Outline

Overview

This unit of study will evaluate the burden and impact of chronic illness on Australian society and the local and international chronic illness models and programs that have been developed. Students will explore the principles of chronic illness management, including relevant evidence-based decision-making processes and practices, the concepts of self-management, continuity of care and coordinated quality care. The National Health Priority Areas will be examined from both population and personal illness experience perspectives. Unit content will be informed by person-centred, interdisciplinary, integrated continuity of care approaches to care and service delivery as these relate to the management of chronic illness.

Unit details and rules

Unit code	NURS5098
Academic unit	Nursing and Midwifery
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Sue Randall, sue.randall@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Assessment 1B: PowerPoint and notes on critical incident PowerPoint	15%	Mid-semester break Due date: 07 Oct 2020 at 00:00	15 slides
Outcomes assessed:
Assignment	Assessment 1A: Reflective account of critical incident Written assignment	35%	Week 06 Due date: 20 Sep 2020 at 23:59	2000 words
Outcomes assessed:
Assignment	Assessment 2: Practice related evaluation of one aspect of care Written assignment	50%	Week 11 Due date: 01 Nov 2020 at 23:59	2500 words
Outcomes assessed:

Assessment summary

Assessment 1A. Critical incident reflection.
Due date: Sunday 20 Sept by 23.59pm
Students are required to provide a reflective account of a critical incident involving a patient with a chronic illness, and analyse the relevant issues. Critical analysis of the incident is the most important part of this assessment.
Assessment 1B. Presentation on critical incident.
Due date: Weds 7 Oct (in class)
Students are required to make a power point presentation which provides the ‘story’ and outcomes from the critical incident described. Emphasis for this part of the assessment is on future management of the identified issue.
Assessment 2. Practice related evaluation of care.
Due date: Sun 1 Nov by 23.59pm
Students are required to undertake a critical analysis of the management of a patient with chronic disease or condition.

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 -03	Study Day 1- Tuesday 18 August- Contexts of chronic disease	Block teaching (7.5 hr)
Week -03	Study day 2- Weds 19 August 2020. Contexts of chronic disease; dimensions of chronic health problems	Block teaching (7.5 hr)
Week 09	Study Day 3- Tuesday 6 October 2020. Terminal conditions and palliative care (chronic pain)	Block teaching (7.5 hr)
Week 09	Study Day 4_ Weds 7 October_ Dimensions of chronic health problems	Block teaching (7.5 hr)

Attendance and class requirements

Attendance: In accordance with Sydney Nursing School’s Resolutions of the School , students must meet the minimum attendance requirements for each unit of study. Coursework policy 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. Alternatively, students may be required to complete an extra assessment as remediation. This assessment will be set by the unit coordinator and may take the form of an essay or other substantial piece of academic work. The assessment will be given a grade of Satisfactory or Unsatisfactory. Failure to complete and pass the assessment may result in failure of the unit of study. Additionally, students undertaking this unit of study are required to attend four on-campus study days which are supplemented with online and group activities. The study days are Tuesday 6 August 2019, Wednesday 7 August 2019, Tuesday 17 September 2019 and Wednesday 18 September 2019.

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

The Unit of Study Readings are relevant to each topic outlined in the Unit of Study Schedule.

The unit of study readings comprise the following journal articles and chapters or sections from texts.

Contexts of chronic disease

Australian Government Department of Health (2010). National Chronic Disease Strategy. http://www.health.gov.au/internet/main/publishing.nsf/Content/pq-ncds-strat

Australian Institute of Health and Welfare (2014). Australia's health 2014. Australia's health series no. 14. Cat. no. AUS 178. Canberra: AIHW. http://www.aihw.gov.au/publication- detail/?id=60129547205

Australian Institute of Health and Welfare (2017). Impact of overweight and obesity as a risk factor for chronic conditions: Australian Burden of Disease Study. Australian Burden of Disease Study series no.11. Cat. no. BOD 12. BOD. Canberra: AIHW.

Australian Primary Health Care Advisory Group (2015). Better Outcomes for People with chronic and complex health conditions. Canberra. http://www.health.gov.au/internet/main/publishing.nsf/Content/primary-phcag-report

Singh, D., Ham, C.(2006). Improving care for people with LTCs: A review of UK and international frameworks. University of Birmingham, HSMC, NHS Institute for Innovation and Improvement.

http://www.improvingchroniccare.org/downloads/review_of_international_frameworks c hris_hamm.pdf

Wagner, E. (1998). Chronic disease management: What will it take to improve care for chronic illness? Effective Clinical Practice 1, 2-4

World Health Organisation (2002). Innovative Care for Chronic Conditions: Building Blocks for Action. Geneva: WHO

World Health Organisation (2014). Non communicable diseases country profiles.

http://www.who.int/nmh/countries/en/

Dimensions of common, chronic health problems

Banbury, A., Chamberlain, D., Nancarrow, S., Dart, J., Gray, L., Parkinson, L. (2017). Can videoconferencing affect older people’s engagement and perception of their social support in long-term conditions management: a social network analysis from the Telehealth Literacy Project. Health and Social Care in the Community. 25(3), 938-950.

Battersby, M., Lawn, S., Kowanko, I., Bertossa, S., Trowbridge, C., Liddiciat, R. (2018). Chronic conditions self-management support for Aboriginal people: adapting tools and training.

Australian Journal of Rural Health. 26, 232-237.https://doi.org/10.1111/ajr.12413

Ng, C.,Thomas-Uribe, M., Yang, Y., Chu,M. Liu, S.D., Pulendran, U., Lin, B.J., Lerner, D., King, A., Wang, J. (2018). Theory-Based Health Behavior Interventions for Pediatric Chronic Disease Management A Systematic Review. JAMA Pediatrics. 172(12), 1177-1186.

Cutler, S., Crawford, P., & Engleking, R. (2018). Effectiveness of group self-management interventions for persons with chronic conditions: a systematic review. MedSurg Nursing, 27(6), 359-367.

Henderson, S., Kendall, E., & See, L. (2011). The effectiveness of culturally appropriate interventions to manage or prevent chronic disease in culturally and linguistically diverse communities: A systematic literature review. Health and Social Care, 19(3), 225-249. http://dx.doi.org/10.1111/j.1365-2524.2010.00972.x

Kir, S., Beatty, S., Callery, P., Gellatly, J., Milnes, L., & Pryjmachuk, S. (2013). The effectiveness of self-care support interventions for children and young people with long- term conditions: a systematic review. Child: Care, Health and Development, 39(3),305- 324.

Ko, D., Bratzke, L., Roberts, T. (2018). Self-management assessment in multiple chronic conditions: a narrative review of the literature. International Journal of Nursing Studies. 83, 83-90.

Lawn, S., McMillan, J. & Pulvirenti, M. (2011). Chronic condition self-management: expectations of responsibility. Patient Education and Counseling, 84, e5-e8.

Mullen, R., Tong, S., Sabo, R., Liaw, W., Marshall, J., Nease, D., Krist, A., Frey, J. (2019).

Loneliness in primary care patients: a prevalence study. Annals of Family Medicine 17(2), 107-115.

Parkinson, A.M., & Parker, R. (2013). Addressing chronic and complex conditions: what evidence is there regarding the role primary healthcare nurses can play? AustralianHealth Review, 37, 588–593. http://dx.doi.org/10.1071/AH12019

Randall, S. and Neubeck, L. (2016). What’s in a name? Concordance is better than adherence for promoting partnership and self-management of chronic disease. Australian Journal of Primary Health. http://dx.doi.org/10.1071/PY15140

Sav, A., Kendall. K., McMillan, S.S., Kelly, F., Whitty, J.A., King, M.A., & Wheeler, A.J. (2013) ‘You say treatment, I say hard work’: treatment burden among people with chronic illness and their carers in Australia. Health and Social Care in the Community, 21(6), 665–674

Whitehead, L., Jacob, E., Towell, A., Abu-qamar, M., Cole-Heath, A.(2017). The role of the family in supporting the self-management of chronic conditions: A qualitative systematic review. Journal of Clinical Nursing. 27, 22-30.

Terminal conditions and palliative care

Collis, E. (2013). Care of the dying patient in the community. BMJ. 347 doi: 10.1136/bmj.f4085 Department of Health. (2018). What matters to me: my end of life care. Australian Government.

Canberra. http://www.health.gov.au/internet/main/publishing.nsf/Content/736DBB3B273C7ECCCA2 5826E001DE831/$File/DOH_PC017_Conversation%20Guide_A4_10_ER.PDF

Mitchell, G. (2011). Palliative care in Australia. The Ochner Journal 11, 334-337.

Thorne, S., Roberts, D., & Sawatzky, R. (2016). Unravelling the tensions between chronic disease management and end of life planning. Research Theory for Nursing Practice. 30(2), 91-103 doi.org/10.1891/1541-6577.30.2.91

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 examine the context of managing those with chronic diseases within contemporary health care delivery
LO2. critically discuss physical, social and psychological challenges presented by those with chronic diseases, examining ways in which patients can be helped to manage their own situation/condition
LO3. critically examine strategies an advanced practice nurse can use to promote self-care and life style management
LO4. explore and critically appraise strategies to assist an individual living with chronic or life-threatening conditions after a considered appreciation of the person’s health beliefs and values
LO5. critically analyse the importance of communication, referral and care coordination in the management of chronic disease in relation to patients, families, colleagues, and other healthcare professionals within a multidisciplinary team.

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. Standard 1: Thinks critically and analyses nursing practice 3. Standard 3: Maintains the capability for practice
	Registered Nurses Standards for Practice - 4. Standard 4: Comprehensively conducts assessments
	Registered Nurses Standards for Practice - 1. Standard 1: Thinks critically and analyses nursing practice 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice
	Registered Nurses Standards for Practice - 5. Standard 5: Develops a plan for nursing practice 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice
	Registered Nurses Standards for Practice - 6. Standard 6: Provides safe, appropriate and responsive quality nursing practice 7. Standard 7: Evaluates outcomes to inform nursing practice

Responding to student feedback

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

This year the presentation (assignment 1B) will be in class.

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

NURS5098: Chronic Illness Management

Semester 2 Early, 2020 [Block mode] - 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