Overview
In this unit, you will have the opportunity to explore, evaluate and apply nursing theories and models that are currently used in the care of older people in different care settings – acute, community, and residential aged care. You will investigate societal perceptions of older people, ageing and the impact these perceptions may have on the older person. You will plan changes to enhance the organisational culture of your clinical setting to provide an environment that is conducive to meeting the clinical, social and psychological needs of the older person and their families.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CL22 Master of Clinical Nursing or CL16 Graduate Certificate in Clinical Nursing to undertake this unit. Pre-requisite: DCHA2003.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Feedback from Zoom meetings and discussions with students
The coordinator for this unit received feedback from students that the activities, tasks and assessment items were practical and useful.
Continue to include activities, tasks and assessment items that students can relate to.
Feedback from Feedback from SUTE data
The coordinator for this unit received feedback from students that they appreciated her detailed feedback on their assessments. Feedback was useful, and assisted in improving their writing skills.
Continue to provide constructive, in-depth and useful feedback
Feedback from Feedback given after a student presented an oral presentation.
The coordinator for this unit received feedback from a student how the contemporary unit content assisted them in using examples of the unit content to assist in a professional interview that the student was successful in obtaining an educator position.
Continue to provide contemporary unit content that is relevant to student health care settings.
- Evaluate the application of nursing models of care pertinent to the holistic nursing care of the older adult and their families in your healthcare setting.
- Analyse the impact that societal values have on the older adult and their nursing care across diverse care settings.
- Critically discuss evidence-informed clinical, social, and psychosocial care needs of the older adult using contemporary evidence and national standards.
- Construct and justify strategies to enhance a competent, culturally inclusive, person-centred work culture that meets the needs of older adults and their families across diverse care settings.
This unit is not linked to external accreditation.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Case Study - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Academic Learning Centre services
- Access to MIMS through the university library
- CQ U library search engines for research articles
- CQUniversity library literature search tools
- Microsoft Word
- Wordprocessing, spreadsheeting and powerpoint software
- Zoom account (Free)
- Zoom app on your smart phone or access to Zoom on your laptop
- Endnote bibliographic software. This is optional for formatting references.
- Online access Australian Standards (through CQU Library)
- CQUniversity Library Nursing Resources
- CQUniveristy Library Resources
- Zoom (both microphone and webcam capability)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
a.monson@cqu.edu.au
Module/Topic
Ageing in Society.
Chapter
Complete the readings and activities as outlined in the Module. Review Assessment One Task Information.
Events and Submissions/Topic
Activity – Access the General Discussion page and introduce yourself to your colleagues by providing your:
- Name
- Where you work
- Why you are studying MCN.
Assessments 1 and 2 - Review the assessment tasks and make a study plan.
Foundations of Academic Integrity Program - complete your annual program.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Cross-Cultural Ageing.
Chapter
Complete the readings and activities as outlined in the Module. Review and Research information for Assessment One Task.
Events and Submissions/Topic
Recorded Zoom - Ageing and Societal Views & Culture and Ageing. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Theories and Ageing:
Topics include:
- Biological & Sociological/Psychosocial.
Chapter
Complete the readings and activities as outlined in the Module. Being Working on Assessment One Task.
Events and Submissions/Topic
Zoom Tutorial - Q & A. Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Theories of Ageing:
Topics include:
- Psychological, Cognitive, and Spiritual.
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Recorded Zoom - Theories and Ageing. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Models of Care.
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Zoom Tutorial - Q & A: Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Vacation week.
Chapter
Please use this mid-term break as an opportunity to rest and recover. Enjoy your break!
Events and Submissions/Topic
No timetabled learning activities.
Please use this week to progress your assessments.
Module/Topic
Contemporary Challenges.
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Recorded Zoom - Challenges in Caring for Older People. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Written Assessment Due: Week 6 Wednesday (23 Apr 2025) 4:00 pm AEST
Module/Topic
Culturally Response Practice.
Chapter
Complete the readings and activities as outlined in the Module. Review Assessment Two Task Information.
Events and Submissions/Topic
Zoom Tutorial - Q & A: Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Health Promotion.
Chapter
Complete the readings and activities as outlined in the Module. Review and Research information for Assessment Two Task.
Events and Submissions/Topic
Recorded Zoom - Health Promotion of Healthy Ageing. Located in week 10's module. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Innovative Approaches to Care.
Chapter
Complete the readings and activities as outlined in the Module. Begin working on Assessment Two Task.
Events and Submissions/Topic
Zoom Tutorial - Q & A: Please see the module for the link and the date and time.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Building a Culturally Competent Workforce.
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Zoom Tutorial - Q & A - Inspiring Nurses to Pursue a Career in Aged Care. Located in Module under 'learning material'.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Hot Topics -
- Chemical Restraint
- Missed Care in Aged Care
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Zoom Recordings - Located in the Module under Hot Topics.
Announcement and Discussion Boards - Check for posts and updates.
Module/Topic
Hot Topics. -
- Lost Voices in an Aged Care system gone wrong
- Lived Experiences of a carer - whose husband had dementia
- Registered Nurse experiences in aged care
Chapter
Complete the readings and activities as outlined in the Module.
Events and Submissions/Topic
Zoom Recordings - Located in the Module under Hot Topics.
Announcement and Discussion Boards - Check for posts and updates.
Case Study Due: Week 12 Wednesday (4 June 2025) 4:00 pm AEST
Module/Topic
Nil.
Chapter
Nil.
Events and Submissions/Topic
Nil.
Module/Topic
Nil.
Chapter
Nil.
Events and Submissions/Topic
Nil.
1 Written Assessment
Aim
The aim of this written assessment is for you to critically analsyse barriers and enablers of person-centred care (PCC) for older adults in diverse settings with a focus on societal values and cultural inclusivity.
Instructions
You are writing an academic essay that requires you to discuss how societal views impact older adults and explore strategies to enhance a person-centred work culture that addresses the clinical, social, and psychosocial needs of older adults. Your discussion will align with evidence-informed practices and the aged care quality standards. Your discussion is to be substantiated using current, appropriate evidence-based literature.
Please follow the steps below to complete your assessment task:
1. Provide a brief introduction outlining the aim of your assessment (approximately 100 words).
2. Discuss the concept of PCC and its importance in nursing practice for older adults in relation to physical, emotional, social and cognitive aspects (approximately 350 words).
3. Discuss how societal views influence the care provided to older adults across diverse cultures and settings. Provide examples of societal barriers, such as ageism and lack of respect for autonomy, as well as enablers, like intergenerational respect and policies supporting person-centred care (approximately 450 words).
4. Identify three barriers to implementing a culturally inclusive PCC model of care in aged care, considering challenges related to language, cultural practices, and accessibility. Include in your discussion three strategies to overcome these barriers that promote a work culture that respects and includes diverse backgrounds (approximately 500 words).
5. Justify how your three strategies contribute to developing positive health outcomes for older people and align with contemporary evidence and the Aged Care Quality Standards (approximately 500 words).
6. Provide a concise conclusion summarising the main concepts in your assessment (approximately 100 words).
Week 6 Wednesday (23 Apr 2025) 4:00 pm AEST
Submit your assessment in Microsoft Word format only.
Week 9 Wednesday (14 May 2025)
Students will be advised of release of assessment marking via an announcement posted to the Announcement's Board on the Unit Moodle site.
|
Key Criteria |
High Distinction 84.5 – 100% |
Distinction 74.50 – 84.49% |
Credit 64.50 – 74.49% |
Pass 49.50 – 64.49% |
Fail <49.5% |
TOTAL |
|
Introduction and conclusion (10%)
|
(10–8.5) The written assessment has a clear and succinct introduction and conclusion. The introduction provides excellent background information and outlines the direction of the assessment, and the conclusion succinctly summarises the key points. |
(8.4–7.5) The written assessment has a clear introduction and conclusion. The introduction provides good background information and outlines the direction of the assessment, and the conclusion summarises most key points. |
(7.4–6.5) The written assessment has an adequate introduction and conclusion. The introduction provides some background information and outlines the direction of the assessment, and the conclusion summarises some key points. |
(6.4–5) An introduction and conclusion have been attempted. The introduction provides limited background information and an outline of the assessment’s direction, and the conclusion has a few key points. |
(4.9–0) The introduction has significant errors or omissions of aims and direction of content or the introduction is not provided. The logical direction of the assessment is unclear. The conclusion does not summarise the assessment or is omitted. |
|
|
Person-centred care (20%) |
(20–17) The written assessment provides a comprehensive discussion on the concept of PCC and its importance in nursing practice for older adults in relation to physical, emotional, social and cognitive aspects and is supported by valid and relevant research.
|
(16.9–15) The written assessment provides a clear discussion on the concept of PCC and its importance in nursing practice for older adults in relation to physical, emotional, social and cognitive aspects and is supported by valid and relevant research.
|
(14.9–13) The written assessment partly provides a discussion on the concept of PCC and its importance in nursing practice for older adults in relation to physical, emotional, social and cognitive aspects and is supported by valid and relevant research.
|
(12.9–10) The written assessment lacks some content that indicates an incomplete search of the literature on PCC and its importance in nursing practice for older adults in relation to physical, emotional, social and cognitive aspects with limited valid and relevant research. |
(9.9–0) There is minimal, incorrect, or omitted content on the concept of PCC and its importance in nursing practice for older adults in relation to physical, emotional, social and cognitive aspects and is not supported by valid and relevant research. |
|
|
Person-centred Care Model of Care (25%) |
(25-22) Concise and comprehensive critique of three barriers to implementing a culturally inclusive PCC model of care in aged care is presented and includes challenges related to language, cultural practices, and accessibility. The discussion includes three strategies to overcome these barriers that promote a work culture that respects and includes diverse backgrounds.
|
(21.9-19) Concise critique of three barriers to implementing a culturally inclusive PCC model of care in aged care is presented and includes challenges related to language, cultural practices, and accessibility. The discussion includes three strategies to overcome these barriers that promote a work culture that respects and includes diverse backgrounds.
|
(18.9-15) Mostly concise critique of three barriers to implementing a culturally inclusive PCC model of care in aged care is presented and includes challenges related to language, cultural practices, and accessibility. The discussion includes three strategies to overcome these barriers that promote a work culture that respects and includes diverse backgrounds.
|
(14.9-10) A limited critique of three barriers to implementing a culturally inclusive PCC model of care in aged care is presented with some discussion of challenges related to language, cultural practices, and accessibility. There are some gaps in the discussion that include three strategies to overcome these barriers that promote a work culture that respects and includes diverse backgrounds.
|
(9.9-0) There is minimal or no critique of three barriers to implementing a culturally inclusive PCC model of care in aged care presented with minimal or no discussion of challenges related to language, cultural practices, and accessibility There is minimal or no discussion that includes three strategies to overcome these barriers that promote a work culture that respects and includes diverse backgrounds. |
|
|
Aged Care Quality Standards (30%) |
(30–25.5) Concise and comprehensive justification on how the findings can assist in developing positive health outcomes for older people by incorporating contemporary evidence and the Aged Care Quality Standards. Statements are supported by valid and relevant research.
|
(25.4–22.4) Concise justification on how the findings can assist in developing positive health outcomes for older people by incorporating contemporary evidence and the Aged Care Quality Standards. Statements are supported by valid and relevant research. |
(22.3–19.4) Mostly concise justification on how the findings can assist in developing positive health outcomes for older people by incorporating contemporary evidence and the Aged Care Quality Standards. Statements are supported by valid and relevant research. |
(19.3–15) The justification is not concise and/or does not include a clear discussion of positive health outcomes for older people by incorporating contemporary evidence and the Aged Care Quality Standards. Statements are limited with valid and relevant research. |
(14.9–0) There is minimal or no justification for positive health outcomes for older people by incorporating contemporary evidence and the Aged Care Quality Standards. Statements are not supported by valid and relevant research. |
|
|
Professional writing and presentation (10%) |
(10–8.5) Content is clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. The assessment is substantiated with a minimum of 15 contemporary peer-reviewed journal articles. Formatting requirements applied without error and is the students’ own work. |
(8.4–7.5) Content is frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. The assessment is substantiated with 13-14 contemporary peer-reviewed journal articles. Formatting requirements applied with minimal error and is the students’ own work. |
(7.4–6.5) Content is mostly clear, correct, and presented logically, demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. The assessment is substantiated with 11-12 contemporary peer-reviewed journal articles. Formatting requirements applied with some error and is the students’ own work. |
(6.4–5) Content is frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is frequently used. The assessment is substantiated with 9-10 contemporary peer-reviewed journal articles. Formatting requirements applied with moderate error and is the students’ own work. |
(4.9–0) Content is consistently unclear or incorrect and disorganised demonstrating insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. Language of the discipline is infrequently or incorrectly used. The assessment is substantiated with 8 or less contemporary peer-reviewed journal articles. Formatting requirements are inaccurate or not applied and is not the work of the student. |
|
|
Referencing (5%) |
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(4.2–3.8) Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. Literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(3.75–3.55) Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors. Literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(3.50–2.5) Acknowledges sources and/or meets APA (7th Edition) referencing standards with 3 errors. Some literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(2.4–0) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors or references not provided or are dated and some references are not sourced from the CQUniversity library. |
|
|
TOTAL |
||||||
- Evaluate the application of nursing models of care pertinent to the holistic nursing care of the older adult and their families in your healthcare setting.
- Analyse the impact that societal values have on the older adult and their nursing care across diverse care settings.
- Critically discuss evidence-informed clinical, social, and psychosocial care needs of the older adult using contemporary evidence and national standards.
- Construct and justify strategies to enhance a competent, culturally inclusive, person-centred work culture that meets the needs of older adults and their families across diverse care settings.
2 Case Study
Aim
The aim of this assessment is for you to anlayse and critically discuss the nursing care for older adults across diverse cultural settings, explore their clinical and psychosocial needs, and develop strategies to foster a culturally inclusive, person-centred work culture.
Instructions
To complete this assessment, read the case below and follow the steps below.
Case Study
Mr. Mundene is a 72-year-old male who recently moved into a multicultural residential aged care facility (RACF) after living independently with his family for many years. He has a medical history of Alzheimer’s with mild cognitive impairment, osteoarthritis and hypertension. Mr. Mundene identifies as Indigenous Australian, values his connection to culture, and has family who visits him regularly. He expresses a desire to participate in culturally significant activities, but the facility policies and routine activities lack specific support for cultural practices. Additionally, Mr. Mundene has reported feelings of isolation and finds it challenging to communicate his needs to staff, particularly when discussing cultural practices important to his well-being.
The RACF's nursing staff includes staff from diverse backgrounds, but there are varying levels of understanding and sensitivity toward culturally inclusive practices. The staff have expressed feeling overwhelmed with limited resources to meet the Mr. Mundene’s specific preferences from diverse cultural backgrounds. Discuss how you as a registered nurse will address these challenges to ensure Mr. Mundene’s cultural needs are respected, and his sense of belonging is enhanced in the RACF he resides.
1. Provide a brief introduction outlining the aim of your assessment (approximately 100 words).
2. Examine the literature on societal values and cultural diversity and discuss how societal perspectives on aging and cultural differences can influence the quality of nursing care provided to Mr. Mundene (approximately 500 words).
3. Critically discuss Mr. Mundene’s clinical, social and psychosocial needs, and strategies and tools for assessing these needs including considerations for physical health, cognitive function, emotional well-being, and cultural inclusion. Use evidence-informed approaches for meeting these needs, citing one standard from the Aged Care Quality Standards (approximately 800 words).
4. Analyse research evidence to construct and justify four strategies to enhance a culturally inclusive, person-centred work culture that meets Mr. Mundene’s needs and the needs of other residents. Your discussion should also include:
· How person-centred care promotes dignity, respect, and inclusivity and discusses potential challenges in implementing these practices in diverse care.
· Approaches that include Mr. Mundene’s family, respect for the resident’s cultural practices, and collaboration with Indigenous health advisors or other members of the multidisciplinary team where appropriate (approximately 950 words).
5. Provide a concise conclusion summarising the main concepts in your assessment (approximately 150 words).
Week 12 Wednesday (4 June 2025) 4:00 pm AEST
Submit your assessment in Microsoft Word format only.
Exam Week Wednesday (18 June 2025)
Students will be advised of release of assessment marking via an announcement posted to the Announcement's Board on the Unit Moodle site.
|
Key Criteria |
High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail <49.5% |
TOTAL |
|
Introduction and conclusion (10%) |
(10–8.5) The written assessment has a clear and succinct introduction and conclusion. The introduction provides excellent background information and outlines the direction of the portfolio, and the conclusion succinctly summarises the key points. |
(8.4–7.5) The written assessment has a clear introduction and conclusion. The introduction provides good background information and outlines the direction of the portfolio, and the conclusion summarises most key points. |
(7.4–6.5) The written assessment has an adequate introduction and conclusion. The introduction provides some background information and outlines the direction of the portfolio, and the conclusion summarises some key points. |
(6.4–5) An introduction and conclusion have been attempted. The introduction provides limited background information and an outline of the portfolio’s direction, and the conclusion has a few key points. |
(4.9–0) The introduction has significant errors or omissions of aims and direction of content or the introduction is not provided. The logical direction of the assessment is unclear. The conclusion does not summarise the assessment or is omitted. |
|
|
Societal Views and Cultural Diversity (20%) |
(20–17) The written assessment provides a comprehensive search of the literature on societal values and cultural diversity. The comprehensive discussion includes how societal perspectives on aging and cultural differences can influence the quality of nursing care provided to Mr. Mundene.
|
(16.9–15) The written assessment provides a clear search of the literature on societal values and cultural diversity. The concise discussion includes how societal perspectives on aging and cultural differences can influence the quality of nursing care provided to Mr. Mundene.
|
(14.9–13) The written assessment partly provides a search of the literature on societal values and cultural diversity. The clear discussion includes how societal perspectives on aging and cultural differences can influence the quality of nursing care provided to Mr. Mundene.
|
(12.9–10) The written assessment lacks some content that indicates an incomplete search of the literature on societal values and cultural diversity. The discussion includes how societal perspectives on aging and cultural differences can influence the quality of nursing care provided to Mr. Mundene.
|
(9.9–0) There is minimal, incorrect or omitted content on societal values and cultural diversity. There is minimal, incorrect, or omitted content and/or discussion on how societal perspectives on aging and cultural differences can influence the quality of nursing care provided to Mr. Mundene. |
|
|
Clinical, Social and Psychosocial Needs (25%) |
(25-17) Concise and comprehensive discussion of Mr. Mundene’s clinical, social and psychosocial needs, and strategies and tools for assessing these needs including considerations for physical health, cognitive function, emotional well-being, and cultural inclusion. Use evidence-informed approaches for meeting these needs, citing one standard from the Aged Care Quality Standards. |
(16.9-15) Concise discussion of Mr. Mundene’s clinical, social and psychosocial needs, and strategies and tools for assessing these needs including considerations for physical health, cognitive function, emotional well-being, and cultural inclusion. Use evidence-informed approaches for meeting these needs, citing one standard from the Aged Care Quality Standards. |
(14.9-11) Mostly concise discussion of Mr. Mundene’s clinical, social and psychosocial needs, and strategies and tools for assessing these needs including considerations for physical health, cognitive function, emotional well-being, and cultural inclusion. Use evidence-informed approaches for meeting these needs, citing one standard from the Aged Care Quality Standards. |
(12.9-10) Some discussion of Mr. Mundene’s clinical, social and psychosocial needs, inclanduding strategies and tools for assessing these needs including considerations for physical health, cognitive function, emotional well-being, and cultural inclusion. There are some gaps in the discussion of evidence-informed approaches for meeting these needs, citing one standard from the Aged Care Quality Standards. |
(9.9-0) There is minimal or no. discussion of Mr. Mundene’s clinical, social and psychosocial needs, and strategies and tools for assessing these needs including considerations for physical health, cognitive function, emotional well-being, and cultural inclusion Discussion of evidence-informed approaches for meeting these needs, citing one standard from the Aged Care Quality Standards is incorrect or omitted. |
|
|
Culturally Inclusive Person-Centred Work Culture (30%) |
(30–25.5) Concise and comprehensive analyse of evidence to construct and justify four strategies to enhance a culturally inclusive, person-centred work culture that meets Mr. Mundene’s needs. Discussion includes how person-centred care promotes dignity, respect, and inclusivity and discusses potential challenges in implementing these practices in diverse care with approaches to respect Mr. Mundene and his family’s cultural practices. |
(25.4–22.4) Concise analyse of evidence to construct and justify four strategies to enhance a culturally inclusive, person-centred work culture that meets Mr. Mundene’s needs. Discussion includes how person-centred care promotes dignity, respect, and inclusivity and discusses potential challenges in implementing these practices in diverse care with approaches to respect Mr. Mundene and his family’s cultural practices. |
(22.3–19.4) Mostly concise analyse of evidence to construct and justify four strategies to enhance a culturally inclusive, person-centred work culture that meets Mr. Mundene’s needs. Discussion includes how person-centred care promotes dignity, respect, and inclusivity and discusses potential challenges in implementing these practices in diverse care with approaches to respect Mr. Mundene and his family’s cultural practices. |
(19.3–15) There is some analyse of evidence to construct and justify four strategies to enhance a culturally inclusive, person-centred work culture that meets Mr. Mundene’s needs. Discussion is limited in how person-centred care promotes dignity, respect, and inclusivity and discusses potential challenges in implementing these practices in diverse care with approaches to respect Mr. Mundene and his family’s cultural practices. |
(14.9–0) There is minimal or no analyse of evidence to construct and justify four strategies to enhance a culturally inclusive, person-centred work culture that meets Mr. Mundene’s needs. Discussion of how person-centred care promotes dignity, respect, and inclusivity and discusses potential challenges in implementing these practices in diverse care with approaches to respect Mr. Mundene and his family’s cultural practices is omitted or not evident. |
|
|
Professional writing and presentation (10%) |
(10–8.5) Content is clear, accurate, and presented in a logical, succinct order demonstrating a comprehensive understanding of the topic. There are no errors in English grammar, spelling, and punctuation. Language of the discipline is comprehensively used. The assessment is substantiated with a minimum of 15 contemporary peer-reviewed journal articles. Formatting requirements applied without error and is the students own work. |
(8.4–7.5) Content is frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. The assessment is substantiated with 13-14 contemporary peer-reviewed journal articles. Formatting requirements applied with minimal error and is the students own work. |
(7.4–6.5) Content is mostly clear, correct, and presented logically, demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. The assessment is substantiated with 11-12 contemporary peer-reviewed journal articles. Formatting requirements applied with some error and is the students own work. |
(6.4–5) Content is frequently clear, correct, and presented logically, demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is frequently used. The assessment is substantiated with 9-10 contemporary peer-reviewed journal articles. Formatting requirements applied with moderate error and is the students own work. |
(4.9–0) Content is consistently unclear or incorrect and disorganised demonstrating insufficient understanding of the topic. English grammar, spelling, and punctuation conventions have ≥4 errors. Language of the discipline is infrequently or incorrectly used. The assessment is substantiated with 8 or less contemporary peer-reviewed journal articles. Formatting requirements are inaccurate or not applied and is not the students own work. |
|
|
Referencing (5%) |
(5–4.25) Acknowledges all sources and meets APA (7th Edition) referencing standards with no errors. Literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(4.2–3.8) Acknowledges majority of sources and/or meets APA (7th Edition) referencing standards with 1 error. Literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(3.75–3.55) Acknowledges most sources and/or meets APA (7th Edition) referencing standards with 2 errors. Literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(3.50–2.5) Acknowledges sources and/or meets APA (7th Edition) referencing standards with 3 errors. Some literature cited is published in the last 7 years and sourced from the CQUniversity library. |
(2.40–0) Multiple sources not acknowledged and/or ≥4 APA (7th Edition) referencing errors or references not provided, some references are dated, and some references are not sourced from the CQUniversity library. |
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|
TOTAL |
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- Evaluate the application of nursing models of care pertinent to the holistic nursing care of the older adult and their families in your healthcare setting.
- Analyse the impact that societal values have on the older adult and their nursing care across diverse care settings.
- Critically discuss evidence-informed clinical, social, and psychosocial care needs of the older adult using contemporary evidence and national standards.
- Construct and justify strategies to enhance a competent, culturally inclusive, person-centred work culture that meets the needs of older adults and their families across diverse care settings.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
