Overview
Australians are living longer. Traditionally health care has been focused on acute illness. The number of people living with chronic disease is growing. This is an important intersection as many chronic illnesses begin as an acute alteration or can cause an acute alteration in health. Australia's National Health Priority Areas (NHPAs) are diseases and conditions given focused attention by government because they significantly contribute to the burden of illness and injury in the Australian community. In this unit, you will identify the NHPAs and explore their link to lifestyle factors such as obesity, insufficient physical activity, tobacco smoking, and alcohol use and their impact on acute health conditions. You will consider the nursing process required to support people with acute conditions or deterioration of people. You will examine factors to assist you in the early recognition of sepsis and determine the nursing role in each phase of the perioperative period. This unit provides the theoretical underpinning for NURS12161 Professional Experience Practice 2 and should be completed with or before NURS12161.
Details
Pre-requisites or Co-requisites
Pre-requisites: NURS11170 Professional Experience Placement 1 or NURS11161 Clinical Nursing Practice 1or admission to CM77
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 Undergraduate 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 SUTE Data
I really enjoyed the variety of learning resources provided, especially the addition of podcasts.
Enhance student learning by continuing to integrate diverse resources into the weekly modules. Additionally, introduce weekly podcasts featuring industry experts to foster engagement and offer authentic insights into the nursing profession.
Feedback from Self-reflection
The 2024 Assessment 2 was not well received by the student cohort and, at times, was unnecessarily confusing.
Review and update Assessment 2 to ensure it aligns with the prescribed Learning Outcomes and is tailored to effectively meet the needs of the student cohort. Additionally, ensure that the task and rubric are closely matched to provide clear and consistent guidance for student performance.
- Identify the National Health Priority Areas (NHPA) and discuss their impact on a person’s acute health status
- Discuss socio-cultural and lifestyle issues that may predispose a person to an acute alteration in health
- Identify factors associated with the early recognition of deteriorating patients in the acute care environment
- Identify factors associated with the early recognition of sepsis in the acute care environment
- Determine the nursing role in each phase of the perioperative period.
Content in this unit incorporates a number of professional nursing requirements
Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Maintains the capability for practice
Develops a plan for nursing practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia Nursing Code of Conduct
Legal compliance
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Research in health
Health and wellbeing
International Council of Nursing Code of Ethics for Nursing
Nurses and People
Nurses and Practice
Nurses and the Profession
Nurses and co-workers
National Safety and Quality Health Service Standards
Clinical governance
Partnering with consumers
Preventing and Controlling healthcare-associated infection
Medication safety
Comprehensive care
Communicating for safety
Recognising and responding to acute deterioration
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Clinical reasoning
Evidence-based practice
Preventing, minimising and responding to adverse events
Infection prevention and control
Medication safety
Aged Care Quality Standards
Consumer dignity and choice
Ongoing assessment and planning with consumers
Personal care and clinical care
Services and supports for daily living
Organisation’s service environment
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 40% | |||||
| 2 - Case Study - 40% | |||||
| 3 - Online Quiz(zes) - 20% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - First Nations Knowledges | |||||
| 11 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
Skills in Clinical Nursing
- 2nd Australian Edition (2021)
- Authors: A. Berman, S. Snyder, T. Levett-Jones, T. Burton, and N. Harvey.
- Pearson Education
- Melbourne Melbourne , Victoria , Australia
- ISBN: 9781488620690
- Binding: Spiral
Lemone and Burke's Medical-Surgical Nursing (Volume 1-3)
- Edition: 4th (2020)
- Authors: P. LeMone, G. Bauldoff, P. Gubrud-Howe, M. Carno, T. Levett-Jones, T. Dwyer, L. Moxham, K. Reid-Searl, K. Berry, K. Carville, M. Hales, N. Knox, and D. Stanley.
- Pearson Education
- Melbourne Melbourne , Victoria , Australia
- ISBN: 9781488623295
- Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Computer with webcam, microphone, speakers
- Zoom, for access to Online Tutorials
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.
n.nijkamp@cqu.edu.au
l.mainey@cqu.edu.au
l.brown2@cqu.edu.au
p.barclay@cqu.edu.au
e.r.brown@cqu.edu.au
Week 1
Begin Date: 10 Mar 2025Module/Topic
Introduction to National Health Priority Areas (NHPAs), Lifestyle Factors, and Perioperative Nursing.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Topic 1A: Introduction to NHPAs, Lifestyle Factors, and Nursing Care of People Impacted by Acute Alterations in Health
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Week 2
Begin Date: 17 Mar 2025Module/Topic
Introduction to National Health Priority Areas (NHPAs), Lifestyle Factors, and Perioperative Nursing.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Topic 1B: Introduction to Perioperative Nursing Roles and Care of the Patient Undergoing Surgery
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Assessment 1 Zoom Session.
Week 3
Begin Date: 24 Mar 2025Module/Topic
Nursing Care of People Experiencing Acute Alterations in Musculoskeletal Health.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Assessment One – Written Assessment Due: Week 3 Wednesday (26 Mar 2025) 4:00 pm AEST
Week 4
Begin Date: 31 Mar 2025Module/Topic
Nursing Care of People Experiencing Acute Alterations in Endocrine Health.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Week 5
Begin Date: 07 Apr 2025Module/Topic
Nursing Care of People Experiencing Acute Alterations in Reproductive Health.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Vacation Week
Begin Date: 14 Apr 2025Module/Topic
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 21 Apr 2025Module/Topic
Nursing Care of People Experiencing Acute Alterations in Ear, Eye and Integumentary Health.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Week 7
Begin Date: 28 Apr 2025Module/Topic
Nursing Care of People Experiencing Sepsis.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Week 8
Begin Date: 05 May 2025Module/Topic
Nursing Care of People Experiencing Acute Alterations in Neurological Health.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Assessment 2 Zoom Session.
Week 9
Begin Date: 12 May 2025Module/Topic
Nursing Care of People Experiencing Acute Alterations in Gastrointestinal Health.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Week 10
Begin Date: 19 May 2025Module/Topic
Nursing Care of People Experiencing Acute Alterations in Renal/Kidney Health.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Assessment Two - Case Study Due: Week 10 Wednesday (21 May 2025) 4:00 pm AEST
Week 11
Begin Date: 26 May 2025Module/Topic
Nursing Care of People Experiencing Acute Alterations in Respiratory Health.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Assessment 3 Zoom Session.
Week 12
Begin Date: 02 Jun 2025Module/Topic
Nursing Care of People Experiencing Acute Alterations in Cardiovascular Health.
Chapter
Learning activities and readings within the Module Tile on Moodle.
Events and Submissions/Topic
Online Tutorial via Zoom. The Tutorials will cover the unit content, module activities, provide a Q&A and will discuss assessments. Tutorials will be recorded for those students who cannot attend.
Review/Exam Week
Begin Date: 09 Jun 2025Module/Topic
Assessment Three (Online Quiz) is open and due this week.
Chapter
Review learning activities and knowledge by way of workbook in preparation for the online quiz.
Events and Submissions/Topic
Online Quiz - Opens: Monday 9th of June 2024 at 0001hrs (AEST).
Online Quiz - Closes: Sunday 15th of June 2024 @ 2359hrs (AEST).
Exam Week
Begin Date: 16 Jun 2025Module/Topic
Chapter
Events and Submissions/Topic
In this unit, you are required to attempt all assessment pieces in order to be eligible to pass the unit. You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
No assessment reattempts are allowed in this unit. In order to be eligible for a supplementary assessment, all assessment tasks must be reasonably attempted in this unit.
1 Written Assessment
Assessment One – Written Assessment
- Type: Written Assessment.
- Due Date: Wednesday, 26th of March 2025, at 1600hrs AEST.
- Extensions: Available as per policy.
- Return Date: Wednesday, 16th of April 2025.
- Weighting: 40%.
- Length: 1000 words (+/-10%), excluding reference list.
- Unit Coordinators: Nick Nijkamp, Dr Lydia Mainey, Lucinda Brown, Annie Barclay and Ella Brown.
Aim
This assessment aims to demonstrate your ability to discuss a patient education poster on an acute health condition relevant to a National Health Priority Area (NHPA) and its impact on perioperative nursing care. You will examine the poster's content by answering five short-answer questions, supporting your discussion with peer-reviewed literature and professional guidelines to illustrate how this health condition affects nursing responsibilities across the perioperative period.
Instructions
- To prepare yourself for this assessment, it is recommended that you review and complete Weeks 1, 2 and 3 of the NURS12160 Moodle Site.
- All information must be cited appropriately, with credible, up-to-date, peer-reviewed citations, as per the below referencing style.
- Discuss the patient education poster by answering the following five questions. Responses to the questions should be 200 words (+/-10%) each. You must link your answers back to the patient education poster and integrate valid and relevant references to support your statements.
- How does the patient education poster align with one or more NHPA? Discuss the NHPA represented and its significance to perioperative nursing care.
- For which phase of the perioperative period (preoperative, intraoperative, postoperative) is the information on this poster most suitable, considering its content and intended audience? Provide an evaluation of why you selected that period.
- In what ways does the information in this poster support the nursing role in the identified perioperative phase?
- The patient education poster highlights a perioperative risk factor linked to a NHPA. Discuss how this NHPA and risk factor might contribute to complications during the intraoperative period.
- Analyse how effectively the poster addresses lifestyle factors (such as diet, exercise, smoking) that may impact the patient’s surgical recovery. Are there any missing lifestyle considerations
- A copy of the patient education poster is included below. However, a full-size version is available on the NURS12160 Moodle Page – under the Assessment Tile.
Literature and References
In this assessment use at least 10 contemporary references (7 years or less) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing, the Australian Association of Social Workers, Australian Bureau of Statistics, Australian Institute of Health and Welfare. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment. All resources, other than web pages and grey literature, must be sources from the CQUniversity library.
Requirements
- Use a cover page for your assignment that includes in the following order:
- Student name
- Student number
- Unit code and name
- Assessment type
- Due date
- In-text word count
- Use of Generative Artificial Intelligence: Generative AI agent (insert name of AI here) has been used for editing and proofreading this assessment. (N.B. Remove this statement if AI was not used in preparing this assessment).
- Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on the top right side of each page in a header.
- Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word).
- An introduction and conclusion are not required for this assessment.
- All questions in the Instructions of this assessment must be attempted and clearly answered to pass this assessment task.
- Write in the third-person perspective.
- Use formal academic, discipline specific, professional and inclusive language.
- Use Microsoft Word English (Australia) spelling and grammar checker.
- Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
- Use essay structure.
- Bullet points, tables and appendices are not to be used in this assessment.
- Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for numbers 10 and above.
- All work submitted must be your own work.
- Start your reference list on a separate page to the body of your assessment.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g., journal articles, books) to reference your argument. The quality and credibility of your sources are important. Please note, lecture notes are not peer reviewed primary sources of evidence.
- We recommend that you access your discipline specific Nursing Resource Guide.
- You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
- For information on academic writing and referencing please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
- You may wish to submit a draft to Studiosity.
- Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here. Please remember, the similarity score is only a matching tool, and the score alone does not necessarily indicate or eliminate the presence of plagiarism.
Academic Integrity
- You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure).
- Completion of this assessment with another party or sharing of responses is not permitted at any time.
- The use of any generative artificial intelligence is permitted for the following purposes:
- a. Checking spelling and grammar (for example, Grammarly).
- If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Submission
- Submit your assessment via the unit Moodle site in Microsoft Word format only.
- Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
- Contact TASAC if you experience technical issues submitting your assessment:
- Phone toll-free 1300 666 620
- Email tasac@cqu.edu.au
Marking Criteria
- Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned. Assessment re-attempt is not available for this Assessment task.
Minimum Pass Criteria
- You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
- In order for a supplementary assessment to be considered, all assessment tasks must be reasonably attempted in this unit.
Week 3 Wednesday (26 Mar 2025) 4:00 pm AEST
Vacation Week Wednesday (16 Apr 2025)
| Key Criteria | High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
Total |
|
Question 1 (16%) |
(16-14.96) Comprehensive identification and insightful discussion of the NHPA, clearly linking it to perioperative care. Strong use of evidence from literature. Analysis and discussion is consistently related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(14.95-12.96) Well-developed discussion of NHPA with minor omissions. Good links to perioperative care and supported by evidence. Analysis and discussion is clearly related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(12.95-10.96) Adequate identification of NHPA, though depth and connections to perioperative care may be limited. Discussion is mostly related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(10.95-7.96) Basic identification of NHPA with minimal connection to perioperative care. Limited use of supporting evidence. Discussion is somewhat related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(7.95–0) Incorrect or inadequate identification of NHPA and/or no connection to perioperative care. Discussion not related to patient educational poster or supported by valid and relevant references and/or is not using the student’s own words. |
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Question 2 (16%) |
(16-14.96) Insightful and comprehensive discussion the perioperative phase most relevant to the poster. Provides a comprehensive evaluation of why the selected period is suitable. Analysis and discussion is consistently related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(14.95-12.96) Clear discussion the perioperative phase most relevant to the poster. Provides a thorough evaluation of why the selected period is suitable. Analysis and discussion is clearly related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(12.95-10.96) Adequate discussion the perioperative phase most relevant to the poster. Provides an adequate evaluation of why the selected period is suitable, with some points lacking depth. Discussion is mostly related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(10.95-7.96) Basic discussion the perioperative phase most relevant to the poster. Provides a limited evaluation of why the selected period is suitable. Discussion is somewhat related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(7.95–0) Incorrect or inadequate discussion the perioperative phase most relevant to the poster. Incorrect or inadequate evaluation on the selected period. Discussion not related to patient educational poster or supported by valid and relevant references and/or is not using the student’s own words. |
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Question 3 (16%) |
(16-14.96) Provides a clear and detailed discussion of how the poster content supports the nursing role in the identified perioperative phase. Analysis and discussion is consistently related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(14.95-12.96) Well-developed discussion of how the poster content supports the nursing role in the identified perioperative phase, lacking minor details. Analysis and discussion is clearly related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(12.95-10.96) Adequate discussion of how the poster content supports the nursing role in the identified perioperative phase, lacking details and reasoning. Discussion is mostly related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(10.95-7.96) Demonstrates a basic understanding of how the poster content supports the nursing role in the identified perioperative phase, with limited reasoning. Discussion is somewhat related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(7.95–0) Inadequate or incorrect discussion on how the poster content supports the nursing role in the identified perioperative phase. Discussion not related to patient educational poster or supported by valid and relevant references and/or is not using the student’s own words. |
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Question 4 (16%) |
(16-14.96) Comprehensive and clear discussion of how the NHPA and risk factor may impact intraoperative complications. Critical analysis well-supported by evidence. Analysis and discussion is consistently related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(14.95-12.96) Well-developed discussion of how the NHPA and risk factor may impact intraoperative complications with minor gaps in critical analysis. Analysis and discussion is clearly related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(12.95-10.96) Adequate discussion of how the NHPA and risk factor may impact intraoperative complications, but lacks depth and may overlook some relevant points. Discussion is mostly related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(10.95-7.96) Basic discussion of how the NHPA and risk factor may impact intraoperative complications, with minimal critical engagement. Discussion is somewhat related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(7.95–0) Inadequate or incorrect discussion of the NHPA or risk factors in relation to intraoperative complications. Discussion not related to patient educational poster or supported by valid and relevant references and/or is not using the student’s own words. |
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Question 5 (16%) |
(16-14.96) Thorough and insightful discussion of lifestyle factors and their impact on recovery. Comprehensive identification of any missing factors, supported by current literature. Analysis and discussion is consistently related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(14.95-12.96) Well-developed discussion of lifestyle factors and their impact on recovery, with minor omissions. Good recognition of any missing elements, supported by evidence. Analysis and discussion is clearly related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(12.95-10.96) Adequate discussion of lifestyle factors and their impact on recovery, but lacks depth. Some missing factors may not be identified or discussed thoroughly. Discussion is mostly related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(10.95-7.96) Basic understanding of lifestyle factors and their impact on recovery, with limited critical analysis. Missing elements may be underdeveloped. Discussion is somewhat related to the patient educational poster and appropriately supported by valid and relevant references and is written using the student’s own words. |
(7.95–0) Inadequate or incorrect discussion of lifestyle factors or missing considerations. Lacks evidence-based discussion. Discussion not related to patient educational poster or supported by valid and relevant references and/or is not using the student’s own words. |
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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. Formatting requirements applied without error. Literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(4.9–0) Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥7 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
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Referencing (10%) |
(10–8.5) Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. The assessment is substantiated with a minimum of 10 appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no errors in-text and the reference list. |
(8.4–7.5) Acknowledges majority sources of peer reviewed literature. Has 1 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 8, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 1 errors in-text and the reference list. |
(7.4–6.5) Acknowledges most sources of peer reviewed literature. Has 2 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 6, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 2 errors in-text and the reference list. |
(6.4–5) Acknowledges some sources of peer reviewed literature. Has 3 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 5, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list. |
(4.9–0) Acknowledges minimal or no sources peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The assessment cites ≤4 sources of peer reviewed evidence and/or evidence is not appropriate. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. |
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- Identify the National Health Priority Areas (NHPA) and discuss their impact on a person’s acute health status
- Determine the nursing role in each phase of the perioperative period.
2 Case Study
Assessment Two – Case Study
- Type: Case Study.
- Due Date: Wednesday, 21st of May 2025, at 1600hrs AEST.
- Extensions: Available as per policy.
- Return Date: Wednesday, 11th of June 2025.
- Weighting: 40%.
- Length: 1000 words (+/-10%), excluding reference list.
- Unit Coordinators: Nick Nijkamp, Dr Lydia Mainey, Lucinda Brown, Annie Barclay and Ella Brown.
Aim
The aim of this assessment is to demonstrate your understanding of the impacts of the National Health Priority Areas (NHPA), socio-cultural and lifestyle influences, and early recognition of patient deterioration and sepsis. You will apply these concepts to the acute care setting and demonstrate your understanding through the case study provided.
Instructions
- To prepare for this assessment, it is recommended that you review and complete modules 1, 2, 7 and 12 within the NURS12160 Moodle.
- An introduction and conclusion are not required for this assessment.
- Answer all five questions presented within the scenario. You must link your answers back to the scenario and integrate credible, up-to-date, peer-reviewed references to support your statements.
- All information must be cited appropriately as per the below referencing style.
Case Study
You are a second-year nursing student on clinical placement. You have been assigned to care for Liam, a 58-year-old male admitted to the hospital after experiencing severe chest pain while working on a farm in remote Queensland. Liam was flown to a tertiary hospital for urgent assessment and treatment, where he was diagnosed with an acute myocardial infarction (AMI). Liam has a history of hypertension, chronic alcohol use, and a high-fat diet due to limited food options in his area. He is also a smoker and lives alone on his farm.
This assessment contains five questions. It is suggested you use approximately 200 words for each response.
- Question 1 – Identify the National Health Priority Area (NHPA) relevant to Liam's condition and explain how this NHPA impacts his acute health status. Discuss the implications of his rural living situation on his recovery.
- Question 2 – Based on Liam’s medical history and lifestyle, identify two socio-cultural factors and one lifestyle factor that may predispose him to challenges during his recovery. Explain how these issues could influence the nursing care provided in the acute care environment.
Following a successful angioplasty and stent insertion, Liam is moved to the cardiac ward for monitoring. However, 48 hours post-procedure, Liam begins to exhibit symptoms of respiratory distress, fatigue, and elevated blood pressure, raising concerns about his recovery.
- Question 3 – Liam’s post-operative symptoms suggest a potential for clinical deterioration. Identify three critical indicators of deterioration in this scenario and prioritise the nursing actions you would take. Provide evidence-based rationales for each action to support best nursing practice.
- Question 4 – Liam’s respiratory distress and fatigue may indicate infection. Outline the steps you would take to assess for sepsis, including key clinical signs and symptoms you would monitor. Support your assessment and intervention plan with recent evidence-based guidelines.
- Question 5 – As Liam prepares for discharge back to his remote farm, identify three key considerations for discharge planning to reduce his likelihood of acute deterioration at home. Discuss how his geographical location and lifestyle may impact his post-discharge follow-up and recovery.
Literature and References
In this assessment use at least 10 contemporary references (7 years or less) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian College of Nursing, the Australian Association of Social Workers, Australian Bureau of Statistics, Australian Institute of Health and Welfare. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment. All resources, other than web pages and grey literature, must be sources from the CQUniversity library.
Requirements
- Use a cover page for your assignment that includes in the following order:
- Student name
- Student number
- Unit code and name
- Assessment type
- Due date
- In-text word count
- Use of Generative Artificial Intelligence: Generative AI agent (insert name of AI here) has been used for editing and proofreading this assessment. (N.B. Remove this statement if AI was not used in preparing this assessment).
- Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on the top right side of each page in a header.
- Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word).
- An introduction and conclusion are not required for this assessment.
- All questions in the Instructions of this assessment must be attempted and clearly answered to pass this assessment task.
- Write in the third-person perspective.
- Use formal academic, discipline specific, professional and inclusive language.
- Use Microsoft Word English (Australia) spelling and grammar checker.
- Paraphrase, summarise or quote information acknowledging the original source (referencing) to avoid plagiarism.
- Use essay structure.
- Bullet points, tables and appendices are not to be used in this assessment.
- Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for numbers 10 and above.
- All work submitted must be your own work.
- Start your reference list on a separate page to the body of your assessment.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources (e.g., journal articles, books) to reference your argument. The quality and credibility of your sources are important. Please note, lecture notes are not peer reviewed primary sources of evidence.
- We recommend that you access your discipline specific Nursing Resource Guide.
- You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
- For information on academic writing and referencing please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
- You may wish to submit a draft to Studiosity.
- Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here. Please remember, the similarity score is only a matching tool, and the score alone does not necessarily indicate or eliminate the presence of plagiarism.
Academic Integrity
- You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure).
- Completion of this assessment with another party or sharing of responses is not permitted at any time.
- The use of any generative artificial intelligence is permitted for the following purposes:
- a. Checking spelling and grammar (for example, Grammarly).
- If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Submission
- Submit your assessment via the unit Moodle site in Microsoft Word format only.
- Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
- Contact TASAC if you experience technical issues submitting your assessment:
- Phone toll-free 1300 666 620
- Email tasac@cqu.edu.au
Marking Criteria
- Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned. Assessment re-attempt is not available for this Assessment task.
Minimum Pass Criteria
- You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
- In order for a supplementary assessment to be considered, all assessment tasks must be reasonably attempted in this unit.
Week 10 Wednesday (21 May 2025) 4:00 pm AEST
Review/Exam Week Wednesday (11 June 2025)
| Key Criteria | High Distinction 84.5–100% |
Distinction 74.50–84.49% |
Credit 64.50–74.49% |
Pass 49.50–64.49% |
Fail ≤49.4% |
Total |
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Question 1 (16%) |
(16-14.96) Comprehensive and insightful identification and discussion of the correct acute National Health Priority Area related to this case study. Analysis and discussion is consistently related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(14.95-12.96) Well-developed identification and discussion of the correct acute National Health Priority Area related to this case study. One error in the actions identified or the description. Analysis and discussion clearly related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(12.95-10.96) Correct acute National Health Priority Area related to this case study identified. Discussion is adequate, however, missing minor information. Discussion mostly related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(10.95-7.96) Correct acute National Health Priority Area related to this case study identified. Discussion is basic, with key information missing. Discussion somewhat related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(7.95–0) Incorrect identification of the acute National Health Priority Area related to this case study. Discussion not related to the case study or supported by valid and relevant references and/or is not using the student’s own words. |
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Question 2 (16%) |
(16-14.96) Demonstrates a comprehensive and insightful understanding of two socio-cultural factors and one lifestyle factor that may influence Liam’s recovery. Analysis is consistently well-linked to the case study, with relevant and valid references to support the discussion, presented clearly and in the student’s own words. |
(14.95-12.96) Well-developed understanding of two socio-cultural factors and one lifestyle factor that may influence Liam’s recovery. One error in the identified factors was noted. Analysis and discussion clearly related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(12.95-10.96) Adequate understanding of two socio-cultural factors and one lifestyle factor that may influence Liam’s recovery is demonstrated but may lack depth or overlook some relevant points. Two errors in the identified factors was noted. Discussion mostly related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(10.95-7.96) Basic and limited understanding of two socio-cultural factors and one lifestyle factor that may influence Liam’s recovery is demonstrated. Three errors in the identified factors were noted. Discussion somewhat related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(7.95–0) Inadequate or incorrect understanding of two socio-cultural factors and one lifestyle factor that may influence Liam’s recovery is demonstrated. More than three errors noted. Discussion not related to the case study or supported by valid and/or relevant references and/or is not written using the student’s own words. |
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Question 3 (16%) |
(16-14.96) Demonstrates a scholarly, comprehensive, and clear understanding of three critical indicators of deterioration in Liam’s scenario and the correct prioritisation of nursing actions. Analysis is consistently well-integrated with the case study, supported by valid and relevant evidence-based references, and presented in the student’s own words to reflect best practice. |
(14.95-12.96) A well-developed understanding and correct prioritisation of three critical indicators of deterioration in Liam’s scenario and the correct prioritisation of nursing actions. One error was noted. Analysis and discussion clearly related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(12.95-10.96) Adequate understanding and correct prioritisation of three critical indicators of deterioration in Liam’s scenario and the correct prioritisation of nursing actions. Two errors were noted. Analysis and discussion mostly related to the case study and appropriately supported by valid and relevant references and written using the student’s own words. |
(10.95-7.96) Basic understanding and correct prioritisation of three critical indicators of deterioration in Liam’s scenario and the correct prioritisation of nursing actions. Three errors were noted. Analysis and discussion somewhat related to the case study and appropriately supported by valid and relevant references and written using the student’s own words. |
(7.95–0) Inadequate understanding and/or incorrect prioritisation of three critical indicators of deterioration in Liam’s scenario and the correct prioritisation of nursing actions. Analysis and discussion related to the case study and appropriately supported by valid and relevant references and/or is not written using the student’s own words. |
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Question 4 (16%) |
(16-14.96) Provides a thorough and insightful discussion of the assessment steps and clinical signs and symptoms to monitor for sepsis in Liam’s case. Demonstrates a comprehensive understanding of infection indicators, with no relevant signs or symptoms overlooked. Analysis is consistently linked to the case study, supported by recent evidence-based guidelines, and clearly presented in the student’s own words. |
(14.95-12.96) A well-developed discussion of the assessment steps and clinical signs and symptoms to monitor for sepsis in Liam’s case. Demonstrates a comprehensive understanding of infection indicators, with one relevant signs or symptoms overlooked. Analysis and discussion clearly related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(12.95-10.96) Adequate discussion of the assessment steps and clinical signs and symptoms to monitor for sepsis in Liam’s case. Demonstrates a understanding of infection indicators, with two relevant signs or symptoms overlooked. Discussion mostly related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(10.95-7.96) Basic discussion of the assessment steps and clinical signs and symptoms to monitor for sepsis in Liam’s case. Demonstrates some understanding of infection indicators, with two relevant signs or symptoms overlooked. Discussion somewhat related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(7.95–0) Inadequate or incorrect discussion of the assessment steps and clinical signs and symptoms to monitor for sepsis in Liam’s case. More than three relevant sepsis signs and symptoms overlooked. Not related to the case study or supported by valid and/or relevant references and/or is not written using the student’s own words. |
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Question 5 (16%) |
(16-14.96) Demonstrates exceptional insight and a comprehensive understanding of three key considerations for Liam’s discharge planning to ensure continuity of care. Analysis thoughtfully addresses how his geographical location and lifestyle may impact post-discharge follow-up and recovery, with discussion well-supported by valid and relevant references and articulated in the student’s own words. |
(14.95-12.96) Well-developed discussion and clear understanding of three key considerations for Liam’s discharge planning to ensure continuity of care. Analysis thoughtfully addresses how his geographical location and lifestyle may impact post-discharge follow-up and recovery. One consideration may contain an error. Analysis and discussion clearly related to the case study and appropriately supported by references. |
(12.95-10.96) Adequate discussion covering three key considerations for Liam’s discharge planning to ensure continuity of care. Analysis thoughtfully addresses how his geographical location and lifestyle may impact post-discharge follow-up and recovery. One consideration may contain an error, or not be related to Liam’s situation. Discussion mostly related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(10.95-7.96) Basic discussion covering three key considerations for Liam’s discharge planning to ensure continuity of care. Analysis thoughtfully addresses how his geographical location and lifestyle may impact post-discharge follow-up and recovery. Considerations may contain minor errors. Discussion somewhat related to the case study and appropriately supported by valid and relevant references and is written using the student’s own words. |
(7.95–0) Inadequate or incorrect discussion of considerations for transfer and discharge. No considerations appropriately discussed and/or all three considerations contain significant errors. Considerations not related to the case study or supported by valid and/or relevant references and/or is not written using the student’s own words. |
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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. Formatting requirements applied without error. Literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(8.4–7.5) Content is frequently clear, correct and presented in a logical order demonstrating a good understanding of the topic. English grammar, spelling, and punctuation conventions have 1 error. Language of the discipline is frequently used. Formatting requirements are applied with 1 error. Majority of literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(7.4–6.5) Content is mostly clear, correct and presented in a logical order demonstrating a sound understanding of the topic. English grammar, spelling, and punctuation conventions have 2 errors. Language of the discipline is mostly used. Formatting requirements are applied with 2 errors. Most literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(6.4–5) Content is frequently clear, correct and presented in a logical order demonstrating a reasonable understanding of the topic. English grammar, spelling, and punctuation conventions have 3 errors. Language of the discipline is used. Formatting requirements are applied with 3 errors. Some literature cited is published in the last 7 years. Assessment is written using the student’s own words and is the student’s own work. |
(4.9–0) Content is consistently unclear or incorrect and is disorganised demonstrating insufficient understanding of the topic. English grammar, spelling and punctuation conventions have ≥4 errors. Language of the discipline is rarely, incorrectly or not used. Formatting requirements are applied with ≥4 errors. Majority of literature cited is published ≥7 years or not cited. Assessment is inconsistently or not written using the student’s own words and/or is not the student’s own work. |
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Referencing (10%) |
(10–8.5) Acknowledges all sources of peer reviewed literature. Has no APA 7th Edition referencing errors, and all references have been cited. The assessment is substantiated with a minimum of 10 appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no errors in-text and the reference list. |
(8.4–7.5) Acknowledges majority sources of peer reviewed literature. Has 1 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 8, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 1 errors in-text and the reference list. |
(7.4–6.5) Acknowledges most sources of peer reviewed literature. Has 2 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 6, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 2 errors in-text and the reference list. |
(6.4–5) Acknowledges some sources of peer reviewed literature. Has 3 APA 7th Edition referencing errors or references not provided. The assessment is substantiated with a minimum of 5, appropriate contemporary peer reviewed journal articles. Meets APA 7th Edition referencing standards with no more than 3 errors in-text and the reference list. |
(4.9–0) Acknowledges minimal or no sources peer reviewed literature. Has ≥4 or more APA 7th Edition referencing errors or references not provided. The assessment cites ≤4 sources of peer reviewed evidence and/or evidence is not appropriate. Has ≥4 or more APA 7th Edition referencing errors in-text and the reference list. |
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Marker's feedback:
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- Identify the National Health Priority Areas (NHPA) and discuss their impact on a person’s acute health status
- Discuss socio-cultural and lifestyle issues that may predispose a person to an acute alteration in health
- Identify factors associated with the early recognition of deteriorating patients in the acute care environment
- Identify factors associated with the early recognition of sepsis in the acute care environment
3 Online Quiz(zes)
Assessment Three – Online Quiz
- Type: Online Quiz
- Quiz Opens: 0001hrs (AEST) Monday the 9th of June, 2025
- Quiz Closes: 2359hrs (AEST) Sunday the 15th of June, 2025.
- Return to Students: Monday, 16th of June, 2025.
- Permitted Attempts: One.
- Weighting: 20%.
- Length: 40 Multiple Choice Questions.
- Timing: 60 minutes
- Extensions: Not available for Assessment 3 as per policy.
- Unit Coordinators: Nick Nijkamp, Dr Lydia Mainey, Lucinda Brown, Annie Barclay and Ella Brown.
Aim
The aim of this assessment is to demonstrate your knowledge and application of critical thinking in caring for a person experiencing acute alterations in health related to the Australian National Health Priority Areas. There are 40 randomly assigned multiple-choice questions, each worth half (0.5) a mark. All questions relate to the learning content in the weekly lessons, learning activities, readings, and virtual classes from across the term in this unit.
Instructions
- You will be completing an online quiz.
- The online quiz will assess your knowledge and understanding of materials covered in Week 1-12.
- Access the quiz via the Assessment tile portal on the Unit Moodle site. The quiz consists of 40 multiple-choice questions. Each question is worth 0.5%.
- This is an open-book quiz. You can refer to your learning materials at any time during your attempt. However, students should be familiar with the content as time limits apply.
- You have a maximum of 60 minutes. You must complete the quiz in one attempt. The quiz will automatically close at the end of the allocated time and will submit your result even if you have not finished
- You have a maximum of one attempt.
- Once you have commenced your quiz, you cannot log out. Please do not refresh or reload your screen as this may close your quiz and record your result.
- If you have any technical issues let the unit coordinators know immediately. You are required to take a screenshot or photo of the issue and email it to the unit coordinators as soon as possible. We will assist you with resolving the issue or refer you to TaSAC for further assistance (toll-free phone number 1300 666 620).
Requirements
- Computer access with a reliable internet connection.
- Relevant unit learning materials available to access during the quiz.
Academic Integrity
- Quiz questions are drawn from a bank and will be randomised.
- You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
- The use of any generative artificial intelligence is not permitted within this assessment.
Submission
- You will complete this quiz online.
- Click save after each question.
- Click submit at the end of the quiz and your answers will be automatically submitted.
Marking Criteria
- Results will be available after the quiz closes.
- Assessment re-attempt is not available for this Assessment task.
Minimum Pass Criteria
- You must achieve a cumulative grade of at least 49.5% across all assessments to pass this unit.
- In order for a supplementary assessment to be considered, all assessment tasks must be reasonably attempted in this unit.
Other
Quiz Opens: 0001hrs (AEST) Monday the 9th of June, 2025. Quiz Closes: 2359hrs (AEST) Sunday the 15th of June, 2025.
Exam Week Monday (16 June 2025)
No Assessment Criteria
- Identify the National Health Priority Areas (NHPA) and discuss their impact on a person’s acute health status
- Discuss socio-cultural and lifestyle issues that may predispose a person to an acute alteration in health
- Identify factors associated with the early recognition of deteriorating patients in the acute care environment
- Identify factors associated with the early recognition of sepsis in the acute care environment
- Determine the nursing role in each phase of the perioperative period.
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?
