NURSING 2004 - Nursing Older People

North Terrace Campus - Semester 1 - 2018

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 School of Nursing
    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 Available to B.Nurs students only
    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 Sally-Anne Bessell

    Course Coordinator: Dr David Foley 
    Phone: +61 8 8313 6285
    Email: david.foley@adelaide.edu.au
    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)
    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, 2, 3, 5
    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, 3, 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
    5, 6, 9
    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, 3, 7, 9, 10
    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
    4
    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
    3-5, 9, 10
  • Learning Resources
    Required Resources
    Prescribed Texts


    Johnson, A & Chang, E 2014, Caring for Older People in Australia, John Wiley & Sons Australia, Ltd, Milton.
    Recommended Resources
    Recommended Texts

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

    Hunter, S 2012, Miller's Nursing for Wellness in Older Aduts, Lippincott Williams & Wilkins, Sydney, NSW.

    Nay, R & Garratt, S & Fetherstonhaugh, D 2013, 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 (e.g. flash cards for revision). 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 focus on the lecture content for the week

    Simulation learning: simulation learning enables students to develop skills in an environment that replicates clinical practice. Actors or mannequins 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, the realism depending upon the objectives for the session. The simulated environment and patient are limited in their ability to reflect reality, but it is important that students behave professionally as they would in clinical practice.
    Workload

    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:

    2 x 1 hour lecture each week
    7 x 2 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.

    Week

    Topic

    Lecture

    Lecture 1

    The Ageing Population

    The Ageing Population & Theories of Ageing

    Lecture 2

    Inheritance

    Inheritance Patterns & Ageing

    Lecture 3

    Health Assessment

    Assessment of the Older Person

    Lecture 4

    Falls

    Falls & Fractures

    Lecture 5

    Continence & Incontinence

    Continence Management 1: Urinary

    Lecture 6

    Continence & Incontinence

    Continence Management 2: Faecal

    Lecture 7

    Communication & Psychological care

    Communication and Psychological Issues for the Older Person/Culture & Ageing

     Lecture 8

    Sexuality

    Intimacy & Sexuality; Roles & Relationships with Ageing

    Lecture 9

    Cognitive Disorders

    Dementia & Other Cognitive Disorders Affecting the Older Patient

    Lecture 10

    Medicines for Older People

    Quality of Medicines for Older People

    Lecture 11

    Comfort, Pain & Palliative Care

    Comfort, Pain & Palliative Care

    Lecture 12

    Elder Abuse

    Elder Abuse

    Lecture 13

    ATOD use in the Older person

    ATOD use in the Older Person

    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


    Summative

    N/A


    10%
    2, 3, 6, 8, 10
    Simulation Participation Summative 10% 4,5,9
    Case Study Preparation Summative 30% 1, 5, 9
    Case Study-Injury Prevention and Management Summative 50% 1-5, 7-10
    Assessment Detail
    ASSESSMENT 1 (10%): Online Quizzes X 2 (1000 word equivalent)

    Online Quizzes: Multiple choice quizzes will be available via MyUni. The first quiz is formative and the second quiz will be summative. Students will be required to complete the online quizzes, which will test their knowledge on the theory covered within the course.


    ASSESSMENT 2 (30%): Case study preparation

    Case study preparation: students will submit an outline of their case study (750 words) for review and comment before commencing the case study proper. A rubric will be supplied to students outlining feedback for consideration in the final case study. Feedback will be returned to students prior to mid-semester.

    ASSESSMENT 3 (50%): Case study – injury prevention and management (2000 words)

    Case study – injury prevention and management (2000 words): a case study highlighting one of the significant health-related issues facing the older person. This case study could include falls, incontinence, pressure sore, dementia amongst other contemporary topics in health and ageing.

    ASSESSMENT 4 (10%): Simulated Learning

    Simulated learning attendance & participation - students will need to attend one, 50 minute simulated activity. Students are expected to participate in this activity as it will be a very important aid to understanding the rights of older people.
    Submission
    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 (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.

    2017 eSELT feedback: mean eSELT course score of 6.09 out of 7 and David Foley as teacher a mean score of 6.58 out of 7.
    Students requested that there were increased links between physical changes in older people and physical findings. This will be emphasised in 2018. There was also a request to introduce quizzes earlier in the semester.
  • 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.