Outline

Overview

Central to this unit of study is the concept of self-management of chronic conditions and the principles and practices that support such management. The overall framework of the unit of study is the patient as partner approach, although a range of other frameworks for improving care of people with chronic conditions will be also explored. The unit focuses on the role that nurses play in partnering with consumers who are living in the community with chronic conditions. The role of nurses in health promotion and early intervention within an interdisciplinary team will be explored. A lifespan approach will be used when discussing the occurrence of chronic conditions in the community and strategies that make self-management interventions sustainable for individuals from diverse social and cultural backgrounds will be examined. Students will learn about the most common chronic conditions and co-morbidities in the Australian population and the diverse range of factors and social determinants of health that increase the likelihood of people developing chronic conditions. The management of common chronic co-morbidities among Aboriginal and Torres Strait people will also be addressed. The unit also recognises that for effective management of chronic conditions there is a need for clinical governance, safety and quality systems. This includes the use of digital health technology to facilitate effective communication across multiple settings within the healthcare system.

Unit details and rules

Unit code	NURS2011
Academic unit	Nursing and Midwifery
Credit points	6
Prohibitions ?	NURS3010
Prerequisites ?	36 credit points of 1000 level units and NURS2006
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Tamara Power, tamara.power@sydney.edu.au
Lecturer(s)	Louise Sheehy, louise.sheehy@sydney.edu.au
Tutor(s)	Kazuma Honda, kazuma.honda@sydney.edu.au
Tutor(s)	Jill Cooper, jill.cooper@sydney.edu.au

Type	Description	Weight	Due	Length
Creative assessment / demonstration	Assessment 5: Off-campus Clinical Placement Clinical assessment	0%	Formal exam period	80 hours
Outcomes assessed:
Skills-based evaluation	Assessment 4: On-campus Clinical Performance Appraisal Clinical assessment	0%	STUVAC	30 minutes
Outcomes assessed:
Tutorial quiz	Assessment 1: In class continuous assessment Five out of six tutorials, will begin with an in-class quiz	30%	Week 03	12 questions each in 5 tutorials
Outcomes assessed:
Assignment	Assessment 2: Self-management of Chronic Conditions Group assessment	25%	Week 06 Due date: 06 Sep 2023 at 23:59	A 10 slide PowerPoint with narrative
Outcomes assessed:
Assignment	Assessment 3: Reflective essay and stoma journal Experiential activity and reflective essay	45%	Week 11 Due date: 18 Oct 2023 at 23:59	2000 words + stoma journal w pictures
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessment 1: In class, continuous assessment. In each tutorial class from week 3 onwards, students will sit an in-class quiz. Each quiz will consist of 12 questions derived from the lecture series. Students will have 10 minutes to complete each quiz. There will be five quizzes in total, worth 12 marks each adding up to 30% of the overall mark.
Assessment 2: Self-management of chronic conditions. In line with the nurse's role in interdisciplinary, chronic condition teams, this group assignment has been designed to provide students with experience of evaluating a person living with a chronic condition's current self-management strategies and providing evidence-based recommendations with the potential to improve the person's self-management and health outcomes. Students will be allocated a written case study and then, drawing on evidence-based literature will make recommendations to improve the person's self-management. The assignment will be submitted as a 10-slide PowerPoint with a 20 minute recorded voiceover.
Assessment 3: Reflective essay and stoma journal. This assessment is intended to provide students with insight into living with a chronic condition, to develop empathy and understanding. For 48 hours students will wear a stoma bag containing simulated faeces. At the end of the 48 hours, students will write a 2000 word reflective essay that discusses major events during the experience and their intellectual and emotional response, comparing and contrasting their experiences with qualitative chronic illness literature. Time-stamped photographs will be included for fidelity. A detailed marking rubric will be provided. Please note there is an alternative assessment available depending on personal circumstances.
Assessment 4: Clinical performance appraisal. Demonstrate safe nursing interventions associated with the unit of study under exam conditions.
Assessment 5: Off-campus clinical placement. 80 hours.

Please note: Each student is required to submit all assessment items in order to be eligible 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	Lecture 1: Subject and assessment overview Lecture 2: Chronic conditions - children and adolescents	Lecture (2 hr)
Week 01	Social and cultural determinants of health; Chronic respiratory conditions	Tutorial (2 hr)
Week 02	Lecture 1: Chronic care models, and the social and cultural determinants of health Lecture 2: Lab lecture	Lecture (2 hr)
Week 02	Respiratory assessment, inhaled medications, intravenous medications	Simulation laboratory (2 hr)
Week 03	Chronic disease self-management principles	Lecture (2 hr)
Week 03	Self management of chronic conditions; motivational interviewing, SMART goals, chronic cardiac conditions	Tutorial (2 hr)
Week 04	Lecture 1: Heart failure Lecture 2: Lab lecture	Lecture (2 hr)
Week 04	Sterile gloving, IDC insertion, IV bolus	Simulation laboratory (2 hr)
Week 05	Introduction to teach-back method	Lecture (2 hr)
Week 05	Diabetes distress, Diabetes	Tutorial (2 hr)
Week 06	Lecture 1: Stoma care Lecture 2: Lab lecture	Lecture (2 hr)
Week 06	Abdominal assessment, stoma care, nasogastric insertion	Simulation laboratory (2 hr)
Week 07	Lecture 1: Diabetes, Lecture 2: Obesity	Lecture (2 hr)
Week 07	Health literacy, Teach-back method, inflammatory bowel diseases	Tutorial (2 hr)
Week 08	Lecture 1: Lab lecture	Lecture (2 hr)
Week 08	Complex wound care, diabetic foot assessment, insulin administration	Simulation laboratory (2 hr)
Week 09	Fundamentals of Palliative care	Lecture (2 hr)
Week 09	Cancer, Symptom control, Supportive care, Continuity of care from hospital to home	Tutorial (2 hr)
Week 10	Lecture 1: Cancer nursing Lecture 2: Lab lecture	Lecture (2 hr)
Week 10	Sub-cut butterfly insertion, use and care, S8 pain medication administration	Simulation laboratory (2 hr)
Week 11	Stroke	Lecture (2 hr)
Week 12	Lecture 1: Sexuality in chronic conditions Lecture 2: Carers and family members and chronic conditions	Lecture (2 hr)
Week 12	Sexuality in chronic conditions	Tutorial (2 hr)
Week 13	Lecture 1: Blood borne chronic conditions Lecture 2: CPA Q&A	Lecture (2 hr)
Week 13	CPA practice lab	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 Dean may call upon them to show cause why they should not be deemed to have failed that unit of study.

It is expected that all students participate and fully engage in the content of this unit of study by attending lectures, tutorials and laboratories, being prepared for tutorials and laboratories, contributing to discussions in class and online, and providing and receiving feedback in a respectful and dignified manner.

Students must attend 100% of all clinical simulation laboratories (CSL) and off campus clinical, which are supplemented with online and group activities.

Please note: Clinical placement is required to be completed within 8 months of the theoretical component or you will receive an absent fail for the Unit of Study, see:

Clinical Placement Provisions

10(7) Students who do not satisfactorily complete a unit specific clinical placement within eight months of completion of the theoretical component of the associated unit of study will receive an absent fail grade for the unit of study.

This means your non-attendance for this allocated placement will result in an Absent Fail grade for the unit. The rules relating to your degree are externally accredited by ANMAC so there is little flexibility, and these are designed to support application of theory to practice and ultimately patient safety.

Referencing style: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 7th Edition, 2020 as its official referencing style. This is an author-date style of referencing.

Assignment formatting guidelines: Unless the unit coordinator has indicated otherwise, please make sure your submitted assessments are formatted as follows:

font: use Calibri or Times New Roman in 11 - 12 point
double line spacing
margins: 2.5cm each side
use page numbers
refer to assessment instructions for use of title and headings

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

Please refer to NURS2011 Canvas site

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 knowledge of common chronic conditions across the lifespan, including contributing social determinants and risk factors.
LO2. discuss the concept of patients as partners in self-management for people living with chronic conditions in the community.
LO3. apply evidence based knowledge to demonstrate an understanding of how people living with chronic condition can be supported with self-management in the community. This includes people from diverse social and cultural backgrounds and Aboriginal and Torres Strait Islander peoples.
LO4. critically evaluate the impact of the diverse range of factors that influence the ability of people across the lifespan to self-manage their chronic conditions and to achieve healthy ageing.
LO5. collaborate with people living with chronic conditions across the lifespan to set self-management goals and to plan relevant actions.
LO6. discuss the importance of effective communication when interacting with patients, families, and members of the interdisciplinary team.
LO7. demonstrate proficient performance of clinical nursing skills associated with the management of common chronic conditions in the simulated laboratory and clinical environment.
LO8. demonstrate satisfactory achievement in the professional experience placement as outlined in the NURS2XXX Clinical Record Logbook.

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 4.1. Conducts assessments that are holistic as well as culturally appropriate 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
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 3.2. Provides the information and education required to enhance people’s control over health 4.1. Conducts assessments that are holistic as well as culturally appropriate
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 2.4. Provides support and directs people to resources to optimise health related decisions 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
	Registered Nurses Standards for Practice - 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 2.3. Recognises that people are the experts in the experience of their life
	Registered Nurses Standards for Practice - 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 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 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
	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 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 3.2. Provides the information and education required to enhance people’s control over health
	Registered Nurses Standards for Practice - 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 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 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 3.5. Seeks and responds to practice review and feedback 4.1. Conducts assessments that are holistic as well as culturally appropriate 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 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 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 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 3.3. 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 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 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

Registered Nurses Standards for Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
1		Standard 1: Thinks critically and analyses nursing 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
1.4		Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
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		Standard 2: Engages in therapeutic and professional relationships
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
2.5		Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
2.6		Uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes
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
2.9		Reports notifiable conduct of health professionals, health workers and others
3		Standard 3: Maintains the capability for 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		Standard 4: Comprehensively conducts assessments
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
4.4		Assesses the resources available to inform planning.
5		Standard 5: Develops a plan for nursing practice
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
5.4		Plans and negotiates how practice will be evaluated and the time frame of engagement
5.5		Coordinates resources effectively and efficiently for planned actions
6		Standard 6: Provides safe, appropriate and responsive quality nursing practice
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
6.3		Appropriately delegates aspects of practice to enrolled nurses and others, according to enrolled nurse’s scope of practice or others’ clinical or nonclinical roles
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		Standard 7: Evaluates outcomes to inform nursing practice
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.

In response to previous feedback, the exam in this unit has been replaced by iterative quizzes. We welcome all constructive feedback.

Additional information

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

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, discrimination, assault, suicide, illness, death and dying or culturally sensitive issues. These topics are relevant to your learning 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.

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NURS2011: Managing Chronic Conditions

Semester 2, 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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect