton, Qld: John Wiley & Sons Australia
Nay, R., Garratt, S. & Fetherstonhaugh, D. (2014). Older people: issues and innovations in care. Sydney: Elsevier.
Touhy, T.A. & Jett, K. (2012). Ebersole and Hess’ Toward Healthy Aging (8th ed.). St. Louis Mo.: Elsevier/ Mosby.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate an understanding of the multidimensional meanings of ageing across the adult lifespan
LO2. (critically) discuss the application of the concepts of healthy and active ageing, and the value of health promotion for an ageing population
LO3. (critically) discuss and evaluate the evidence and research that underpins nursing care for promoting healthy and active ageing
LO4. communicate through verbal and non-verbal means with patients, families, colleagues and other healthcare professionals in a professional manner
LO5. demonstrate safe, efficient, and effective performance of nursing interventions associated with a variety of age-related health conditions in simulated and clinical settings
LO6. specifically discuss key questions from the Framework for Practice Thinking within the context of promoting healthy ageing.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 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 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.4. Provides support and directs people to resources to optimise health related decisions
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 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 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.4. Provides support and directs people to resources to optimise health related decisions 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 2.8. Participates in and/or leads collaborative practice 3.2. Provides the information and education required to enhance people’s control over health 3.3. Uses a lifelong learning approach for continuing professional development of self and others 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 5.3. Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes 5.4. Plans and negotiates how practice will be evaluated and the time frame of engagement 5.5. Coordinates resources effectively and efficiently for planned actions 7.1. Evaluates and monitors progress towards the expected goals and outcomes 7.2. Revises the plan based on the evaluation
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.7. Contributes to quality improvement and relevant research 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 2.8. Participates in and/or leads collaborative practice 3.2. Provides the information and education required to enhance people’s control over health 3.3. Uses a lifelong learning approach for continuing professional development of self and others 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice 5.1. Uses assessment data and best available evidence to develop a plan
	Registered Nurses Standards for Practice - 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 1.5. Uses ethical frameworks when making decisions 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.4. Provides support and directs people to resources to optimise health related decisions 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 2.8. Participates in and/or leads collaborative practice 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.6. Actively engages with the profession 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people 4.3. 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 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 7.1. Evaluates and monitors progress towards the expected goals and outcomes 7.2. Revises the plan based on the evaluation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 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 1.5. Uses ethical frameworks when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.4. Provides support and directs people to resources to optimise health related decisions 2.8. Participates in and/or leads collaborative practice 3.1. Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice 3.2. Provides the information and education required to enhance people’s control over health 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.6. Actively engages with the profession 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people 4.1. Conducts assessments that are holistic as well as culturally appropriate 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice 4.3. 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 5.1. Uses assessment data and best available evidence to develop a plan 5.3. Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes 5.5. Coordinates resources effectively and efficiently for planned actions 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 7.1. Evaluates and monitors progress towards the expected goals and outcomes 7.2. Revises the plan based on the evaluation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.7. Contributes to quality improvement and relevant research 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 2.8. Participates in and/or leads collaborative practice 3.5. Seeks and responds to practice review and feedback 3.6. Actively engages with the profession 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people 6.2. Practises within their scope of practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 7.1. Evaluates and monitors progress towards the expected goals and outcomes 7.2. Revises the plan based on the evaluation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons

Registered Nurses Standards for Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice
1.2		Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
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		Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
1.6		Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations
2.1		Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships
2.2		Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.3		Recognises that people are the experts in the experience of their life
2.4		Provides support and directs people to resources to optimise health related decisions
2.7		Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care
2.8		Participates in and/or leads collaborative practice
3.1		Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice
3.2		Provides the information and education required to enhance people’s control over health
3.3		Uses a lifelong learning approach for continuing professional development of self and others
3.4		Accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities
3.5		Seeks and responds to practice review and feedback
3.6		Actively engages with the profession
3.7		Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
4.1		Conducts assessments that are holistic as well as culturally appropriate
4.2		Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
4.3		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
5.1		Uses assessment data and best available evidence to develop a plan
5.2		Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons
5.3		Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes
5.5		Coordinates resources effectively and efficiently for planned actions
6.1		Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
6.2		Practises within their scope of practice
6.4		Provides effective timely direction and supervision to ensure that delegated practice is safe and correct
6.5		Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
7.1		Evaluates and monitors progress towards the expected goals and outcomes
7.2		Revises the plan based on the evaluation
7.3		Determines, documents and communicates further priorities, goals and outcomes with the relevant persons

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NURS2006: Ageing, Health and Care

Semester 1, 2020 [Normal day] - Mallett Street, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect