NURSING 1107NA - Nursing in a Global Community
Ngee Ann Academy - Quadmester 2 - 2014
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General Course Information
Course Details
Course Code NURSING 1107NA Course Nursing in a Global Community Coordinating Unit Adelaide Nursing School Term Quadmester 2 Level Undergraduate Location/s Ngee Ann Academy Units 3 Contact Intensive daily lectures in weeks 1, 7 & 12, tutorials in weeks 2,4,8,10. Restrictions Available to B Nurs (Post Registration) students in Singapore only Assessment Poster presentation and examination Course Staff
Course Coordinator: Mr Paul McLiesh
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
1 Critically analyse contemporary issues in health care policy and funding delivery 2 Debate how nurses are re-evaluating their position in the health care system 3 Describe how nursing services may be delivered in the future 4 Describe the impact of chronic illnesses and the ageing population on healthcare policy and practice 5 Debate the role of epidemiology in the control and surveillance of disease 6 Recognise and describe how epidemiological data is used to influence health care policy and impacts on global health issues. 7 Discuss the threat to public health of the changing nature of infectious diseases. These include SARS, Hepatitis, Avian influenza, Dengue fever, HIV/AIDS, malaria, multidrug resultant TB, Chikungunya fever, Japanese encephalitis, Hand, foot and mouth disease etc. 8 Discuss the role of nurses in the event of a pandemic. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-8 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 6-8 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2-3, 6, 8 Skills of a high order in interpersonal understanding, teamwork and communication. 2, 5 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2-3 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 2-3, 8 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 4, 6, 8 -
Learning Resources
Required Resources
Text
Lashley, FE & Durham, JD 2007, Emerging Infectious Diseases: Trends and Issues, 2nd edn, Springer Publishing Company.
The prescribed text is integral to the course.
Reader
The readings for this course are provided in your study package. -
Learning & Teaching Activities
Learning & Teaching Modes
Participation in the lectures, tutorials and laboratory session is vital in making this course a constructive and enjoyable learning experience. In the event that you are unable to attend please inform the Course Coordinator by email prior to the session so that this can be recorded.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
There are 20 hours of face to face lectures and 20 hours of tutorial for this course. It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. It is recommended that you plan your time commitment to the course at the beginning of the semester. This includes all study activities, attendance at lectures and tutorials, readings and assessment. Thus some weeks it will be more and others less.Learning Activities Summary
Nursing in a Global Community
Contemporary Issues in Health Care Policy and Funding
The Developing Role of Nurses in Health Care Systems
Health and Health Care Disparities
Introduction to Epidemiology
Introduction to Infectious Diseases
Multi-drug resistant tuberculosis, SARS, Influenza
Hepatitis C, HIV/AIDS, Hand foot and mouth disease
Dengue fever, Japanese encephalitis
Malaria, Chikungunya fever
Environmental Health
The Nurses Role in Disease Outbreak Prevention and Management -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Assessment Type Weighting Learning outcome(s) being addressed Synopsis - poster topic
Due week 3Formative 0% Poster due week 6 Summative 40% Exam week 13 Summative 60% Assessment Detail
Assessment 1: Poster
Posters are a means of presenting information to peers, patients or the general public in a simple yet effective manner. It is a static display of information, which can be placed in a variety of settings and read in one’s own time. The poster will be completed by the student to allow for comprehensive feedback on academic progress to assist students meet their individual learning requirements.
In this assessment, students are required to design a poster on one of the following options:
Option 1:
Describe the developing role of nurses in Singaporean healthcare system and elevate the impact of these changes on the health outcomes. Your answer should also consider the potential cultural influence of implementing these new changes.
Option 2:
Discuss the threat to public health of the changing nature of an infectious disease outlined in this study guide. Please also illustrate and elevate the roles of nurses in the event of pandemic.
Part 1 – Synopsis: Poster Topic
A synopsis or briefing paper gives a succinct but comprehensive review of the topic and should include a reference list. This assessment is scheduled early in the semester to assist in the planning and development of your poster, so that you can receive feedback on your work before your final submission.
Part 2 – Poster
Students are encouraged to discuss their ideas for the poster design with the course coordinator. See Study Guide for poster format details.
Assessment 2: Exam
The written examination will include (but is not limited to) a combination of multiple choice and short answer questions. The examination will be two hours in length and will examine the contents taught in this course.
This is the students final assessment and together with the formative assessment will determine the students overall grade.Submission
Assessments, unless otherwise stated in your Study guide, are to be submitted electronically via Assignments in MyUni on the due date identified in this Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/.
An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file. If submitting a PowerPoint presentation for marking, the .ppt or .pptx must be submitted as .pdf file. It is also important to submit your file under your name, such as surname.firstname. MyUni stamps all the other details against your filename once you submit your assessment.
An Assignment Coversheet must be submitted with each assessment. The coversheet should be the first page of your assessment. A word version of the Assignment Coversheet is available to download at www.health.adelaide.edu.au/nursing/students/resources. The Plagiarism Statement must be signed and dated for your assessment to be marked (please note the details stated on the Assignment Coversheet). More information on avoiding Plagiarism is available at www.adelaide.edu.au/clpd/plagiarism/.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Plagiarism
Students are reminded that plagiarism and other forms of academic dishonesty constitute a serious offence and can result in disciplinary procedures. Students are advised to read the policy Academic Honesty and Assessment Obligations for Coursework Students Policy & Coursework Students: Academic Dishonesty Procedures policy, available at www.adelaide.edu.au/policies/230/. The following definitions should be noted.
Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the School).
Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.
Paraphrasing: repeating a section of text using different words which retain the original meaning.Please note: changing just a few words does not constitute paraphrasing.
Final results for this course will be made available through Access Adelaide (https://access.adelaide.edu.au/sa/login.asp)Final results for this course will be made available through Access Adelaide.
Marking Guides
Synopsis
Structure and writing style 20% Structure (15%) • introduces the topic of the poster
• describes the significance of the topic
• clearly describes the way in which the presentation will proceed
• the synopsis is structured in a logical sequence so that the content flows (headings may be used to develop the structure)
• the synopsis ends with a brief cogent, defendable conclusion that summarises the discussion within the body.Writing style (5%) • the synopsis is written with clear sentence structure and the spelling and grammar are correct. Content 60% • the synopsis paper summarises the topic/issue adequately
• the proposed content has clear links to contemporary nursing practice.Referencing 20% • the referencing style used throughout the synopsis paper is congruent with the School’s Student handbook and style guide
• the reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School’s Student handbook and style guide
• the references cited are contemporary (i.e. less than 10 years old unless seminal papers)
• primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)
• there is evidence in the synopsis paper that the student has searched widely for information related to the topic/issue
• the student has acknowledged all sources of information
• direct quotations are only used to make crucial points or to support the discussion/argument.
Structure and Presentation 30% • the poster fits onto an A1 sheet of cardboard
• the poster is clear and legible from a distance
• the chosen font is easy to read and a reasonable size
• the title of poster is clear
• name of the student and The University of Adelaide, study plan and course name appear on the first slide
• the poster is presented using a logical sequence
• the material is presented in a concise, clear and uncluttered manner
• the poster has visual impact
• the spelling and grammar used in the poster are correct.Content 60% • the purpose / aims of the poster are clearly presented
• diagrams and or pictures are used effectively to present material and are referenced
• the information is current, accurate and evidence based
• the information presented on the poster gives a comprehensive overview of the chosen topic.Referencing 10% • the referencing style used throughout the summary paper is congruent with the School’s Student Handbook and Style Guide
• the reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School’s Student Handbook and Style Guide
• the references cited are contemporary (i.e. less than 10 years old unless seminal papers)
• primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)
• there is evidence in the summary paper that the student has searched widely for information related to the topic/issue
• the student has acknowledged all sources of information
• direct quotations are only used to make crucial points or to support the discussion/argument. -
Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.