Outline

Overview

This unit of study will provide students with the opportunity to explore ageing and the experience of ageing from a multidimensional stance including biological, physiological, social, cultural, spiritual, environmental perspectives. Healthy ageing is an important goal for Australian society and the global population, and within the unit, healthcare priorities to address the changing needs of an ageing population will be examined. Challenges for achieving healthy ageing, including inequality, health, and social and cultural diversity, will be explored. Common health problems associated with ageing such as chronic respiratory diseases, cardiovascular and cerebrovascular diseases, neurological and cognitive disorders, and musculoskeletal disease will be examined as well as the impact of comorbidity on healthy ageing. The role of nurses working with interprofessional teams, in the provision of health promotion and evidence- based comprehensive care for older people from diverse social and cultural backgrounds will also be addressed.

Unit details and rules

Unit code	NURS2006
Academic unit	Nursing and Midwifery
Credit points	6
Prohibitions ?	None
Prerequisites ?	36 credit points of 1000 level units including NURS1008
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Karen Watson, karen.watson@sydney.edu.au
Tutor(s)	Beulah Benedict, beulah.benedict@sydney.edu.au
	Jillian Davey, jillian.davey@sydney.edu.au
	Mary Kearns, mary.kearns@sydney.edu.au

Type	Description	Weight	Due	Length
Supervised exam ?	Assessment 3: Final written exam Final written exam	45%	Formal exam period	2 hours
Outcomes assessed:
Presentation	Assessment 1: Group Work Part A video skill assessment; Part B and C presentation; PartD Peer review	30%	Multiple weeks	15 minutes video;10 slides / 15 minutes
Outcomes assessed:
Placement	Off-Campus Clinical Placement Competency assessment	0%	Multiple weeks	80 hours
Outcomes assessed:
Skills-based evaluation	On-campus Clinical Placement Appraisal (CPA) Competency assessment	0%	STUVAC	To be added by the unit coordinator
Outcomes assessed:
Assignment	Assessment 2: Individual Written Essay Written Assessment	25%	Week 09 Due date: 26 Apr 2023 at 23:59	1500 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessment 1 (30%): Group Work (Video and Powerpoint submission plus class presentation)

Students will be allocated to groups (4-5 students/group). All students will actively contribute to their group’s activity. Each student group will:

Assessment 1A (10%): Develop a video demonstrating the correct procedure for schedule 8 medication preparation and administration to patient, and submit via Turnitin (due week 5)

Assessment 1B (10%): Develop a powerpoint presentation based on a selected case of an older person, exploring principles and application of a comprehensive geriatric assessment (CGA), and submit via Turnitin.

Assessment 1C (5%): Each group will select one CGA assessment tool to demonstrate and ‘teach-back’ to the class.

A 15-minute group presentation of Assessment 1B and 1C to class peers, providing a brief summary of the selected case study, with a demonstration and ‘teach-back’ of the nominated CGA assessment tool. The presentation will be delivered during a nominated tutorial session in Week 7.

Assessment 1D Peer mark (5%): Students will have opportunity to review the members in their group based on preparation and participation.

Assessment 2 (25%): Written Essay

The World Health Organization (WHO) defines Healthy Ageing “as the process of developing and maintaining the functional ability that enables wellbeing in older age”; the three components of healthy ageing are “functional ability, intrinsic capacity and environments”.

Healthy ageing is an important goal for Australian society. Each student will submit an essay of 1500 words based on a scenario selected from a list of scenarios provided.

In preparing this individual essay, please read the document ‘Decade of healthy ageing: Baseline report’ (particularly Chapter 2) from WHO’s website https://www.who.int/health-topics/ageing#tab=tab_1 (Links to an external site), and review the current health literature on older people and health to address several elements. You are required to use current literature relevant to older people to support your argument.

Assessment 3 (45%): Written Exam

The exam will consit of short answer and case study extended responses, exploring knowledge related to the concepts and issues explored in this Unit. 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 a total 80 clinical hours and satisfactorily pass your clinical placement. During clinical, you are to demonstrate safe, efficient, and effective performance of nursing practice activities associated with nursing older patients located in acute, medical or surgical settings.

Please note: Each student is required to submit all assessment items in order to pass this unit. 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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

*Where an assignment is submitted late without an approved extension, a late penalty will apply. For every calendar day up to and including ten calendar days after the due date a penalty of 5% of the maximum awardable marks will be applied to late work. For work submitted more than ten calendar days after the due date a mark of zero marks 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. Healthy ageing and care of an older person care	Lecture (2 hr)
Week 01	Tutorial 1: 1. Theoretical component: 2. CSL 1 preparation: administration of inhaled medications, subcutaneous injections, schedule 8 medication	Tutorial (2 hr)
Week 02	1. Active ageing needs, health services and policy; 2. Wound assessment and management	Lecture (2 hr)
Week 02	CSL 1 activities: administration of inhaled medications, subcutaneous injection; schedule 8 medication (demonstration)	Simulation laboratory (2 hr)
Week 03	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; Complex wound assessment and wound irrigation	Tutorial (2 hr)
	Suggest book practice lab for self-directed learning	Practical (1 hr)
Week 04	Dementia, early interventions, 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; Ageing, medication usage and risk of polypharmacy	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	Stroke and basic management	Lecture (2 hr)
Week 06	CSL 3 activities: intravenous injection (bolus) and insertion and care of nasogastric tube	Simulation laboratory (2 hr)
Week 07	Recognising deterioration care and management	Lecture (2 hr)
	Tutorial 4: 1. Student presentations 2.Theoretical component; 3. Clinical component - FAQs about the CSL 3; preparation for time management CSL	Tutorial (2 hr)
	Suggest book practice lab for self-directed learning	Practical (1 hr)
Week 08	Cardiovascular disease and secondary prevention (online)	Lecture (2 hr)
	CSL 4 activities: clinical skills peer practice and consolidation	Simulation laboratory (2 hr)
	Tutorial 5: 1. Theoretical component; 3. Clinical component - FAQs about the CSL 4; preparation for time management CSL	Tutorial (2 hr)
Week 09	Older person nutrition and weight management	Lecture (2 hr)
	Tutorial 6 Online activities: 1. Student presentations 2.Theoretical component; 3. Clinical component - FAQs about the CSL 4; preparation for time management CSL	Tutorial (2 hr)
	Suggest book practice lab for self-directed learning	Practical (1 hr)
Week 10	Law, ethics and older people	Lecture (2 hr)
	CSL 5 activities: simulation exercise and time management activity	Simulation laboratory (3 hr)
	Tutorial 7: 1. Student presentations 2.Theoretical component; 3. Clinical component - FAQs about the CSL 4 and CSL 5	Tutorial (2 hr)
Week 11	Promoting healthy and active ageing messages	Lecture (2 hr)
	Tutorial 8: 1.Theoretical component; 2.Clinical component-FAQs about CSL6 and preparation for CPA	Tutorial (2 hr)
	Suggest book practice lab for self-directed learning	Practical (1 hr)
Week 12	Culture, community and diverse older populations	Lecture (2 hr)
Week 12	Suggest book practice lab for self-directed learning	Practical (1 hr)
Week 13	Conclusion and revision	Lecture (2 hr)
Week 13	CSL 6 activities: self directed 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) 7th Edition, 2020 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. Critically discuss the concept of healthy ageing and the value of health promotion for an ageing population
LO2. Demonstrate an understanding of ageing from multidimensional perspectives
LO3. Critically analyse the evidence that underpins nursing care for promoting healthy ageing
LO4. Evaluate the factors that challenge older people to achieve healthy ageing
LO5. Discuss the importance of working in partnership with older people living with health condition(s) to identify the strategies to optimize their opportunity to experience healthy ageing
LO6. Communicate effectively in a professional manner through verbal and non-verbal means with patients, families, colleagues and other healthcare professionals within an interdisciplinary team
LO7. Demonstrate proficient performance of clinical nursing skills associated with a variety of age-related health conditions in simulated and clinical settings
LO8. Demonstrate satisfactory achievement in professional experience placement, including health assessment, nursing interventions, communication and documentation skills, work health and safety

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 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 1.3. 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 1.7. 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
	National Practice Standards for Nurses in General Practice - 1.2. Standard 2: Provides nursing care consistent with current nursing and general practice standards, guidelines, regulations and legislation. 1.2.RN1. Identifies current NMBA RN standards for practice. 1.2.RN2. Practises within individual scope of practice. 1.2.RN5. Seeks advice from other RNs, or health professionals, when faced with situations outside of their scope of practice. 1.2.RN6. Uses general practice specific standards to guide nursing practise. 1.2.RN7. Practise is consistent with evidence-based guidelines and policies within the RN scope of practice. 1.3. Standard 3: Actively builds and maintains professional relationships with other nurses and regularly engages in professional development activities. 1.3.EN5. Actively participates in professional development activities relevant to nursing in general practice. 2. Domain 2: Nursing Care 2.11. Standard 11: Effectively delivers evidence-based health information to improve health literacy and promote self-management 2.11.RN1. Assesses consumers’ health literacy and understanding of their health status. 2.11.RN3. Provides relevant, evidence-based health information to consumers. 2.11.RN4. Uses appropriate communication skills and resources to deliver health information to individual consumers. 2.6. Standard 6: Demonstrates the knowledge and skills to provide safe, effective and evidence-based nursing care 2.6.RN1. Articulates an understanding of evidence based practice and its application within nursing. 2.6.RN2. Articulates a knowledge base appropriate to support the provision of evidence based nursing care within the RN scope of practice. 2.6.RN5. Demonstrates clinical reasoning in the application of clinical guidelines to nursing care. 2.7. Standard 7: Undertakes nursing assessment and plans ongoing care 2.7.RN1. Appropriately and accurately uses validated assessment tools to evaluate current health status and/or risk of developing disease. 2.7.RN10. Provides appropriate handover to ensure continuity of care. 2.7.RN2. Integrates consideration of the social determinants of health and lifestyle risk factors into nursing assessments. 2.7.RN6. Appropriately and accurately records nursing assessments in a timely manner. 2.8. Standard 8: Effectively implements evidence-based health promotion and preventive care relevant to the Practice community 2.8.RN4. Identifies and sources appropriate resources to support health promotion and preventive care activities. 2.9. Standard 9: Empowers and advocates for consumers 2.9.RN3. Provides education and support to encourage consumers to be active participants in their own health care. 2.9.RN4. Practises in a way that empowers consumers and recognises their individual circumstances, needs and values. 2.9.RN8. Encourages consumers to seek support from family and/or support persons as appropriate. 3. Domain 3: General Practice Environment 3.13.RN2. Accurately and appropriately documents nursing assessments and care using relevant IT systems. 4. Domain 4: Collaborative Practice 4.20. Standard 20: Builds and maintains professional and therapeutic relationships with consumers, their families and/or support person(s) 4.20.RN1. Practises in a manner that recognises the importance and maintenance of professional and therapeutic relationships in the general practice setting. 4.20.RN2. Uses effective communication and interpersonal skills to build trust, promote confidence and satisfaction, and empower consumers, their families and support persons. 4.20.RN3. Creates and maintains a safe physical and/or psychosocial environment for consumers, their families and support persons.
	National Practice Standards for Nurses in General Practice - 1. Domain 1: Professional Practice 1.1. Standard 1: Demonstrates an understanding of primary health care principles and nursing in general practice. 1.1.RN1. Identifies the core principles of primary health care. 1.1.RN2. Integrates the principles of primary health care into their practice. 1.1.RN4. Recognises the impact of the social determinants of health on consumers and integrates this understanding in the planning and delivery of nursing care. 1.1.RN5. Identifies the broad health and social needs of the Practice community. 1.2. Standard 2: Provides nursing care consistent with current nursing and general practice standards, guidelines, regulations and legislation. 1.2.RN1. Identifies current NMBA RN standards for practice. 1.2.RN7. Practise is consistent with evidence-based guidelines and policies within the RN scope of practice. 1.4. Standard 4: Advocates for the role of nursing in general practice. 1.4.RN2. Develops the nursing role within general practice in collaboration with other health professionals and consumers. 2. Domain 2: Nursing Care 2.10. Standard 10: Understands diversity in the Practice community and facilitates a safe, respectful and inclusive environment 2.10.RN1. Demonstrates respect for consumers regardless of their native language, cultural/ ethnic background, sexual orientation, gender identity, socio-economic status, physical or mental capacity, values or beliefs in the delivery of primary nursing care. 2.10.RN2. Provides nursing care in a respectful and culturally safe manner for Aboriginal and Torres Strait Islander people. 2.10.RN3. Recognizes and respects the impact of diversity on consumers accessing primary care services. 2.11. Standard 11: Effectively delivers evidence-based health information to improve health literacy and promote self-management 2.11.RN3. Provides relevant, evidence-based health information to consumers. 2.11.RN4. Uses appropriate communication skills and resources to deliver health information to individual consumers. 2.12. Standard 12: Evaluates the quality and effectiveness of nursing care 2.12.RN1. Regularly undertakes critical reflection on the quality of their individual clinical practice and nursing services within the Practice. 2.6. Standard 6: Demonstrates the knowledge and skills to provide safe, effective and evidence-based nursing care 2.6.RN1. Articulates an understanding of evidence based practice and its application within nursing. 2.6.RN3. Adapts theoretical knowledge and clinical skills to the individual and Practice population. 2.6.RN5. Demonstrates clinical reasoning in the application of clinical guidelines to nursing care. 2.7. Standard 7: Undertakes nursing assessment and plans ongoing care 2.7.RN1. Appropriately and accurately uses validated assessment tools to evaluate current health status and/or risk of developing disease. 2.7.RN10. Provides appropriate handover to ensure continuity of care. 2.7.RN2. Integrates consideration of the social determinants of health and lifestyle risk factors into nursing assessments. 2.7.RN6. Appropriately and accurately records nursing assessments in a timely manner. 2.8. Standard 8: Effectively implements evidence-based health promotion and preventive care relevant to the Practice community 2.8.RN1. Recognises and understands the importance of evidence based health promotion and preventive care in general practice within the RN scope of practice. 2.8.RN4. Identifies and sources appropriate resources to support health promotion and preventive care activities. 2.9. Standard 9: Empowers and advocates for consumers 2.9.RN3. Provides education and support to encourage consumers to be active participants in their own health care. 2.9.RN8. Encourages consumers to seek support from family and/or support persons as appropriate. 3. Domain 3: General Practice Environment 3.13. Standard 13: Demonstrates proficiency in the use of information technology, clinical software and decision support tools to underpin health care delivery 3.13.RN1. Understands the importance of accurate data entry to both the accuracy of clinical records and the ability to retrieve information. 3.13.RN2. Accurately and appropriately documents nursing assessments and care using relevant IT systems. 3.17. Standard 17: Participates in the development, implementation and evaluation of relevant policies and procedures 3.17.RN1. Demonstrates knowledge of current policies and procedures and an understanding of their implications for nursing practice. 3.19. Standard 19: Effectively manages human and physical resources 3.19.RN1. Manages and prioritises own workload. 3.19.RN2. Seeks support from RN colleagues if unclear about priorities or workload. 3.19.RN4. Uses resources effectively and efficiently in providing nursing care. 4. Domain 4: Collaborative Practice 4.20.RN1. Practises in a manner that recognises the importance and maintenance of professional and therapeutic relationships in the general practice setting. 4.20.RN2. Uses effective communication and interpersonal skills to build trust, promote confidence and satisfaction, and empower consumers, their families and support persons. 4.20.RN3. Creates and maintains a safe physical and/or psychosocial environment for consumers, their families and support 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
3.4		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
6.5		Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
6.6		Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards
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.

Changes have been made to the unit based on the revised curriculum for 2023 and in response to student feedback in 2022

Additional information

Sensitive materials in teaching: Please note that in this Unit of Study sensitive and potentially distressing or disturbing content might be presented and/or discussed from time to time. This may include reference to for example, of people’s experiences of health and illness and/or culturally sensitive issues. These topics are relevant to your learning in this unit of study and your knowledge and skill development for nursing practice. You will be advised before the information/topic is presented. If you are participating in the teaching session/activity online, you are advised to use headphones and ensure that anyone not participating in the session cannot see images that you may be watching on your device. If the nature of the content makes you feel uncomfortable or distressed, it is important that you contact the unit coordinator or another member of the academic team to discuss this with them.

Work, health and safety

Students are required to follow the University policy to ensure COVID safe learning environment.

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

Additional information

Additional information

Work, health and safety

Disclaimer

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Current students

NURS2006: Ageing, Health and Care

Semester 1, 2023 [Normal day] - Camperdown/Darlington, 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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect