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FACULTY OF HEALTH SCIENCES School of Nursing, Midwifery and Paramedicine NATIONAL SEMESTER 2, 2020 NRSG266: PRINCIPLES OF NURSING: CONTEXT OF AGEING UNIT OUTLINE

Credit points: 10 Prerequisites/incompatibles: Nil

National Lecturer in Charge/ Canberra Lecturer in Charge:

Ballarat Lecturer in Charge:

Brisbane Lecturer in Charge:

Melbourne Lecturer in Charge:

North Sydney Lecturer in Charge:

Peta Harbour Office location: 302.1.15 Email: [email protected] Telephone: (02) 6209 1395 Grant Smallacombe Office location: 105.G.10 Email: [email protected] Telephone: (03) 5336 5433 Dr Sue Gledhill Office location: 206.1.06 Email: [email protected] Telephone: (07) 3623 7420 Coral Bayley Office location: 403.4.11 Email: [email protected] Telephone: (03) 9953 3190 Tricia Ke Office location: 533.7.4 Email: [email protected] Telephone: (02) 9465 9121

Contact for all lecturers: Preferred means of contact is email. Response time to email is within 48hours, Monday to Friday

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UNIT RATIONALE, DESCRIPTION and AIM: While the Registered Nurse plays a central role in the provision of health care for people who experience health alterations, they are also involved in caring for those aspects of care required through healthy ageing. Health alterations occur across a range of settings and it is a requirement that the nurse is able to provide care for people experiencing these alterations. This unit is required by students to assist their ongoing development of theoretical knowledge underpinning the many facets of nursing care required by the older person, including aspects of care which are required as a result of normal ageing. This unit will focus on the importance of promoting quality of life, independence, maintaining choice and dignity for older people as they live with age-related changes, risk factors, sociocultural issues and functional consequences that may occur with ageing. Key principles that underpin best practice will be demonstrated by the use of evidence-based case studies. The roles of the registered nurse across a variety of settings, and within the context of multi-disciplinary care, will be explored. The theoretical knowledge gained in this unit will inform nursing students’ future clinical practice across a variety of settings. This aim of this unit is to support students to develop knowledge and skills for the provision of person-centred, evidence-based nursing care of the older person. Mode: This unit is offered in mixed mode format. This means the content will be delivered both online and face-to-face through online lectures and activities, resource sessions, online tutorials via Zoom, and self-directed study. Attendance pattern: Students are expected to view weekly online lectures and engage with content and associated activities. Students are expected to attend resource sessions that will explore lecture material in more depth and allow for questions and answers. Students are expected to attend online tutorials via Zoom and to actively participate in tutorials and group work. A record of attendance will be taken at the beginning of each tutorial and students who miss 2 or more tutorials will be required to explain their absences. Please refer to Attendance Requirements section. Poor attendance may affect students’ ability to pass this unit. Duration: This unit will be taught over 10 weeks. You should anticipate undertaking 150 hours of focused learning – this includes lectures and resource sessions, tutorials, online learning activities, reading and self-direct study, and preparation of assignments to achieve the unit learning outcomes. LEARNING OUTCOMES On successful completion of this unit, students should be able to: LO1

critically analyse the concept of healthy ageing and its promotion at an individual and community level; (GA4)

LO2

understand experiences of ageing and how these are impacted by biopsychosocial, spiritual and cultural factors; (GA1, GA4)

LO3

demonstrate advanced knowledge of pathophysiology related to the ageing process; (GA5)

LO4

critically apply the Roper-Logan-Tierney Model of Nursing to the context of ageing; (GA1, GA4, GA5, GA9)

LO5

implement the Levett-Jones’ Clinical Reasoning Cycle across a range of settings, to plan safe, evidence-based, culturally sensitive, person-centred nursing care for the older adult; (GA3, GA4, GA5, GA8, GA9)

LO6

critically apply legal and ethical principles related to care of the older adult. (GA3)

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GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes.

On successful completion of this unit, students should have developed their ability to: GA1

demonstrate respect for the dignity of each individual and for human diversity

GA3

apply ethical perspectives in informed decision making

GA4

think critically and reflectively

GA5

demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession

GA8

locate, organise, analyse, synthesise and evaluate information

GA9

demonstrate effective communication in oral and written English language and visual media

NMBA REGISTERED NURSE STANDARDS FOR PRACTICE The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed in this unit are: NMBA Standards for Practice 1. Thinks critically and analyses nursing practice. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 2. Engages in therapeutic and professional relationships. 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 3. Maintains the capability for practice. 3.1, 3.2, 3.3, 3.4, 3.7 4. Comprehensively conducts assessments. 4.1, 4.2, 4.3, 4.4 5. Develops a plan for nursing practice. 5.1, 5.2, 5.3, 5.4 6. Provides safe, appropriate and responsive quality nursing practice. 7. Evaluates outcomes to inform nursing practice. 7.1, 7.2

Learning Outcomes LO1, LO2, LO4, LO5 LO4, LO5 LO1, LO2, LO3, LO4, LO5, LO6 LO2, LO3, LO4, LO5 LO1, LO2, LO3, LO4, LO5 LO1, LO2, LO3, LO4, LO5, LO6 LO1, LO4, LO5

CONTENT Topics will include:

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Older people, families, communities and healthy ageing •

Demographic profile of the Australian older population o Impact of multiculturalism on health care needs of older Australians, including A&TSI and CALD older people. o Impact of demographics on older adults, their family, community and health care  General health status of older people;  Common health issues for older Australian people, including A&TSI and CALD older people

•

Australian National Health Priorities and their implications for nursing care for older people

•

Healthy ageing o Definition o Strategies

•

Theoretical approaches to ageing o Biological and physiological ageing  Biological theories (e.g., genetic, wear-and-tear, immunity, cross-linkage, free radicals)  Normal age-related physiological changes and their consequences  Ageing changes in specific organ systems and their consequences (e.g. cardiovascular, respiratory, ENT, endocrine, gastrointestinal, genital/sexual, renal, musculoskeletal, dermatological, and neurological)  Dementia o Psychological aspects of ageing  Psychological theories (e.g. theory of personhood, life course and personality development, gerotranscendence)  Risk factors that impact on psychosocial well-being o Social and spiritual aspects of ageing  Sociological theories and the experience of ageing (e.g., health inequalities, disengagement, activity, person-environment fit)  Ageism, stereotypes and myths of ageing  Social determinants, such as gender and social class  Spiritual theories (e.g., innovation, spiritual needs, multi-paradigm model)  Spiritual growth and identity  Spiritual well-being and activities

Person-centred nursing care for older people •

Holistic nursing assessment of the older adult (informed by Roper-Logan-Tierney Model of Nursing and Levett-Jones’ Clinical Reasoning Cycle) o Use of assessment tools/instruments o Prioritising care o Choice and dignity for older person

•

Overview of continuum of care services for older adults o Community care services including a range of government funded services o Models of care coordination (i.e. chronic care models, and case management services) o Respite services o Acute and subacute care services o Residential aged care facilities Working within a multidisciplinary team

•

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o o o o •

Nurses’ roles Evidence-based care Palliative approach in aged care Health practitioners’ attitudes toward care of the older person

Factors which can influence activities of living for older people and families o Mobility/balance issues o Cognitive impairment o Continence issues o Independent self-care issues o Nutrition/hydration issues o Sensory deficits o Sexuality in older age o Social isolation

Quality use of medicines • • •

Pharmacological issues National Medicines Policy - Quality Use of Medicines Polypharmacy o Evidence-based nursing strategies to promote medication safety

Nursing strategies to promote health and quality of life for older adults and their families, within a legal and ethical framework • • •

Quality of life Loss and grief Care-giver burden o Promoting carer wellness o Needs of family and carers

•

Legal and ethical issues across a continuum of care settings o Autonomy and rights o Advance care planning o Advance care directives o Facilitating decisions about care o Transition to residential care o Elder abuse and neglect

QUALITY ASSURANCE AND STUDENT FEEDBACK Student feedback from NRSG266 (2019) have been used to directly inform this unit offering; including unit content, teaching sessions, teaching modes and assessment tasks. SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.

LEARNING AND TEACHING STRATEGY AND RATIONALE

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Modes of delivery in this unit include lectures, tutorials, online activities and self-directed study. Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers. Students at university need to operate effectively as self-sufficient learners who drive their own learning and access the learning supports they require. To guide students in their learning, feedback is required to identify what is being done well, what requires additional work and to identify progress toward required learning outcomes. Located in the second year of the programme, this theory unit includes moderate faceto-face teaching hours and an increasing online component of learning to build life-long learning skills. Lectures are utilised to convey content and its central principles while tutorials deliver interactive and student driven learning sessions which require an increasing reliance on students to extend their community of learners and increase self-reliance. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to independent study and life-long learning. An optional formative online quiz for this unit will also be made available to students in week 6 of semester. This quiz will provide feedback on their progress and guide their unit learning. The formative quiz does not contribute to the student’s grade and follows the same format as the online quizzes used in first year. First year quizzes were summative and did contribute to the unit grade; second year quizzes are predominantly formative and will not contribute to the final unit grade – they are designed to assist students in reinforcing good study patterns which will assist them in their transition toward independent study and life-long learning. This unit may also be offered on or off campus in intensive mode for sponsored / special cohorts, with the learning and teaching strategies being equitable with on campus mode offerings as endorsed by the Discipline Curriculum Implementation Committee. LECTURE CAPTURE Lectures in this unit will be recorded and delivered online. They will be available to students via the LEO page for the unit. Resource sessions on each campus will also be recorded and these recordings will be available following their delivery, in the campus specific LEO tile. SCHEDULE NOTE: The learning and teaching schedule for this unit will vary depending on the campus at which you are enrolled. Weeks 1-5 will be common across all campuses and weeks 6-10 will differ according to the scheduling of clinical experience placement. For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule. Please refer to the Weekly Teaching Schedule on LEO for a breakdown of national lectures and campus-based resource sessions.

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Week 1

2

3

4

5

6

7

8

9

National Lecture

Virtual Tutorial

Online Activity

Introduction to the unit, demographics of ageing and introduction to healthy ageing.

Overview of unit, introduction to “Anna Maria,” case study one

Self-directed web-based activities

Normal age-related physical changes and their consequences.

Case study one activities

Self-directed web-based activities

Psychological, sociocultural, spiritual and politico economic aspects of ageing.

Case study one activities

Self-directed web-based activities

Continuum of nursing care of the older adult

Summary of case study one, introduction to case study two, “Karl and Frances”

Self-directed web-based activities

Comprehensive assessment of the older adult

Case study two activities

Self-directed web-based activities

Influence of pathological processes on the health of older adults

Summary of case study two, introduction to case study three, “Connie”

Self-directed web-based activities. Formative quiz opens on assessment tile

Influence of medications on the health of older adults

Case study three activities

Self-directed web-based activities

Promoting and achieving quality of life in older adults

Case study three activities

Self-directed web-based activities

Legal and ethical issues for older adults across the continuum of care

Self-directed web-based activities. Formative quiz closes.

Assessments

Assignment 1: Wednesday, 26th August, 4pm.

Assignment 2: Wednesday, 23rd September, 4pm

UA Vacation Week

10

Summary week

Summary of case study content and lecture concepts

11

12

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Assignment 3: Wednesday, 21st October, 4pm.

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PUBLIC HOLIDAYS Students should refer to information on their NRSG266 LEO campus tile as to how replacement tutorials will be offered for students who have a public holiday fall on the day of their scheduled tutorial. Public Holidays ACT: Monday 5/10/2020 (Labour Day) – Monday, week 10 VIC: Friday 25/9/2020 (2020 Grand Final Eve TBC) - Friday, week 9 NSW: Monday 5/10/2020 (Labour Day) – Monday, week 10 QLD: Friday 14/8/2020 (Show day Brisbane area only) – Friday, week 3 Monday 5/10/20 (Queen’s birthday) – Monday, week 10

ATTENDANCE REQUIREMENTS FOR THIS UNIT Attendance at all lectures, practical classes and simulations is expected. Attendance records of all practical and tutorial classes are maintained with a minimum of 80% attendance expected. Reasons why attendance is required In classes, you will be interacting with other students and developing skills which you will use in your professional/clinical experience. Students who attend less than 80% of classes are at risk of not developing these essential skills. Therefore, you are strongly advised to attend a minimum of 80% of classes in this unit. The expectation for attendance in virtual classrooms has changed as the offering of teaching moves to on-line. Failure to attend classes will impact on your ability to achieve. Teachers will continue to document attendance and monitor student engagement and use of LEO so that we can support you and identify any potential challenges you may be experiencing as a result of COVID-19. You are encouraged to plan your week carefully and prioritise time to prepare for Virtual Classrooms so that you benefit from the experience and continue to achieve. This is your responsibility as an adult learner. You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation.

ASSESSMENT STRATEGY AND RATIONALE A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes. This unit requires three assessment items (one with a low weighting and two significant higher weighted items) and runs concurrently with a unit where two significant high weighted assessments are expected. The written assignment will engage students with the application of theory into practice and how this needs to be flexible to meet the needs of the person requiring health care assistance. The oral presentation is designed to facilitate an understanding around healthy ageing and a consumer’s perspective. The case study will ensure a sound knowledge base to address content questions and a synthesis of this knowledge to demonstrate its application in practice. These assessments are required to build student knowledge and skills which, by the conclusion of this programme, will enable the student to graduate as a safe and effective nurse. Offshore intensive assessment of this unit will be transparently equitable with on campus mode offerings as endorsed by the relevant Course Implementation Committee. In order to pass this unit, you are required to:

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achieve an aggregate score of 50% or more for the assessment tasks in the unit.

o

The assessme...