NURSING 2006OL - Chronic Disease and Disability

Online - Semester 1 - 2014

This course provides a comprehensive examination of the core aspects of chronic illness and management in Australia. With reference to national priorities in chronic illness the course will prepare students to deliver nursing care and especially education for a variety of chronic health conditions. Factors affecting chronic illness and types of chronic illness will be considered within the nursing and the wider multidisciplinary support services. The emphasis on the emerging burden of chronic disease will enable students to consider the likely impact of chronic illness into 2020 and beyond.

  • General Course Information
    Course Details
    Course Code NURSING 2006OL
    Course Chronic Disease and Disability
    Coordinating Unit School of Nursing
    Term Semester 1
    Level Undergraduate
    Location/s Online
    Units 3
    Contact Online
    Restrictions Available to B.Nurs students only
    Course Description This course provides a comprehensive examination of the core aspects of chronic illness and management in Australia. With reference to national priorities in chronic illness the course will prepare students to deliver nursing care and especially education for a variety of chronic health conditions. Factors affecting chronic illness and types of chronic illness will be considered within the nursing and the wider multidisciplinary support services. The emphasis on the emerging burden of chronic disease will enable students to consider the likely impact of chronic illness into 2020 and beyond.
    Course Staff

    Course Coordinator: Dr David Foley

    Course Coordinator: Ryan Clarke
    Phone: +61 8 8313 6285
    Email: ryan.clarke@adelaide.edu.au
    Location: E3-H66, Eleanor Harrald Building, Frome Road.

    Tutor: Ami Rogers
    Phone: +61 8 8313 1709
    Email: ami.rogers@adelaide.edu.au
    Location: Level 3, Eleanor Harrald Building, Frome Road.

    School Office
    Phone: +61 8 8313 3595
    Email: nursing_preregistration@adelaide.edu.au
    Location: Level 3, Eleanor Harrald Building, Frome Road.
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Recognise and examine the impact of chronic health conditions on the Australian health care system based on current trends, predictions and statistics.
    2 Recognise the important aspects of nursing assessment for a person with a chronic health disorder
    3 Devise & Construct nursing care plans and teaching strategies for educating and enhancing care for people with diverse chronic and life limiting illness.
    4 Design and present a poster suitable for presentation at a research / education conference
    5 Investigate and outline consequences of chronic health issues and disability across the lifespan and the role the nurse has in the provision of care.
    6 Construct chronic disease information tables to compare and outline the impact of chronic illness
    7 Compare and Define the role of nurses and the multidisciplinary team in chronic disease management and provision of care for people with a disability
    8 Investigate and Define the role of spirituality in response to chronic health and disability
    9 Recognise & Examine legislation and the impact of chronic health on the family, next of kin and wider community.
    10 Relate and Connect the pathophysiology of chronic diseases to lifestyle changes
    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. 2-5, 7-10
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2, 6, 9, 10
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2-4
    Skills of a high order in interpersonal understanding, teamwork and communication. 7
    A proficiency in the appropriate use of contemporary technologies. 4, 6
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 5, 8, 10
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1-3
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 5, 8, 9
  • Learning Resources
    Required Resources
    Chang, E & Johnson, A 2014, Chronic Illness & Disability: Principles for nursing practice, 2nd edition, Elsevier, Chatswood, NSW
    Recommended Resources
    Bullock, S & Hales, M 2013, Principles of Pathophysiology, Pearson Australia, Frenchs Forest, NSW.

    Crisp, J, Taylor, C, Douglas, C & Rebeiro, G 2013, Potter and Perry’s Fundamentals of Nursing, 4th edition, Elsevier, Chatswood, NSW.

    Brown, D & Edwards, H 2012, Lewis’s medical-surgical nursing: Assessment and Management of Clinical Problems, 3rd edition, Elsevier, Chatswood, NSW.

    http://www.health.gov.au/internet/main/publishing.nsf/content/pq-ncds-strat
    http://www.aihw.gov.au/publication-detail/?id=10737421466
    http://www.who.int/topics/chronic_diseases/en/
    http://www.health.nsw.gov.au/pubs/2005/pdf/chronic_toolkit.pdf

    Forbes, A. and A. While (2009). The nursing contribution to chronic disease management: a discussion paper, International Journal of Nursing Studies, 46(1), 120-131.

    Halcomb, E. J., P. M. Davidson, et al. (2010). Uptake of Medicare chronic disease items in Australia by general practice nurses and Aboriginal health workers. Collegian, 17(2), 57-61.

    Hunter, S. (2009). Distinguishing between acute and chronic elements of ill health when assessing patients, Nursing Times, 105(37), 20-23.
    Online Learning
    Material in this course will be presented completely online utilising MyUni, Learning Management Systems (LAMS), Articulate presentations and virtual classrooms via Blackboard Collaborate.

    The online delivery mode of the course offers flexibility and enables students to study at their own pace. However, due to the asynchronous nature of the course, it is highly recommended that students are actively participating in course material on a weekly basis so as not to fall behind in coursework.

    Virtual Classrooms via Blackboard Collaborate offer a synchronous environment where student can interact with the course instructor and other students in real time.

    Blackboard collaborate can be accessed via a computer and there is an application for mobile devices that will offer flexibility of participation to students.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    Online lectures through MyUni: The content for this course has been reviewed and adapted from existing teaching material for care of people with chronic health issues and disability. The learning objectives, readings and content have been reviewed, adapted and presented in keeping with Level I courses. The online lectures will take the form of voiced over power points, Articulate presentations and LAMS

    Articulate presentations – the School of Nursing has a licence for the Articulate e-learning authoring software program and has a number of staff that are expert in its use. The advantage to the student is the freedom to progress through content at their own pace while receiving in time support for their learning. This is particularly helpful for the nature of the content which will be available for revision across the semester. The School of Nursing has a purpose built e-learning room with dedicated PC access to training support software.

    LAMS presentations for selected topics –
    LAMS (learning activity management system) provides a simple learning design tool that encourages student interaction and engagement with a diverse range of material. The visual interface allows the lecturer to author individual and group assignments. LAMS allow the student freedom to progress at their own pace and to easily review content they are uncertain of. LAMS offer lecturing staff a novel and innovative way to present content that often resists transition from text book to engagement. A number of school staff have used LAMS and more will be able to as the university increases IT support for this and other learning systems.

    Tutorial (virtual classroom) –
    each week a drop in virtual tutorial session will be made available to students. Lecture staff will be available online to counsel students on any aspect of the course content or assessment. Wimba tools through MyUni offers a virtual classroom that can be used for tutorial sessions. The student capacity is unlimited and the instructor has a range of interactive tools available (e.g. hosting external websites) to stimulate engagement.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The workload for this course has suggested hours of:

    • 2 x 1 hour lecture / week (Articulate presentations & LAMS)
    • 1x 1 hour tutorial / week (Virtual Classroom)
    • 1 x 3 hour poster presentation at the School of Nursing Research Symposium

    Please be advised that the workload shown here for the time commitment breakdown for this course is based on the hours required if the course was face to face.

    As the course is offered online, students can engage in content at their own pace, although it is highly recommended that participation in course content occurs on a weekly basis to avoid falling behind in course content
    Learning Activities Summary
     

    Topic

    Lecture

    Lecture 1

    Chronic Health and Disease Introduction

    Chronic Health: Demography, Prevalence & Isolation

    Lecture 2

    Chronic Health and Disease Introduction

    Chronic Disease: Prevention Across the Continuum

    Lecture 3

    Cardiovascular Disease

    Living with Cardiovascular Disease - Risk Factors & Nursing

    Lecture 4

    Cancer

    Cancer & Lung Cancer – Risk Factors & Nursing

    Lecture 5

    Diabetes Mellitus

    Lifestyle Changes & Diabetes - Risk Factors & Nursing

    Lecture  6

    Respiratory Disease

    Living with COPD & Asthma

    Lecture 7

    Musculoskeletal Disorders

    Arthritis & Osteoporosis - Risk Factors & Nursing

     

    Lecture 8

     

    Neurodegenerative Disorders

     

     

    Neurodegenerative Disorders

     

    Lecture  9

    Men’s & Women’s Health & HIV

    Men’s & Women’s Health Issues in Australia & Living with HIV

    Lecture 10

    Disability

    Disability: Trends & Prevalence, Visual & Auditory Disturbance

    Lecture 11

    Disability

    Disability: Physical (Presented Via LAMS)

    Lecture 12

    Disability

    Disability: Intellectual (Presented via LAMS)

     

    LAMS

    1. The nurse as educator
    2. Disability

    TUTORIALS

    Tutorial content will reflect the weekly lectures series. Students will be advised of the tutorial time and lecture focus at the start of semester.

    Poster exhibition

    Students will have the opportunity to present their posters, expo style at the School of Nursing Research symposium. Students from other year levels will be encouraged to attend.

    Specific Course Requirements
    Due to the online nature of the course, in order for students to participate in virtual classrooms via Blackboard Collaborate will require:
    • Audio input/output from your computer/device
    • Speaker & microphone on computer/device
    *USB Headset with microphone is highly recommended for Blackboard Collaborate*
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Fact Sheet Template Formative N/A 2, 5-6
    Fact sheet- chronic disease Summative 30% 1, 3, 6, 10
    Poster Summative 60% 1-4, 8-9
    Poster- Exhibition (Attendance) Summative 10% 4, 7
    Assessment Detail
    ASSESSMENT 1: Fact sheet template

    Fact sheet template: students will construct a fact sheet template that would enable the conduct of a patient education session. Students will be given a range of headings to find information. The headings will be used by the students in whatever capacity or format this wish. Students will be encouraged to create a fact sheet that will contribute to the final poster presentation. Feedback on the depth and style of the template will be given prior to the submission of Fact Sheet – Chronic disease

    ASSESSMENT 2: Fact sheet – chronic disease

    Fact Sheet – Chronic disease: students will create a patient information fact sheet that outlines the lifestyle implications of living with a chronic disease

    ASSESSMENT 3: Poster Presentation

    Poster Presentation: the fact sheet will contribute to the production of a poster using the marking and style guide provided. The topic will come from one of the disease states presented during the course. The poster will need to be constructed to a specific size and style suitable for a conference style poster exhibition.

    ASSESSMENT 4: Poster exhibition

    Poster exhibition: a poster exhibition in the form of a typical health care / research conference will be held enabling students to present and discuss their poster. The presentation will be compulsory and held towards the end of the semester. Where possible the presentation will be held during the School of Nursing Research symposium. If the symposium is not available the poster will be displayed in the School of Nursing
    Submission
    Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted. Cover sheets are required for all assignments and can be accessed from the School of Nursing website. Extension of 1 week for submission of assignments can automatically be granted when an online request is submitted. (Please see Study Guide for details) Requests must be made before the due date of the assignment. In principle, all assignments should be submitted by the due date. Late submission without an approved extension will be penalised at the rate of 10% of available marks for each working day after the due date. Work submitted more than ten days after the due date may be returned unmarked. This action will be taken to prevent students who do get their work in on time being disadvantaged.
    The policy for applying for extensions is outlined in the School Manual and the Study Guides.
    Whenever possible staff will turn around marked assignments within 4 weeks or earlier.
    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.

    Final results for this course will be made available through Access Adelaide.

  • 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.

  • Student Support
  • Policies & Guidelines
  • 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.

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