Course coordinator
Dr Jacqueline Jauncey-Cooke
Course overview
- Study period
- Semester 1, 2025 (17/02/2025 - 14/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Nursing, Midwifery & Social Wk
This course extends students' knowledge of the variety of individual and developmental contexts that influence health across the lifespan, preparing students to lead care as future registered nurses. Students will explore contemporary nursing practice and healthcare, examining the clinical, social and organisational complexities that influence public health policy and health service delivery. Alongside this, students will consider the application of quality and safety standards as they apply to provision of health care across the lifespan.
Nursing Across the Lifespan is a third year course designed to equip nursing students with the compehensive knowledge, skills and critical thinking abilities necessary for providing holistic care to individuals and their families across the lifespan. Building upon the foundational concepts introduced in Nursing Across the Lifespan 1, students will explore contemporary nursing practice, examining clinical, social and organisational complexities that can influence an individual's health and sense of wellbeing. There is an emphasis on primary health care, care in the community and care for individuals and their families beyond the acute hospital setting that considers an interprofessional approach. Alongside, students will consider National Health Priority Areas and the application of the National Safety and Quality Health Service Standards as they apply to the provision of healthcare across the lifespan.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
NURS1202
Restrictions
BN and BN/BMid
Course contact
Course staff
Lecturer
Dr Jacqueline Jauncey-Cooke
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
This course includes on campus lectures and tutorials. There are five (5) lectures across the semester. There are three (3) tutorials, these are run twice in the semester to account for students on placement. The first series of tutorials (Timetable Groups 1-5) runs across weeks 1-6 and are aimed at students that are attending placement in the second half of the semester. The second series of tutorials (Timetable Groups 6-10) are repeats of the first series. These are run in the second half of the semester and are aimed at students that undertake an early clinical placement.
Aims and outcomes
This course builds on foundations of nursing care for people across the lifespan. It translates knowledge of wellness promotion and illness prevention for clinical practice. The student will explore key philosophies and frameworks that guide the delivery of sustainable primary healthcare in Australian and global context.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Critically examine health policy and ethical issues in primary health care as it relates to the role of the nurse.
LO2.
Evaluate the significance of health literacy for health outcomes for various populations including vulnerable or diverse people.
LO3.
Critique complex lifespan decisions.
LO4.
Explore family centred care for families with complex needs.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Health Literacy Assessment | 25% |
12/03/2025 1:00 pm |
| Paper/ Report/ Annotation, Presentation | Fact sheet and digital teaching session | 35% |
16/04/2025 1:00 pm |
| Essay/ Critique | Complex care and professional collaboration | 40% |
28/05/2025 1:00 pm
The lecture by the STS volunteers will be on campus in Week 9, Monday the 28th of April. |
Assessment details
Health Literacy Assessment
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 25%
- Due date
12/03/2025 1:00 pm
- Learning outcomes
- L02, L04
Task description
This assessment requires student to engage with and conduct a health literacy assessment aligned to a chosen case study available via Blackboard. In undertaking this assessment students will need to consider how health literacy levels impact on an individual’s understanding of health information and, on an individual’s health and well-being needs.
Students are to refer to the tasksheet and assessment rubric located on the course Blackboard site for additional details.
Submission guidelines
All courses require students to submit an electronic version of their assignment via Blackboard.
The anti-plagiarism software Turnitin is being used at UQ. The electronic version of your assignment will be submitted via Blackboard, using the Turnitin software. Work submitted will be subjected to a plagiarism detection process.
Please refer to ITS help if you experience difficulties in submitting your assessment in Blackboard or using Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Fact sheet and digital teaching session
- Mode
- Activity/ Performance, Written
- Category
- Paper/ Report/ Annotation, Presentation
- Weight
- 35%
- Due date
16/04/2025 1:00 pm
- Learning outcomes
- L01, L02, L04
Task description
This assessment requires students to develop and design a patient education session and accompanying fact sheet based on the case study from Assessment 1.
Using the findings from the health literacy assessment the student should identify learning needs specific to the case study and design a customised patient education session to meet the identified needs considering potential priorities. The fact sheet should complement and reinforce the essential elements of the patient education session. The goal of the patient education session is elevate the individual’s health literacy level on the selected and relevant topic(s).
The assessment comprises two parts that have to be submitted:
- Part 1. - Video recording to be uploaded to Blackboard directly into Grade Centre.
- Part 2. - Fact sheet to be submitted via Turnitin.
Please refer to the Assessment tab in Blackboard for helpful hints.
Students are to refer to the tasksheet and assessment rubric located on the course Blackboard site for additional details.
Submission guidelines
All courses require students to submit an electronic version of their assignment via Blackboard.
The anti-plagiarism software Turnitin is being used at UQ. The electronic version of your assignment will be submitted via Blackboard, using the Turnitin software. Work submitted will be subjected to a plagiarism detection process.
Please refer to ITS help if you experience difficulties in submitting your assessment in Blackboard or using Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Complex care and professional collaboration
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
28/05/2025 1:00 pm
The lecture by the STS volunteers will be on campus in Week 9, Monday the 28th of April.
- Learning outcomes
- L01, L02, L03, L04
Task description
The aim of this assessment is for students to develop an understanding of the intricate interplay between complex health conditions, collaborative care, and the pivotal role families play in supporting individuals facing life-altering diagnoses. The students will consider the contemporary evidence related to a complex diagnosis, emphasising the importance of patient-centred approaches and the interprofessional efforts required to address the unique needs of individuals and their support systems in the face of complex health conditions. This assessment is based on one of the cases presented by the Survivors Teaching Students volunteer presenters in the week 9 lecture.
More information on the STS program is available from their website https://www.anzgog.org.au/sts/
Students are to refer to the tasksheet and assessment rubric located on the course blackboard site for additional details.
Submission guidelines
All courses require students to submit an electronic version of their assignment via Blackboard.
The anti-plagiarism software Turnitin is being used at UQ. The electronic version of your assignment will be submitted via Blackboard, using the Turnitin software. Work submitted will be subjected to a plagiarism detection process.
Please refer to ITS help if you experience difficulties in submitting your assessment in Blackboard or using Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0.1 - 29.99 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to demonstrate most or all of the course requirements and learnign outcomes. |
| 2 (Fail) | 30 - 46.99 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Demonstrates deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing, and gives little attention to the conventions of the discipline. |
| 3 (Marginal Fail) | 47 - 49.99 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline. |
| 4 (Pass) | 50 - 64.49 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline. |
| 5 (Credit) | 64.5 - 74.49 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline. |
| 6 (Distinction) | 74.5 - 84.49 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline. In combination with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience. |
| 7 (High Distinction) | 84.5 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates comprehensive understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline. Demonstrates consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications. |
Additional course grading information
All items of assessment must be submitted in this course to be eligible to pass. The pass grade for this course is an accumulated grade of 50%.
Supplementary assessment
Supplementary assessment is available for this course.
A supplementary assessment will be offered to assess achievement against course learning outcomes. Further details including the task sheet and marking guide will be provided for students once their supplementary request has been approved.
Additional assessment information
This course and its assessment items have been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
In order to undertake assessment and course activities students will need access to a computer that is connected to the internet and their UQ email. Please see the Library website for information on accessing Library computers.
eLearning
The course has a Blackboard (Bb) site that has information and some learning material in regards to the course. Students will be required to become proficient in accessing and using the Blackboard site. To access Blackboard log in to my.UQ and click on the ‘eLearning’ link on the left hand menu, or via https://learn.uq.edu.au/.
Assessment and Assignment Writing Guide
Please visit https://nmsw.uq.edu.au/assessment on the School of Nursing, Midwifery and Social Work website for information about assessment.
Student Support Services
Student Support Services provide an integrated professional service in the areas of careers and employment, learning assistance, personal counselling, disability support, financial services and international student support. For more information on individual services offered please go to: http://www.sss.uq.edu.au
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 9 |
Lecture |
Lecture series This course contains five (5) lectures on campus as per the UQ timetable. The lectures run across the semester in weeks 1, 3, 5, 7 & 9. They will be recorded and uploaded automatically via Echo 360. Lecture topics include caring for people in the context of intimate partner family violence and non-accidental injuries to children, caring for children and their families, the importance of health literacy, digital health, community health and the ovarian cancer lived experience volunteers from the Survivors Teaching Students organisation. The expectation is that students will attend lectures on campus to fully benefit from the learning environment. Learning outcomes: L01, L02, L03, L04 |
Multiple weeks From Week 1 To Week 10 |
Tutorial |
Inquiry Based Learning Workshops (Tutorials) There are three (3) IBL workshops in this course and these run in the first half of the semester and are then repeated in the second half of the semester. This allows students that have a block placement to attend the on campus tutorial. Timetabled Groups 1-5 run early in the semester; timetabled groups 6-10 run in the second half of the semester. The IBL tutorials provide an interactive opportunity to further expand students' knowledge on the course lectures and online modules. The expectation is that students will attend their scheduled tutorials. Learning outcomes: L01, L02, L03, L04 |
Multiple weeks From Week 1 To Week 13 |
Not Timetabled |
Online learning modules The online learning modules are designed to compliment the lectures and IBL workshops. There are a series of modules to work through across the semester. The modules include topics such as caring for children and their families, caring in the context of non-accidental injuries, intimate partner violence and, caring for people with cancer and optimising survivorship. Learning outcomes: L01, L02, L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.