NURSING 2006OL - Chronic Disease and Disability

Online - Semester 1 - 2017

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, lecture week 1 only
    Available for Study Abroad and Exchange N
    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: Dr David Foley
    Phone: +61 8 8313 6285
    Email:david.foley@adelaide.edu.au
    Location: E3-H66, Eleanor Harrald Building, Frome Road.

    Course Timetable

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

    WK   DATE TOPIC
    1 29 Feb – 4 Mar Chronic Health: Demography, Prevalence & Isolation
    2 7 Mar – 11 Mar Chronic Disease: Prevention Across the Continuum
    3 15 Mar – 18 Mar Living with Cardiovascular Disease - Risk Factors & Nursing
    4 21 Mar – 24 Mar Cancer & Lung Cancer – Risk Factors & Nursing
    5 29 Mar – 1 Apr Lifestyle Changes & Diabetes - Risk Factors & Nursing
    6 4 Apr – 8 Apr Living with COPD & Asthma
    11 Apr – 15 Ap Mid-Semester Break
    18 Apr – 22 Apr Mid-Semester Break
    7 26 Apr – 29 Apr Arthritis & Osteoporosis - Risk Factors & Nursing
    8 2 May – 6 May Neurodegenerative Disorders
    9 9 May – 13 May Living with Kidney Disease
    10 16 May – 20 May Disability: Trends & Prevalence, Visual & Auditory Disturbance
    11 23 May – 27 May Disability: Physical
    12 30 May – 3 June Disability: Intellectual
    13 7 June – 10 June No teaching
    13 June – 17 June Swot Week
    18 June – 2 July Exam Weeks
  • 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 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 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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1 & 4-7
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2-5, 8, 10
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2, 5, 7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    2-6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    8, 9
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3, 8, 9
  • Learning Resources
    Required Resources
    Chang, E & Johnson, A 2014, Chronic Illness & Disability: Principles for nursing practice, 2nd edition, Elsevier, Chatswood, NSW
    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. All online courses are supported with face to face contact with lecturing staff as required. 

    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) –
    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.

    Simulation or tutorial - Depending on time and student interest simulation activities or other tutorial type activites will be offered. This is most likely to focus on the assessment of people with a disability. 

    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

    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

    WK

    DATE

    TOPIC

    1

    29 Feb – 4 Mar

    Chronic Health: Demography, Prevalence & Isolation

    2

    7 Mar – 11 Mar

    Chronic Disease: Prevention Across the Continuum

    3

    15 Mar (Tues) – 18 Mar

    Living with Cardiovascular Disease - Risk Factors & Nursing

    4

    21 Mar – 24 Mar (Thurs)

    Cancer & Lung Cancer – Risk Factors & Nursing

    5

    29 Mar (Tues) – 1 Apr

    Lifestyle Changes & Diabetes - Risk Factors & Nursing

    6

    4 Apr – 8 Apr

    Living with COPD & Asthma

    11 Apr – 15 Apr

    Mid-Semester Break

    18 Apr – 22 Apr

    Mid-Semester Break

    7

    26 Apr (Tues) – 29 Apr

    Arthritis & Osteoporosis - Risk Factors & Nursing

    8

    2 May – 6 May

    Neurodegenerative Disorders

    9

    9 May – 13 May

    Living with Kidney Disease

    10

    16 May – 20 May

    Disability: Trends & Prevalence, Visual & Auditory Disturbance

    11

    23 May – 27 May

    Disability: Physical

    12

    30 May – 3 June

    Disability: Intellectual

    13

    7 June (Tues) – 10 June

    No teaching

    13 June – 17 June

    Swot Week

    18 June (Sat) – 2 July (Sat)

    Exam Weeks

     


    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. 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
    Online Quiz 1 Formative N/A  2, 5-6
    Online Quiz 2 Summative 20% 2, 5-6
    Fact Sheet-Living with Chronic Disease Summative 30% 1-3, 6, 10
    Poster & Exhibition Summative 50% 1-4, 7-9
    Assessment Detail
    ASSESSMENT 1: Online Quiz 1

    Students will be required to complete an online quiz that will test their knowledge of the content from the first few weeks. The first quiz is a formative assessment piece which is compulsory, it is expected students will complete the quiz to a satisfactory standard.

    ASSESSMENT 2: Online Quiz 2

    Students will be required to complete an online quiz that will test their knowledge of the content from the first few weeks. The second quiz is a summative assessment piece that will contribute to the overall grade

    ASSESSMENT 3: Fact Sheet

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

    ASSESSMENT 4: Poster & Exhibition

    Poster: Students will present 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.

    Poster exhibition: A poster exhibition will be held enabling students to present and discuss their poster. The presentation will be compulsory and held towards the end of the semester.
    Submission
    Unless otherwise indicated all assignments are to be submitted through MyUni. TurnItin will be used to check student assignments. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted.

    Extensions are generally awarded for no more than 10 working days unless there are exceptional circumstances.
    To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline. You will find this on the School of Nursing Website or use the link provided here.

    See the Modified Arrangements for Coursework Assessment Policy http://www.adelaide.edu.au/policies/3303/
    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 feedback to through SELT requested
    • Assessment pieces to have more explicit instructions 
    • Face-to Face opportunity to be available with a lecture incorporated at start of semester and Virtual classrooms to be cut back from weekly to 4 times throughout semester based on student request for more face to face opportunity.
  • 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.

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.