Overview
As a nursing student, you may be confronted by legal and ethical dilemmas that will require you to be able to apply appropriate decision-making skills. This unit will support your transition to a graduate nurse by ensuring that you understand the healthcare laws that govern the profession of nursing. In this unit, you will examine the legal concepts and ethical principles and explore how registered nurses apply these in a healthcare context.
Details
Pre-requisites or Co-requisites
Pre-requisites: BIOH12012 Pathophysiology and Pharmacology 2 or BIOH12008 Human Pathophysiology or NURS12158 Clinical Nursing Practice 3. Co-requisites: NURS12162 Mental Health Nursing with Professional Experience Placement or NURS12157 Concepts of Mental Health Nursing.
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 feedback.
Students found the range of learning materials, particularly the podcasts, short videos, and workbook, to be highly effective in supporting their learning and engagement with the content.
The current approach to content delivery, which utilises multiple formats (short lectures, podcasts, transcripts, and downloadable workbooks), will continue to be used in future iterations of the unit. These were positively received and supported diverse learning styles.
Feedback from SUTE feedback.
Students valued real-world examples and the teaching team’s ability to make complex legal and ethical concepts accessible and engaging, particularly through humour and shared professional experiences.
The inclusion of real-life clinical examples and an engaging delivery style will continue to be embedded in the teaching approach. This method has proven to increase student understanding and application of content in a clinical context.
Feedback from SUTE feedback.
Students appreciated the structure of the unit, particularly how the content was broken down into manageable weekly modules and aligned with the final assessment.
The current structure of weekly content, which aligns with assessment tasks, will be maintained to support student engagement and gradual learning. This scaffolded approach enables students to build knowledge over time, reducing cognitive overload.
Feedback from SUTE feedback.
Some students expressed concerns that the volume of legal content felt overwhelming or too detailed for their level, particularly in relation to their role as graduate nurses.
While it is essential to provide a strong foundation in law and ethics, the content will be reviewed to ensure that the level of depth remains appropriate for undergraduate students. Key concepts will be prioritised and clearly linked to practical nursing contexts.
Feedback from SUTE feedback.
Students praised the responsiveness, support, and communication of the teaching team throughout the term, particularly the quick replies to questions and clear guidance.
Maintaining high levels of communication and support from the teaching team remains a priority. The use of forums, timely email responses, and ongoing availability during weekly sessions will remain core components of the unit's delivery.
- Demonstrate an informed understanding of the basic concepts and principles that underpin Australian healthcare law.
- Analyse and reflect on healthcare problems and identify relevant ethical and legal issues.
- Develop a broad and coherent body of knowledge of how legislation, policies, frameworks, codes, and guidelines are applied to nursing practice in Australia.
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
Engages in therapeutic and professional relationships
Maintains the capability for 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
Teaching, supervising and assessing
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
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
Organisation’s service environment
Feedback and complaints
Human resources
Organisation governance
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Online Quiz(zes) - 15% | |||
| 2 - Presentation - 25% | |||
| 3 - Written Assessment - 60% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 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
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
c.j.morris@cqu.edu.au
k.lane-krebs@cqu.edu.au
e.wood2@cqu.edu.au
j.padigos@cqu.edu.au
Week 1: INTRODUCTION TO THE LEGAL SYSTEM
Begin Date: 10 Mar 2025Module/Topic
Understanding Law and its Enactment
- Common law
- Understanding the legal hierarchy
- Criminal Law in Health Care
- How is a crime determined by law?
- Civil law
Chapter
E-reading list
Events and Submissions/Topic
Week 2: GOVERNING SYSTEMS, ACTS, LEGISLATION AND GUIDELINES
Begin Date: 17 Mar 2025Module/Topic
The Law-making Process.
- Objectives and operation of the National Law
- Role of AHPRA and the National Boards
- Delegation by a National Board
- Acts and the Registered Nurse
- Professional Standards for Registered Nurses
- Standards of practice
- Levels of practice standards
- Scope of practice
- Governance
- Nurses' code of conduct
Chapter
E-reading list
Events and Submissions/Topic
Week 3: ETHICS: AN ESSENTIAL ACCOMPANIMENT TO LAW
Begin Date: 24 Mar 2025Module/Topic
Ethics and Professional Practice
- Ethical Principles
- Autonomy
- Beneficence
- Non-Maleficence
- Justice
- Making Decisions
- Confidentiality
- Veracity
- Bioethics: Where are they easily located?
Chapter
E-reading list
Events and Submissions/Topic
Week 4: PROFESSIONAL NEGLIGENCE AND DUTY OF CARE
Begin Date: 31 Mar 2025Module/Topic
Duty of Care and Negligence in Nursing Practice
- Tort Law
- Negligence
- Professional negligence
- Taking action
- Duty of Care
- Standard of care
- Breach of the Duty of Care
- Damage
- Foreseeability (proximity/ causation)
- Foreseeability and Proximity
- Compensation
- Synthesis example
Chapter
E-reading list
Events and Submissions/Topic
Week 5: CARE INTERVENTIONS AND CONSENT
Begin Date: 07 Apr 2025Module/Topic
Understanding Informed Consent and Decision-making in Healthcare
- Informed consent
- Who can give informed consent?
- Office of the Public Guardian
- Research and informed consent
- Medication administration challenges
Chapter
E-reading list
Events and Submissions/Topic
Vacation Week
Begin Date: 14 Apr 2025Module/Topic
This is a great time to take some time to relax and do some revision.
Chapter
Events and Submissions/Topic
Week 6: RISK MANAGEMENT: WORKPLACE HEALTH & SAFETY, INDEMNITY & INSURANCE
Begin Date: 21 Apr 2025Module/Topic
Professional Protection: Legal Safeguards for Nurses
- Compensation
- Professional Indemnity
- WPHS: Risk management
- Sexual Harassment & Workplace Bullying
- The Good Samaritan Legislation
Chapter
E-reading list
Events and Submissions/Topic
Week 7: LEGAL AND ETHICAL IMPLICATIONS OF SKILL MIX, SCOPE OF PRACTICE AND STAFFING PRACTICES
Begin Date: 28 Apr 2025Module/Topic
Balancing Care: Supervision, Staffing Ratios, and Nursing Competency
- Supervision
- Clinical supervision
- Professional Development
- Staffing ratios
- Scope of practice vs personal competency
- Unexpected situations
Chapter
E-reading list
Events and Submissions/Topic
Week 8: BACK TO BASICS: DOCUMENTATION, CONFIDENTIALITY AND MANDATORY REPORTING
Begin Date: 05 May 2025Module/Topic
From Notes to Action: The Role of Reporting in Nursing
- Accountability
- Mandatory reporting
- Elder Abuse
- Suspected Child Abuse and Neglect (SCAN)
Chapter
E-reading list
Events and Submissions/Topic
Week 9: WHEN THINGS GO WRONG: CORONIAL INQUIRIES
Begin Date: 12 May 2025Module/Topic
Navigating Reportable Deaths and Coronial Inquiries in Nursing
- Role and purpose of the coroner
- Reportable deaths
- Coronial inquiry and your registration as an RN
Chapter
E-reading list
Events and Submissions/Topic
Week 10: APPLYING ETHICAL BEHAVIOURS IN DIFFERENT CONTEXTS
Begin Date: 19 May 2025Module/Topic
Ethical Challenges in Nursing: Navigating Complex Care Decisions
- The context of organ donation
- Blood products
- Euthanasia and Voluntary assisted dying (VAD)
- Termination of pregnancy
Chapter
E-reading list
Events and Submissions/Topic
Week 11: MENTAL HEALTH CONTEXTS
Begin Date: 26 May 2025Module/Topic
Mental Health Law in Practice: Legislation, Rights, and Care Provisions
- Australian legislation
- Capacity to consent to treatment
- Forensic, classified and civil classifications
- Mental Health Act 2016 (Qld)
- Treatment and ethical debate
- Mental Health Review Tribunal
- Mental Health Court
Chapter
E-reading list
Events and Submissions/Topic
Week 12: SELF REFLECTION: SOCIAL MEDIA AND PROFESSIONAL IMAGE
Begin Date: 02 Jun 2025Module/Topic
Professionalism in the Digital Age: Social Media Guidelines for Nurses
- Social media and professional image
- Boundary setting
Chapter
E-reading list
Events and Submissions/Topic
Review/Exam Week
Begin Date: 09 Jun 2025Module/Topic
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 16 Jun 2025Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
Aim
The aim of this assessment is for you to demonstrate your knowledge and understanding of the law-making processes used to enact laws, the Australian legal system and the ethical principles that are applicable to the delivery of Australian health care.
Instructions
- You will be completing an online quiz.
- The quiz will assess your knowledge and understanding of materials covered in Weeks 1-3.
- Access the quiz via the Assessment tile portal on the Unit Moodle site. The quiz consists of 30 multiple-choice questions. Each question is worth 0.5 marks.
- This is an open-book quiz. You can refer to your learning materials at any time during the attempt.
- You have a maximum of 60 minutes to complete the quiz. 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 (1) 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).
1
Other
The online quiz opens on Friday, 28 March at 6 pm and closes on Monday, 31 March at 6 pm. It must be completed within 1 hour once opened at one sitting. Access the quiz via the Assessment 1 tab on the unit Moodle site.
Results of the quiz will be available on 11 April 2025.
This is a multi-choice examination with one correct answer per question.
- Demonstrate an informed understanding of the basic concepts and principles that underpin Australian healthcare law.
2 Presentation
Aim
The aim of this assessment is to present an analysis of the key ethical and legal issues involved in accessing health records of individuals personally known to the nurse via electronic platforms and to examine the potential impacts of such actions on professional practice.
Instructions
Prepare and deliver a seven (7) slide oral presentation (6-10 minutes) to discuss the following question:
"What are the legal and ethical implications of accessing family members, friends or associates health records via an electronic platform (e.g., ieMR), and what potential impact could this have on professional practice and patient care?"
1600 hours (AEST) Thursday 8 May 2025 (Week 8).
Estimated return time is 3 weeks.
| Key Criteria |
High Distinction (85-100%) |
Distinction (75-84%) |
Credit (65-74%) |
Pass (50-64%) |
Fail (0-49%) |
|
Slide Presentation (5%) |
(5–4.2) A total of 7 slides used that are extremely aesthetically pleasing and hold the audience’s attention. The slides are free of unnecessary detail, succinct, and readable. The slides contain an extremely appealing array of appropriate script and graphics and are the student’s own work. |
(4.1-3.7) A total of 7 slides are used that are aesthetically pleasing and hold the audience’s attention. The slides are free of unnecessary detail, succinct, and readable. The slides contain an appealing array of appropriate script and graphics and are the student’s own work |
(3.6-3.2)
A total of 7 slides are used that are mostly aesthetically pleasing and hold the audience’s attention. The slides are mostly free of unnecessary detail, succinct, and readable. The slides contain mostly appropriate script and graphics and are the student’s own work. |
(3.1-2.5)
A total of 7 slides are used that contain some unnecessary detail but are readable. The slides contain some appropriate script and graphics and are the student’s own work. |
(2.4–0) Seven slides have not been used. The slides are not aesthetically pleasing and do not hold the audience’s attention. The slides contain unnecessary detail, are cluttered, and/or are not readable. The slides do not contain appropriate script and graphics and/or are not the student’s own work. |
|
Oral Presentation (5%) |
(5-4.2) The presenter consistently engages the audience. The presenter speaks very clearly, demonstrating enthusiasm for the topic. Each slide is comprehensively articulated and justified. The topic is very clearly presented. The presenter comprehensively addresses audience questions. |
(4.1-3.7) The presenter readily engages the audience. The presenter speaks clearly, demonstrating enthusiasm for the topic. Each slide is clearly articulated and justified. The topic is clearly presented. The presenter clearly addresses audience questions. |
(3.6-3.2) The presenter engages the audience. The presenter speaks well and demonstrates some enthusiasm for the topic. Each slide is articulated and justified. The topic is presented. The presenter effectively addresses audience questions. |
(3.1-2.5) The presenter occasionally engages the audience. The presenter speaks well at times and attempts to demonstrate enthusiasm for the topic. Each slide is discussed, and some justification is provided. The topic is presented but lacks clarity. The presenter mostly addresses the audience's questions. |
(2.4–0) The presenter minimally or does not engage the audience in the presentation. The presenter does not speak clearly and/or demonstrate enthusiasm for the topic. Each slide is not discussed or is poorly discussed, and/or poorly or not justified. The topic is not clearly presented. Audience questions are not adequately addressed. |
|
Ethical issues regarding accessing electronic health records of individuals personally known to the nurse. (30%) |
(30-25.4) A comprehensive analysis of the key ethical issues involved in accessing electronic health records of individuals personally known to the nurse, demonstrating a thorough understanding of how such actions may impact professional practice and patient care. |
(25.3-22.4) Concise analysis of the key ethical issues demonstrating a strong understanding of how accessing electronic health records of individuals personally known to the nurse may impact professional practice and patient care. |
(22.3-19.4)
Mostly concise analysis of the key ethical issues demonstrating a sound understanding of how accessing electronic health records of individuals personally known to the nurse may impact professional practice and patient care. |
(19.3-14.9)
Basic analysis of the key ethical issues demonstrating a sound understanding of how accessing electronic health records of individuals personally known to the nurse may impact professional practice and patient care. Some discussion could be further expanded. |
(14.8-0) The ethical issue is unclear or non-evident. Vague or inaccurate link of the key ethical issues involved when accessing electronic health records of individuals personally known to the nurse. |
|
Analysis of legal issues involved in accessing electronic health records of individuals known to the nurse. (40%) |
(40-33.8) An in-depth analysis of the legal issues involved in accessing electronic health records of individuals personally known to the nurse, including a compelling and complete evaluation of the impact on professional practice and patient care. |
(33.7-29.8) A thorough analysis of the legal issues, which includes a convincing evaluation of the impact accessing electronic health records of individuals personally known to the nurse has on professional practice and patient care. |
(29.7-25.8) A sound analysis of the legal issues, which includes a sound evaluation of the impact of accessing electronic health records of individuals personally known to the nurse has on professional practice and patient care. |
(25.7-19.8) A basic analysis of the legal issues, which includes a basic evaluation of the impact of accessing electronic health records of individuals personally known to the nurse has on professional practice and patient care. |
(19.7-0) Insufficient analysis of the legal issues, demonstrating an incomplete evaluation of the impact of accessing electronic health records of individuals known to the nurse. |
|
Reflection on accessing electronic health records of known individuals, including a thoughtful consideration of ethical and professional considerations. (10%) |
(10-8.5) Insightful reflection regarding own views on whether nurses should access electronic health records of personally known individuals, considering the ethical and professional implications. |
(8.4-7.5) Thoughtful reflection regarding own views on whether nurses should access electronic health records of personally known individuals, considering the ethical and professional implications. |
(7.4-6.5) Sound reflection regarding own views on whether nurses should access electronic health records of personally known individuals, considering the ethical and professional implications. |
(6.4-5) Cursory reflection regarding own views on whether nurses should access electronic health records of personally known individuals, considering the ethical and professional implications. |
(4.9-0) Little or no reflection regarding own views on whether nurses should access electronic health records of personally known individuals, considering the ethical and professional implications.
|
|
Use of evidence Weight 5% |
(5–4.25) Expertly integrates quality, relevant, and valid references to support and reflect all ideas, and factual information, with all content supported by evidence.
|
(4.2–3.8) Consistently integrates quality, relevant, and valid references to support and reflect ideas, and factual information, with 1 exception. |
(3.75–3.55) Frequently integrates quality, relevant, and valid references to support and reflect ideas, and factual information, with 2 exceptions. |
(3.50–2.5) Occasionally integrates relevant and valid references to support and reflect ideas, and factual information, with 3 exceptions. |
(2.45–0) Infrequent or fails to attempt (≥ 4 errors) to integrate relevant and valid references to support and reflect ideas, and factual information. |
|
Referencing (5%)
|
(5–4.25) Referencing fully adheres to APA 7th style guidelines and is sourced from the CQUniversity Library. Literature cited is published in the last 7 years. |
(4.2–3.8) Referencing generally adheres to APA 7th style guidelines with 1 consistent error. References are sourced from the CQUniversity Library. The majority of literature cited is published in the last 7 years. |
(3.75–3.55) Referencing mostly adheres to APA 7th style guidelines with 2 consistent errors. References are sourced from the CQUniversity Library. Most of the literature cited is published in the last 7 years. |
(3.50–2.5) Referencing occasionally adheres to APA 7th style guidelines with 3 consistent errors. References are sourced from the CQUniversity Library. Some of the literature cited is published in the last 7 years. |
(2.45–0) Referencing does not adhere to APA 7th style guidelines with ≥4 consistent errors. Some references may not be sourced from the CQUniversity Library. The majority of literature cited is published ≥7 years. |
- Analyse and reflect on healthcare problems and identify relevant ethical and legal issues.
- Develop a broad and coherent body of knowledge of how legislation, policies, frameworks, codes, and guidelines are applied to nursing practice in Australia.
3 Written Assessment
Length
1,500 words (+/-) (excluding reference list and questions).
Aim
The aim of this assessment is for you to demonstrate your knowledge of ethical and legal issues in Australia's nursing practice.
Instructions
Please follow the steps below to complete your assessment task:
1. This workbook consists of seven modules representing the learning material from weeks 4 to 10. Each module consists of several tasks/activities.
2. You must download the workbook document and complete all tasks/activities using this document as your template. Please do NOT alter the template.
3. Some activities require short answers to questions; others require the application of the theory to a given scenario. A suggested word count for the activities has been indicated.
4. All your responses must be based on credible evidence from peer-reviewed literature, Federal or Queensland legislation, Queensland case law or credible websites. Please provide references as indicated.
5. Please abide by the rules of academic integrity and work independently. This is NOT a group assessment. Limited use of AI that complies with ethical standards is expected.
1600 hours (AEST) Wednesday, 28 May 2025 (Week 11)
We plan to return the assessments by Friday, 20 June 2025. Feedback will be available in Turnitin Feedback Studio
No Assessment Criteria
- Demonstrate an informed understanding of the basic concepts and principles that underpin Australian healthcare law.
- Analyse and reflect on healthcare problems and identify relevant ethical and legal issues.
- Develop a broad and coherent body of knowledge of how legislation, policies, frameworks, codes, and guidelines are applied to nursing practice in Australia.
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?
