NURSING 2004 - Nursing Older People

North Terrace Campus - Semester 1 - 2024

Nursing older people is a course that recognises the specialty of caring for the elderly. The course content identifies and provides nursing oriented solutions to the management of falls, incontinence and dementia amongst others. The impact of ageing on nutrition, sleep, sexuality and mental well being are considered using cases taken from clinical practice. The identification of contemporary skills such as conducting ACAT assessments will enable the student to interact with the aged care system in Australia as both student and registered nurse.

  • General Course Information
    Course Details
    Course Code NURSING 2004
    Course Nursing Older People
    Coordinating Unit Adelaide Nursing School
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Bachelor of Nursing
    Course Description Nursing older people is a course that recognises the specialty of caring for the elderly. The course content identifies and provides nursing oriented solutions to the management of falls, incontinence and dementia amongst others. The impact of ageing on nutrition, sleep, sexuality and mental well being are considered using cases taken from clinical practice. The identification of contemporary skills such as conducting ACAT assessments will enable the student to interact with the aged care system in Australia as both student and registered nurse.
    Course Staff

    Course Coordinator: Ms Alison Walsh

    Course Coordinator: Alison Walsh
    Phone: +61 8 8313 2994
    Location: AHMS Level 4

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Recognise the nature of aged care allocation and the future challenges for Australia’s ageing population based on current trends and predictions identified in current literature
    2 Examine & discuss the issues relating to management of medications in the older population, in particular age related alterations affecting pharmacokinetics and pharmacodynamics, polypharmacy and the administration of medications.
    3 Investigate and describe the health risks related to ageing, in particular risk of injury, risk of infection and altered nutritional status based on current best practice guidelines
    4 Distinguish and demonstrate an understanding about the challenges and differences in the care for the older adult coming from varying cultural and ethnic backgrounds
    5 Summarise and explore key concepts relating to mental wellness, wellbeing and ageing considering current recommendations.
    6 Examine and recognise process and importance of the Aged Care Assesment Team (ACAT) tool used in Australia
    7 Demonstrate and recommend nursing interventions to manage continence in the older adult
    8 Recognise issues and stereotypes related to sleep, sexuality and exercise in regards to the ageing process in older adult
    9 Investigate and devise a plan of care to accommodate older adults in a variety of settings and explore how nurses can help facilitate safe environments for the older adult using a client centred approach
    10 Explore the pathophysiology, diagnosis, management and nursing care required for cognitive disorders of ageing.
    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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2, 3, 5

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    2, 3, 8-10

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    5, 6, 9

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    2, 3, 7, 9, 10

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.


    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.


    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    1, 6

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    3-5, 9, 10
  • Learning Resources
    Required Resources
    Prescribed Texts

    Johnson, A & Chang, E 2017, Caring for Older People in Australia, John Wiley & Sons Australia, Ltd, Milton.
    Recommended Resources
    Recommended Texts

    Crisp, J, Taylor, C, Douglas, C & Rebeiro, G 2017, Potter and Perry’s Fundamentals of Nursing, 5th edition, Elsevier, Chatswood, NSW.

    Nay, R & Garratt, S & Fetherstonhaugh, D 2014, Nursing Older People: Issues and Innovations, 4th edition, Churchill Livingstone Elsevier, Sydney.
    Online Learning
    Any online delivery mode of the course offers flexibility and enables students to study at their own pace. However, it is recommended that students ensure that they keep up to date with course content published on MyUni on a weekly basis so as not to fall behind.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Face to face lectures: Face to face lectures offer synchronous learning opportunities and enable students to quickly clarify complex descriptions and terminology. Much of the content for this course is supported by textbooks with web page and e-learning supports. The Adelaide Nursing School supports the audio and video capture of lecture content as an aid to revision.

    Tutorial sessions: Tutorial sessions enable small group discussion and peer interaction around the content. Each tutorial session will not only focus on the lecture content for the week but also introduce some new content.

    Simulation learning: simulation learning enables students to develop skills in an environment that replicates clinical practice. Actors replace patients. They are powerful learning experiences designed to challenge students and to expand their learning in a safe and supportive way. Students will be guided through realistic patient care situations and it is important that students behave professionally as they would in clinical practice.

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

    The workload for this course requires attendance at:

    12 x 1 hour lectures
    6 x 1 hour tutorial per semester
    1 x 1 hour simulation activity near the end of the semester

    Non-contact hours for assessment and tutorial preparation will be 4 hours per week.
    Learning Activities Summary
    While every endeavour will be made to teach content in this order change may occur.




    Lecture 1

    The Ageing Population

    The Ageing Population & Theories of Ageing

    Lecture 2


    Inheritance Patterns & Ageing

    Lecture 3

    Health Assessment

    Assessment of the Older Person

    Lecture 4


    Falls & Fractures

    Lecture 5

     Communication & Psychological Care

     Communication & Psychological Issues for the Older person/Culture & Ageing

    Lecture 6

     Elder Abuse

     Elder Abuse

    Lecture 7

    Cognitive Disorders

    Dementia and Other Cognitive Disorders Affecting the Older Person

     Lecture 8

     Continence & Incontinence

    Continence Management

    Lecture 9

     Medicines for Older People

     Quality of Medicines for Older People

    Lecture 10

     Comfort, Pain and Palliative Care

    Comfort, Pain and Palliative Care

    Lecture 11

    Intimacy & Sexuality

     Roles & Relationships with Ageing

    Lecture 12

    ATOD use in the Older Person

    Alcohol, Tobacco & Other Drug (ATOD) Use 

    Tutorial series
    1. Pathophysiology of ageing

    2. Immune changes in the older person

    3. Comfort rest and activity

    4. Care of the older person in their home

    5. ACAT assessment and nursing home placement

    6. Pressure injury prevention and management
    Specific Course Requirements
    There are no specific course requirements.
  • 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 Quizzes Formative



    2, 3, 6, 8, 10
    Case study- interving and reporting  Summative 50% 4,5,9
    Elder abuse online training  Summative 10% 1, 5, 9
    Elder abuse simulation reflection  Summative 25% 1-5, 7-10
    Assessment Detail
    Formative assessment: Formative quiz looking at the fiirst two weeks of content. 

    ASSESSMENT 1 (50%): Patient Case Study (Interview and reporting.)

    For this assessment, students will be required to select an older person aged 65 years or older. This older person can be from within either your family group, a friend or from any community groups you belong to. 
    To complete this assessment you will need to conduct an interview with the older person gathering information using various assessment tools (within MyUni). From the information you gain you then need to write this into a Case Study format.

    ASSESSMENT 2 (10%): Elder abuse prevention online traing.
    For this assessment you are required to complete the Understanding Abuse of the Older Person and Their Rights which is Module 1 in a 3 Module series provided by the Older Persons Advocacy Group designed for health and aged care professionals to promote understanding of the appropriate response to suspected, witnessed or disclosed abuse of older people.

    ASSESSMENT 3 (25%): Simulation reflection 
    For this assessment the student will use Borton's Reflective Cycle as a guide to write a 500 word reflection outlining their learning experiences during the NOP Simulation which will be run on the 6th of June. Specific questions to consider will be discussed following the session debrief.

    ASSESSMENT 4 (15%): end of semester Quiz 
    Online Quizzes: Multiple choice quizzes will be available via MyUni. 15 questions that cover the contant from this semester.
    Unless otherwise indicated all assignments are to be submitted through MyUni. 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.

    Students should review the Modified Arrangements for Coursework Assessment Policy
    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 ( 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.

    2019 eSELT feedback: comments to course coordinator as main teacher indicated the need to offer increased engagement during tutorials and less lecturing of new content. Positively it was highlighted, topics that were easily relatable, as being very current in healthcare, were most enjoyed, by students.

    New topics will still need to be introduced during tutorial time however this will be done with greater emphasis on student interaction and peer learning, hence a less didactic delivery of new material.

    A strong, identifiable link to current healthcare issues and phases will continue to be made, when teaching each of the course topics. The aim being to highlight relevance and promote student engagement.

  • 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.