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Unit Synopsis
In this unit you will focus on person-centred care delivery, communication and working in partnership with the interdisciplinary healthcare team to manage care for the person experiencing clinical deterioration in a complex care environment. You will be introduced to organisation-wide systems such as rapid response systems, that are used for recognising and responding to acute deterioration. You will recognise the significant impact of monitoring, documenting and tracking clinical observations in detecting early clinical deterioration. In this unit you will be challenged to employ higher-order thinking when recognising and responding to clinical deterioration.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 3 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 1 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Pre-requisites: NURS12164
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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2027
Term 1 - 2027 Profile
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.
Assessment Tasks
To see assessment details from an earlier availability, please search via a previous term.
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web 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.
Source: SUTE data
I would love to see more critical thinking type multiple choice questions added to activities, as critical thinking is a major skill for graduate nurses.
Provide more opportunities to challenge students to critically think and apply their knowledge through additional activities such as weekly quizzes. Amend assessment 2 to a quiz that covers all modular content.
Weekly self-assessment task sheets and activities are embedded throughout Moodle. At the end of each week, students are provided with an answer guide and have the opportunity to self-assess.
Source: SUTE data
Feedback on assessment was not clearly aligned.
Provide clearer direction to markers regarding assessment requirements and feedback format.
A moderation guide was developed and distributed to all markers to ensure consistent interpretation of assessment criteria. In addition, standardised feedback templates were implemented to better align comments with rubric categories and provide clearer direction for students. Where possible, a comprehensive QuickMarks library was created to facilitate comprehensive feedback while reducing marking administrative burden.
Source: SUTE data
The assessment tasks were not clear.
Provide clearer and more specific directions for all assessments.
Assessment briefs were written in plain English and structured to clearly outline expectations, requirements, and marking criteria. Supplementary scaffolded guides, Zoom drop-in sessions, forum Q&As, and recordings were also developed and shared via Moodle to support students' understanding. All assessments were reviewed and approved by the DDLT. Given that over 30% of students achieved a Distinction or higher, the instructions appear to have been sufficiently clear and effectively supported student performance. There is opportunity to improve explicit wording or add additional drop in sessions for student support.
Source: Student email
I had found this unit to be challenging at times, however I found it to be overall great. So thank you for all your knowledge you have shared.
Continue to provide opportunities to challenge student's critical thinking.
Student feedback acknowledges the unit's academic challenge while expressing overall satisfaction. This suggests that existing supports—such as recorded lectures, guided assessments, drop-in sessions, and responsive communication—are effective. These strategies will continue to be embedded, and opportunities for further engagement (e.g., interactive learning tasks and peer support channels) will be explored.
Source: Student email, SUTE
Students reported appreciation for improved clarity of assessment instructions and expectations.
Continue to ensure alignment between assessments, content, and strong rubrics.
In Progress
Source: Student email, phone calls, SUTE
Students commented that assessments were clinically relevant and closely aligned with nursing practice.
Ensure clinically relevant case studies and real-world scenarios are utilised.
In Progress
Source: Student email, SUTE
Feedback in 2025 indicated appreciation for more constructive and actionable feedback on assessments. There is continued opportunity to improve constructive feedback.
Continue to provide timely, constructive, and actionable feedback that helps students understand their performance and identify areas for improvement
In Progress
Source: Student email, phone calls, SUTE
The unit was consistently described as highly relevant to the Bachelor of Nursing program and professional preparation.
Continue to ensure clinical relevance and alignment with clinical practice units.
In Progress
Source: SUTE
Assessments were very helpful for building knowledge required for graduate years.
Continue to align assessment tasks to real-world and clinically applicable scenarios.
In Progress
Source: SUTE
Oral presentation submission process was reported as difficult for some students. Further, Moodle struggled with high submission load with delays experienced by students when uploading.
Continued efforts will be made to improve the submission experience for oral presentations. Students are encouraged to submit early where possible to avoid potential technical delays during peak submission periods.
In Progress
To see Learning Outcomes from an earlier availability, please search via a previous term.