NURSING 2004 - Nursing Older People

North Terrace Campus - Semester 1 - 2019

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.

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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	Available to B.Nurs students only
Assessment	Online quizzes, case study preparation, case study report

Course Staff

Course Coordinator: Ms Sally-Anne Bessell

Course Coordinator: Sally-Anne Bessell
Phone: +61 8 8313 7301
Email: sally-anne.bessell@adelaide.edu.au
Location: AHMS Level 4

Course Timetable

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

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 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.

AND

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 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 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:

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.

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	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, Tabacco & Other Drug (ATOD) Use
Lecture 13

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.

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
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 (500 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 after mid-semester break.

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 focuses on the "increased risk of falls", in the ageing population.

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 prior to the assessment deadline. You will find this on the School of Nursing Website or use the link provided .

Students should review the

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 .

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.

2018 eSELT feedback: mean eSELT as Sally-Anne Bessell as main teacher indicated the need for clarity around assignments and topics that were easily relatable as being very current in healthcare were most enjoyed.
Assessment items will be more clearly explained in written and verbal format. A stronger emphasis will be placed on the basic format required in order to offer students more direction.
A strong, identifiable link to current healthcare issues and phases will be made when teaching each of the course topics. This will be aimed at highlighting relevance and promoting student engagement.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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