Overview
This is the second of two units designed to immerse you in the healthcare journey of Australians as they experience alterations in health through an acute to chronic lens. Using a systems-based approach and utilising case studies, you will scrutinise the journey of healthcare consumers as they experience alterations in musculoskeletal, renal, immune and lymphatic systems, gastrointestinal, integumentary and reproductive systems health through an acute episode and follow along as their condition remains chronic. You will consider the nursing process required to support people with acute and chronic conditions and potential consumer deterioration. You will learn how to assist people living with a chronic health condition to implement self-management strategies to minimise exacerbations.
Details
Pre-requisites or Co-requisites
Pre-requisite: NURS28008
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 - 2026
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Analyse and apply the best available evidence, for safe, quality practice for a person experiencing an acute or chronic alteration in health
- Examine the role of the nurse and other members of the interdisciplinary team in the care of a person experiencing an acute or chronic alteration in health
- Evaluate factors associated with the early recognition of an acute exacerbation of a chronic health condition and determine appropriate nursing care
Content in this unit incorporates a number of professional nursing requirements
Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice
Thinks critically and analyses nursing practice
Engages in therapeutic and professional relationships
Maintains the capability for practice
Comprehensively conducts assessments
Develops a plan for nursing practice
Provides safe, appropriate and responsive quality nursing practice
Evaluates outcomes to inform nursing practice
Nursing and Midwifery Board of Australia (NMBA) Code of Conduct
Legal compliance
Person-centred practice
Cultural practice and respectful relationships
Professional behaviour
Research in health
Health and wellbeing
International Council of Nurses Code of Ethics for Nurses
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
Communicating for safety
Patient Safety Competency Framework
Person-centred care
Therapeutic communication
Cultural competence
Teamwork and collaborative practice
Evidence-based practice
Preventing, minimising and responding to adverse events
Aged Care Quality Standards
Consumer dignity and choice
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Case Study - 40% | |||
| 2 - Written Assessment - 60% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - First Nations Knowledges | |||
| 9 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Academic Learning Centre services
- Access to University Library System
- CQU Library hosted Literature Databases
- Zoom access for weekly meetings
- CQU library search
- Australian Standards (through CQU library)
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.
d.blanchard@cqu.edu.au
r.batterbee@cqu.edu.au
Module/Topic
This week introduces the acute–chronic continuum of illness and the nurse’s role in supporting people as health status changes over time.
Topics Covered
Conceptualising illness trajectories; systems-based thinking; the nurse’s role across acute, subacute, and community contexts.
Chapter
Available via Moodle.
Events and Submissions/Topic
Introductory case-based discussion exploring illness progression across settings.
Aligned with NMBA RN Standards for critical thinking, professional practice, and assessment; NSQHS Clinical Governance and Partnering with Consumers.
Module/Topic
This week focuses on structured nursing assessment and clinical reasoning as foundations for safe decision-making across acute and chronic contexts.
Topics Covered
Clinical Reasoning Cycle; holistic assessment; cue recognition and interpretation.
Chapter
Available via Moodle.
Events and Submissions/Topic
Recorded presentations:
Weekly lecture/tutorial.
Activity: Access the General Discussion page and introduce yourself to your colleagues by providing your name and maybe why you are studying this unit and course.
Assessments: Review the assessment tasks and make a study plan.
Foundations of Academic Integrity Program: Complete your annual program.
Announcements and Discussion Forums: Check for posts and updates.
Guided application of the Clinical Reasoning Cycle and other tools to a chronic illness scenario.
Aligned with NMBA Standards for comprehensive assessment and planning; NSQHS Communicating for Safety.
Module/Topic
This week examines how early physiological, functional, and patient-reported cues signal deterioration and why early recognition improves outcomes.
Topics Covered
ABCDE framework; vital signs trends; early warning systems; subtle deterioration.
Chapter
Available via Moodle.
Events and Submissions/Topic
Case analysis identifying early warning signs and nursing priorities.
Aligned with NMBA safe and responsive practice; NSQHS Recognising and Responding to Acute Deterioration.
Census Date is next week. If you are struggling, please contact your Unit Coordinator for help.
Module/Topic
This week explores chronic respiratory conditions and acute exacerbations, with emphasis on assessment, escalation, and nursing interventions.
Topics Covered
COPD and asthma trajectories; respiratory assessment; oxygen therapy and escalation.
Chapter
Available via Moodle.
Events and Submissions/Topic
Case-based respiratory assessment and intervention planning.
Aligned with NMBA assessment and intervention standards; NSQHS Comprehensive Care and Communicating for Safety.
Module/Topic
This week focuses on infection-related deterioration, with an emphasis on early recognition, nursing surveillance, and timely escalation to prevent harm.
Topics Covered
Infection and inflammation cues; early sepsis recognition; observation trends and reassessment; escalation pathways (including rapid response where indicated); ISBAR communication and documentation that makes risk and actions visible across the team.
Chapter
Available via Moodle.
Events and Submissions/Topic
Clinical reasoning activity focused on recognising infection-related deterioration, initiating time-critical nursing actions, and escalating concern using clear ISBAR communication with defensible documentation and follow-through.
Aligned with NMBA safe and responsive practice and evaluation; NSQHS Recognising and Responding to Acute Deterioration and Preventing and Controlling Infections.
Module/Topic
This week examines acute and chronic presentations affecting endocrine, neurological, and haematological systems, with emphasis on recognising rapid change.
Topics Covered
Diabetes complications; stroke recognition; acute metabolic disturbance.
Chapter
Available via Moodle.
Events and Submissions/Topic
Integrated case study supporting assessment and escalation decisions.
Aligned with NMBA safe practice and decision-making; NSQHS Recognising Acute Deterioration.
Module/Topic
Chapter
Please use this mid-term break as an opportunity to rest and recover. Enjoy your break!
Events and Submissions/Topic
There are no timetabled learning activities this week however you could use the time to progress your assessments. For example, your focus could be to strengthen the foundations that make nursing decisions safe. Use this time to revisit a structured approach to assessment so you can recognise early deterioration, not just respond when a person is already in trouble. Pay attention to the kinds of changes that matter in practice: breathing effort and oxygenation, heart rate and blood pressure trends, level of consciousness and new confusion, pain that is changing, urine output, intake and hydration, mobility and function, and the overall pattern of “this person is not their usual self”. Practise linking those cues to what you would do next as the nurse, including what you would document and how you would escalate concern clearly and promptly.
You should also use this week to make progress on your assessments. Re-read what is required and start building your response using clinical reasoning so your actions are clear and justified. Remember to also focus on Assessment 2 and begin your literature search early. By the end of the week you should have a workable plan for what you will write, a small set of relevant sources you will use, and a clear view of what still needs to be completed.
Module/Topic
This week focuses on chronic kidney disease and acute renal deterioration, highlighting fluid and electrolyte assessment.
Topics Covered
Renal function trends; fluid balance; acute kidney injury.
Chapter
Available via Moodle.
Events and Submissions/Topic
Case-based fluid and electrolyte interpretation.
Aligned with NMBA assessment and evaluation; NSQHS Comprehensive Care.
Assessment 1 (Case Study) Due: 4 pm (AEST), Wednesday, 29 April 2026
Case Study Due: Week 7 Wednesday (29 Apr 2026) 4:00 pm AEST
Module/Topic
This week examines midlife reproductive and urogenital presentations treated as patient-safety work.
Topics covered: Menopause/perimenopause symptom attribution and red flags; abnormal or post-menopausal bleeding; pelvic pain/infection risk; urogenital and sexual health; male presentations (e.g., torsion).
Chapter
Available via Moodle.
Events and Submissions/Topic
'Red flag' recognition and response scenario.
Aligned with NMBA critical thinking and analysis, comprehensive assessment, and safe and responsive practice; NSQHS Communicating for Safety and Recognising and Responding to Acute Deterioration.
Module/Topic
This week explores chronic wounds and skin integrity as indicators of systemic health and deterioration.
Topics Covered
Pressure injury risk; wound assessment; chronic disease links.
Chapter
Available via Moodle.
Events and Submissions/Topic
Case-based wound assessment and care planning.
Aligned with NMBA planning and intervention; NSQHS Comprehensive Care.
Module/Topic
This week focuses on mobility, functional decline, and falls risk in people with chronic conditions.
Topics Covered
Functional assessment; mobility aids; deterioration related to immobility.
Chapter
Available via Moodle.
Events and Submissions/Topic
Assessment of functional change and nursing prevention strategies.
Aligned with NMBA person-centred care; NSQHS Preventing Falls and Harm.
Module/Topic
This week emphasises how safe care happens when a patient is deteriorating; pattern recognition, escalation thresholds, governed responses, and documentation that makes risk visible.
Topics Covered
Partnership in care; cultural safety; Aboriginal and Torres Strait Islander health considerations.
Chapter
Available via Moodle.
Events and Submissions/Topic
Case reflection focusing on partnership and professional communication.
Aligned with NMBA safe and responsive care and professional communication; NSQHS Communicating for Safety and Recognising and Responding to Acute.
Student Unit and Teaching Evaluation survey – We encourage you to provide feedback about your unit and teaching experiences in this unit. The survey opens Week 11 and closes one week before release of grades.
Written assessment Due: Week 11 Wednesday (27 May 2026) 4:00 pm AEST
Module/Topic
This final week consolidates learning examining what happened to Maria into accountable nursing reasoning and a defensible safety response when harm/death occurs.
Topics Covered
Evidence-to-decision thinking; incident recognition/reporting; open disclosure; improvement planning (e.g., PDSA); end-of-life care priorities (comfort, dignity, family communication, documentation).
Chapter
Available via Moodle.
Events and Submissions/Topic
Capstone case integrating acute care, chronic management, and transition planning.
Aligned with NMBA evaluation and coordination of care; NSQHS Comprehensive Care and Clinical Governance.
Student Unit and Teaching Evaluation survey – Please complete the unit evaluation survey. AND Congratulations on completing this unit. Don’t forget to check your unit enrolments for next term.
Assessment 2 (Written assessment) due: 4 pm (AEST), Wednesday 3 June 2026 (Week 12)
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
As this unit is offered online, students are asked to prepare their own individual study plan to undertake self-led and self-directed study throughout the term. A key to your success is a strategic self-directed approach to learning and regular contact with your Unit Coordinator/s. Please check the Announcements and Discussion forums at least twice a week – there will be regular announcements about assessments and unit resources throughout the term and reviewing this information is essential to unit knowledge and your success. CQUniversity communicates with students through CQUniversity email. We recommend that you access your CQUniversity email at least twice a week so that you do not miss vital information about your studies.
1 Case Study
The aim of this assessment is for you to demonstrate your ability to apply the Clinical Reasoning Cycle to an acute clinical scenario, drawing on structured assessment/s, early-recognition, and evidence-informed nursing care. You will interpret key cues, link them to underlying pathophysiology, identify priority problems, and plan appropriate nursing actions that support the person’s transition from an acute episode toward ongoing management of their chronic condition. This task requires you to integrate physiological data, contextual factors, and culturally safe practice while clearly articulating the nursing role within the interprofessional team.
Instructions
Please refer to the assessment task instructions on the unit Moodle site.
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. This assessment requires students to adhere to the guidelines on the use of artificial intelligence tools as specified in the Artificial Intelligence Assessment Scale (AIAS). Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity. CQUniversity Gen AI tools approved for use in this assessment are Microsoft CoPilot (protected version), Studiosity and Grammarly. You are permitted to use technology or tools that assist with spelling, grammar or formatting.
Level of GenAI Use Allowed: Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Extensions
Extensions to this assessment are available as per policy. The 72-hour grace period may apply to this assessment.
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 7 Wednesday (29 Apr 2026) 4:00 pm AEST
1400 words +/-10% (excluding reference list)
Week 10 Wednesday (20 May 2026)
Your marked assessment and feedback will be returned to you through Moodle, no later than three weeks from the submission date.
Assessment criteria will be available on the Moodle site.
- Analyse and apply the best available evidence, for safe, quality practice for a person experiencing an acute or chronic alteration in health.
- Examine the role of the nurse and other members of the interdisciplinary team in the care of a person experiencing an acute or chronic alteration in health.
- Evaluate factors associated with the early recognition of an acute exacerbation of a chronic health condition and determine appropriate nursing care.
2 Written Assessment
The aim of this assessment is for you to critically examine a chronic health condition and evaluate how acute exacerbations develop, are recognised early, and are managed across the acute–chronic continuum. You will integrate pathophysiology, clinical reasoning, nursing assessment, interprofessional collaboration, and evidence-informed care to demonstrate postgraduate-level nursing judgement.
You are required to construct a written analytical paper that addresses the components outlined in the detailed task information available to you on Moodle. The paper should focus on a clearly identified chronic health condition and analyse how physiological changes contribute to acute deterioration. Emphasis should be placed on early recognition of deterioration, nursing surveillance, timely escalation of care, and continuity of care across acute and chronic settings.
Your analysis must be informed by key frameworks covered in the unit and your discussion should be supported by contemporary peer-reviewed literature, relevant Australian guidelines, and prescribed unit readings.
Instructions
Please refer to the assessment task instructions on the unit Moodle site.
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. This assessment requires students to adhere to the guidelines on the use of artificial intelligence tools as specified in the Artificial Intelligence Assessment Scale (AIAS). Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity. CQUniversity Gen AI tools approved for use in this assessment are Microsoft CoPilot (protected version), Studiosity and Grammarly. You are permitted to use technology or tools that assist with spelling, grammar or formatting.
Level of GenAI Use Allowed: Level 2: You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Extensions
Extensions to this assessment are available as per policy. The 72-hour grace period may apply to this assessment.
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 11 Wednesday (27 May 2026) 4:00 pm AEST
Submit your assessment by uploading it to the Moodle assessment link. Your submission must be in Microsoft Word format only (.doc or .docx). Other file types will not be accepted.
Vacation/Exam Week Wednesday (17 June 2026)
Your marked assessment and feedback will be returned to you through Moodle, no later than three weeks from the submission date.
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
- Analyse and apply the best available evidence, for safe, quality practice for a person experiencing an acute or chronic alteration in health.
- Examine the role of the nurse and other members of the interdisciplinary team in the care of a person experiencing an acute or chronic alteration in health.
- Evaluate factors associated with the early recognition of an acute exacerbation of a chronic health condition and determine appropriate nursing care.
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?
