NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 1 of 19
FACULTY OF HEALTH SCIENCES
School of NURSING, MIDWIFERY AND PARAMEDICINE
NATIONAL
SEMESTER 2, 2022
NRSG374: PRINCIPLES OF NURSING: A PALLIATIVE APPROACH
UNIT OUTLINE
This material has been reproduced and communicated to you by or on behalf of Australian
Catholic University in accordance with section 113P of the Copyright Act 1968 (Act).
The material in this communication may be subject to copyright under the Act. Any further
reproduction or communication of this material by you may be the subject of copyright
protection under the Act.
Do not remove this notice
Credit points: 10
Prerequisites: NRSG265 Principles of Nursing: Medical
National Lecturer in Charge: Erica Johnstone
Office location: Ballarat
Email: [email protected]
Telephone: (03) 5336 5381
Contact: Please contact your campus LIC via email
Teaching Team
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 2 of 19
UNIT RATIONALE, DESCRIPTION and AIM
The Registered Nurse plays a central role in the provision of health care for people who experience
health alterations which result in progressive decline in health and ultimately death. Health alterations
occur across a range of settings, and it is a requirement that the nurse is able to provide care for
people experiencing these alterations. This unit is required by students to assist their ongoing
development of theoretical knowledge underpinning nursing care for the person requiring a palliative
approach in the end stages of their illness.
This unit will enable students to develop knowledge and skills for person-centred, evidence-based
nursing care of the person with a life limiting illness to ensure the best possible quality of life for the
person and their family. Key principles that underpin best practice will be demonstrated by the use of
evidence-based case studies. The nurse’s role in the provision of a palliative approach will be explored
across a variety of settings and patient journeys within a context of multi-disciplinary care. The content
contained within this unit is instrumental in informing nursing students’ future clinical practice across
a variety of settings.
The aim of this unit is to support students to develop an understanding of an evidence based palliative
approach within a range of care settings and across the lifespan.
Mode: Blended
Attendance pattern: Students will be provided with access to online pre-recorded lectures, and selfdirected learning modules. Tutorials will be provided as Face-to-Face sessions on campus. Please
refer to your local campus timetable for streaming schedule of tutorials.
Duration: This unit is run as a blended learning unit during the 10 weeks of semester. Teaching is
provided as 3 weeks face to face delivery and five online modules that you will undertake as selfdirected learning, supported by discussion forums and interactive learning activities. Content will be
delivered through online pre-recorded lectures and face to face tutorials for Weeks 1-3 of the
semester. You are expected to undertake 150 hours of focused learning; inclusive of attendance and
participation at tutorials, engagement with online activities and completion of all assessment tasks.
LEARNING OUTCOMES
On successful completion of this unit, students should be able to:
LO1 demonstrate advanced understanding of developmental, lifespan, social, spiritual and
cultural factors that impact on the quality of life for people receiving palliative care;
(GA1, GA4)
LO2 demonstrate advanced pathophysiology knowledge to manage common symptoms in
the palliative context; (GA4, GA5)
LO3 critically apply the Roper-Logan-Tierney Model of Nursing across the lifespan, to the
principles of a palliative care approach; (GA1, GA4, GA5, GA9)
LO4 implement the Levett-Jones’ Clinical Reasoning Cycle across a range of settings, to
plan safe, evidence-based, culturally sensitive, person-centred palliative care; (GA3,
GA4, GA5, GA8, GA9)
LO5 critically reflect on the lived experiences of the dying, their families and communities;
(GA1, GA2)
LO6 critically evaluate the quality use of medicines, non-pharmacological therapeutic
interventions and complementary therapies in the palliative context; (GA1, GA3, GA4,
GA5, GA7, GA8)
LO7 critically apply legal and ethical principles related to the palliation experience. (GA3)
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 3 of 19
GRADUATE ATTRIBUTES
On successful completion of this unit, students should have developed their ability to:
GA1 demonstrate respect for the dignity of each individual and for human diversity
GA2 recognise their responsibility to the common good, the environment and society
GA3 apply ethical perspectives in informed decision making
GA4 think critically and reflectively
GA5 demonstrate values, knowledge, skills, and attitudes appropriate to the discipline
and/or profession
GA6 solve problems in a variety of settings taking local and international perspectives into
account
GA7 work both autonomously and collaboratively
GA8 locate, organise, analyse, synthesise and evaluate information
GA9 demonstrate effective communication in oral and written English language and visual
media
NMBA REGISTERED NURSE STANDARDS FOR PRACTICE
The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed
in this unit are:
NMBA Standards for Practice
Learning Outcomes
Thinks critically and analyses nursing practice.
1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7
LO1, LO2, LO3,
LO4, LO6
Engages in therapeutic and professional relationships.
2.1, 2.2, 2.3, 2.4, 2.5, 2.7
LO3, LO4, LO7
Maintains the capability for practice.
3.1, 3.2, 3.3, 3.4, 3.7
LO1, LO2, LO3,
LO4, LO5, LO6, LO7
Comprehensively conducts assessments.
4.1, 4.2, 4.3, 4.4
LO1, LO2, LO3,
LO4, LO6, LO7
Develops a plan for nursing practice.
5.1, 5.3
LO1, LO2, LO3,
LO4, LO6, LO7
Provides safe, appropriate and responsive quality nursing practice.
6.1
LO2, LO3, LO4,
LO5, LO6, LO7
Evaluates outcomes to inform nursing practice.
7.1, 7.2, 7.3
LO1, LO2, LO3,
LO4
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 4 of 19
CONTENT
Topics will include:
• Principles of a palliative approach
o Philosophy and definition of palliation
o National Palliative Care Standards
o Community perceptions about death, dying and bereavement in contemporary society
across cultures
o Values and beliefs about death and dying and impact on care interactions
o Dying trajectories and impact of differing diagnosis e.g., cancer; chronic disease
o Promoting dignity in care relations
o Role of the family in palliative approaches
o Role of the nurse and multidisciplinary team in a variety of settings
o Caring for self and others including the impact of personal stressors; the experience of
loss and grief and bereavement care
• Communication in a palliative approach
o Skills of effective communication
o Respect for the diverse human and clinical responses of each person and their family
o End of life discussions and issues including advanced care planning, organ donation and
the role of family conferences
o Role of culture and the impact on the interpersonal relationships between the person,
family and nurse
• Principles for practice
o Concept of promoting comfort and alleviating suffering
o Assessment and evidence-based management of common symptoms
Treatment options
Pharmacology
Complementary therapies
o Supportive interventions (spiritual, social, psychological)
o Person centredness in caring
o Role of multidisciplinary team and sectorial partnerships
o Applying the clinical reasoning cycle in palliative practice
• Optimising function in a person with a life limiting illness
o Identification of needs
o Concept of promoting independence across the dying trajectory
o Role of rehabilitation
o Interventions (physical, psychological and social) to promote function
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 5 of 19
QUALITY ASSURANCE AND STUDENT FEEDBACK
This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online
surveys.
NRSG374 has undergone a review after its delivery in Semester 2 2021. Content and delivery
methods have been modified as a result of SELT data obtained and review by the LIC of case studies,
module content and assessment tasks aligning with student feedback upholding quality assurance.
SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive
feedback is valuable to improve the quality of the unit. Please ensure you complete the
SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course
coordinators and/or through student representatives.
LEARNING AND TEACHING STRATEGY AND RATIONALE
Modes of delivery in this unit include lectures, tutorials, online activities and self-directed study.
Consistent with adult learning principles, the teaching and learning strategies used within these modes
of delivery will provide students with foundational knowledge and skills relevant to professional nursing
practice. These strategies will also support students in meeting the aim, learning outcomes and
graduate attributes of the unit and the broader course learning outcomes. Learning and teaching
strategies will reflect respect for the individual as an independent learner. Students will be expected
to take responsibility for their learning and to participate actively with peers.
Students exiting university need significant life-long learning skills to deliver sound, ongoing,
evidence-based graduate practice as a member of the professional workforce. To embed life-long
learning skills students must demonstrate increasing reflective capacity to identify what is being done
well and what requires additional work in progressing toward required learning outcomes. Located in
the third year of the programme, this theory unit includes some face-to-face teaching hours and an
increased online component of learning. Lectures are utilised to convey content and central principles
while tutorials deliver interactive and student-driven learning sessions to extend the community of
learners, and increase their self-reliance, critical reflection and debate. Online materials provide
students with the opportunity to undertake directed, self-motivated study and continue to transition to
independent study and life-long learning.
LECTURE CAPTURE
All lectures for this unit are pre-recorded and are available to students on the NRSG374 Leo Site.
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 6 of 19
SCHEDULE
For the most up-to-date information, please check your LEO (Learning Environment Online) unit and
note advice from your lecturing and tutoring staff for changes to this schedule.
Face to
Face
Week
Online Lecture
Self-Directed Workbook
Complete prior to Tutorial
Tutorial Content
1
Introduction to NRSG374
What is Palliative Care?
• Palliative Care
Principles
• Palliative Care
Environments
Case Study 1 – Dementia
and Hospice Care
• Alzheimer’s Dementia
Palliative Care of the
Older Person in the
Hospice Setting
2
A palliative approach to
assessment and symptom
management
Introduction to Community
Palliative Care
Case Study 2 – Paediatric
Palliative Care at home
• Hypoplastic Left Heart
Syndrome
Paediatric Palliative
Care
3
Palliative Approach to
therapeutic communication
Multidisciplinary Teams in
Palliative Care
Case Study 3 – Palliative
Care and Organ Donation
in the Acute Care Setting
• Trauma injury and
hypoxic brain death
Palliative approach in
the acute adult setting
Online
Modules
Self-Directed Learning
Topics
All Modules contain
information directly related
to case studies and
assessment tasks.
Learning Objectives
As an adult learner, you will self-manage your
time to achieve the learning outcomes of this
unit.
You are required to access and engage in the
learning material on the NRSG 374 LEO site, these
resources will reinforce learning presented in face-to
face classes and support you in assessment tasks.
1
Module 1:
Principles of a Palliative
Approach Part A
• Reflect on various perceptions of death and dying
in contemporary society
• Understand the term “Life-Limiting” illness and
how it is used in health care
• Understand perceptions of death and dying in
21st century Australia
• Understand the philosophy and history of
palliative care as a specialty and as a
fundamental component of all health care
• Comprehend the significance of the National
Palliative Care Standards
• Promote dignity and decision making in palliative
care
• Identify social barriers and vulnerable groups
needing palliative care
• Understand the areas and environments that
palliative care can be provided in
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 7 of 19
2
Module 2:
Principles of a Palliative
Approach Part B
• Understand Dying Trajectories and the impact
of differing diagnoses
• Promote dignity in care relations
• Support the importance of the role of the family
in palliative approaches
• Role of the nurse and MDT in a variety of
palliative care settings
• Recognise the stages of grief, loss and
bereavement
• Caring for self and others including recognition
of the impact of personal stressors
3
Module 3:
A Palliative Approach to
Communication
• Skills of effective communication
• Difficult conversations
• Respect for the diverse human and clinical
responses of each person and their family
• End of life discussions and issues including
advanced care planning, organ donation and
the role of family conferences
• Role of culture and the impact on the
interpersonal relationships between the person,
family and nurse.
4
Module 4:
Principles for Palliative
Practice
• describe the epidemiological and clinical features
along the illness trajectories of specific life-limiting
illnesses
• explain the principles for assessing common
symptoms and health problems associated with life
limiting illnesses
• explain the principles for management of common
symptoms and health problems associated with life
limiting illnesses.
5
Module 5:
Optimising function in a
person with a life-limiting
illness
• Recognise the different responses and
emotions of people affected by life-limiting
illnesses
• Discuss strategies for facilitating collaborative
decision-making on care goals with people with
life-limiting illnesses and their families
• Identify interventions that will optimise physical,
psychological, and social function for people
with life-limiting illnesses and their families
• Analyse the effect of care giving on the
networks of people who support people with
life-limiting illnesses.
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 8 of 19
PUBLIC HOLIDAYS
Students should refer to information on their LEO campus tile as to how replacement learning will be
offered for students who have a public holiday fall on the day of their scheduled tutorial.
Public Holidays falling in Semester 2, 2022
ACT: Monday 3/10/2022 (Labour Day)
VIC: Friday TBA (Grand Final Eve), Melbourne Cup 1/11/2022
NSW: Monday 3/10/2022 (Labour Day)
QLD: Wednesday 10/8/2022 (Show Day Brisbane area only) and Monday 3/10/2022 (Queen’s
Birthday)
ATTENDANCE REQUIREMENTS FOR THIS UNIT
Attendance and engagement at all lectures, practical classes and simulations is expected. Attendance
records of all tutorial classes are maintained with a minimum of 80% attendance expected.
Reasons why attendance is required
In class, you will be interacting with other students and developing skills which you will use in your
professional/clinical experience, working within a group or team is an essential skill for all healthcare
workers. Additionally, contributing to and learning from interactions in tutorials has been shown to
increase students’ understanding and improve student success. Lecturers monitor attendance and
your use of LEO so that we can support your learning. You are required to attend a minimum of 80%
of classes in this unit. These are your responsibilities as an adult learner.
To ensure that you benefit from the ACU (Australian Catholic University) learning experience and
continue to achieve, you are encouraged to plan your week carefully and prioritise time to engage in
learning activities. These may include face-to-face tutorials, and online learning activities, as
scheduled. You should anticipate undertaking 150 hours of study for this unit, including class
attendance, readings, and assignment preparation.
ASSESSMENT STRATEGY AND RATIONALE
A range of assessment items consistent with University assessment requirements and policy will be
used to ensure students achieve the unit learning outcomes and attain the graduate attributes.
Third year sees students continue their transition towards independent learning. In this unit, there are
two 50% assessment items, therefore the importance of each item is higher in terms of achievement
of unit learning outcomes and graduate attributes. The professional development resource is aimed
at new graduate level nurses working in a palliative care setting. Using palliative care content, the
students adopt the level of expectation and knowledge of the new graduate in considering their
practice. The written critique requires students to demonstrate an understanding of how theory
translates into care and how evidence underpins best practice. Skills necessary for graduate practice
include critically appraising and synthesising evidence to drive best practice. An understanding of
graduate knowledge and expectations will assist with the transition for student to graduate practitioner.
These assessments are required to build student knowledge and skills which, by the conclusion of
this programme, will enable the student to graduate as a safe and effective nurse.
To pass this unit, you are required to achieve a 50% aggregate score.
The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome.
FOR ALL ASSIGNMENTS
Please include the word count of your assignment on the front page of your assignment or in a header.
Please note that in-text citations are included in the word count whilst the reference list is not included
in the word count. Words that are more than 10% over the word count will not be considered for
marking. Please see further information in the section below titled ‘Word Count’.
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 9 of 19
OVERVIEW OF ASSESSMENTS
Assessment tasks
Weighting
(%)
Learning
outcome(s)
assessed
Graduate
attribute(s)
assessed
Professional
Development Resource.
Enables students to
demonstrate their
understanding of the
palliative approach and the
promotion of best practice
in the clinical area.
4pm, Thursday,
15th September 2022
50%
LO2, LO3,
LO4, LO6,
LO7
GA1, GA3,
GA4, GA5,
GA7, GA8,
GA9
Written Critique
Enables students to
articulate a palliative
approach on how theory
translates into practice
using best practice
standards supported with
evidenced based practice
4pm, Thursday
20th October 2022
50%
LO1, LO5,
LO7
GA1, GA2,
GA3, GA4
ELECTRONIC SUBMISSION, MARKING AND RETURN
Students are required to upload assessment tasks into the relevant assignment box and/or Turnitin
link located in your own campus tile on the Unit LEO site. Feedback will be available via LEO/Turnitin.
Your marks will be entered into Gradebook in LEO
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 10 of 19
ASSIGNMENT 1
Professional Development Resource– Narrated PowerPoint
Due date:
Thursday 15th September 2022 at 4pm
Weighting:
Length and/or format:
50%
Narrated PowerPoint 1500 Words
+/- 10%
Purpose:
To promote best practice and demonstrate your understanding of
the palliative care approach to nursing, students will create a
professional development resource presented as a narrated
PowerPoint supporting ongoing professional development for
peers on ONE of the provided topics. Application of the National
Palliative Care Standards and other relevant contemporary
evidence-based literature will support your professional
development resource. The intended audience for this resource is
third year undergraduate students and/or graduate RN’s.
Learning outcomes assessed: LO2, LO3, LO4, LO6, LO7
How to submit: Students should upload their Professional Development Resource
as a Word Document via Turnitin submission Drop Box on their
specified campus Leo Tile.
Return of assignment: Grades and feedback will be returned electronically via Turnitin.
These will be available 3 weeks post the date of submission as per
ACU Policy.
Assessment criteria: The assessment will be marked using the criteria-based rubric.
Please note that all content is to be referenced according to ACU’s
APA 7th referencing guidelines.
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 11 of 19
ASSIGNMENT 2
Written Critique – Review and critique of a case study that depicts the care provided to a patient and
their family in a palliative setting. Critical analysis will be based upon a Clinical Practice Guideline
(CPG) to improve patient care
Due date:
Thursday 20th October 2022 at 4pm
Weighting:
Length and/or format:
50%
1800 words
+/- 10%
Purpose:
Each student will review and critique the care given in a Case
Study to be provided. It is essential for students to demonstrate an
understanding of how theory translates into practical nursing care.
The critique will utilise contemporary evidence-based literature
and standards to support the selection of ONLY ONE suitable
Clinical Practice Guideline (CPG) relating to the care needs of the
patient and family presented.
Learning outcomes assessed: LO1, LO5, LO7
How to submit:
Students should upload their Essay to the Turnitin submission
Drop Box on their specified campus Leo Tile
Return of assignment:
Grades and feedback will be returned electronically via Turnitin.
These will be available on the date of Semester 2 grade release.
The assessment will be marked using the criteria-based rubric.
Assessment criteria:
Please note that all materials need to be referenced according to
ACU’s APA 7th referencing guidelines.
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 12 of 19
WORD COUNT
Writing requires skill and being able to write within a specified word limit is an essential component
of professional and academic work. Reading and writing critically are fundamental skills which
demonstrate an understanding and an ability to make judgements and solve problems, hence why
only 10% of a word count should be direct quotes. That is, if the word count is 1500 words only 150
of those words should be direct quotes. Word counts provide students with an indication of the
amount of detail and work required for each assessment item.
What is included in a word count?
Essentially, all text within an assessment item from the introduction through to the conclusion is
counted in the word count. This includes all in-text citations, direct quotes and headings. The word
count does not include the following:
• Title page
• Reference list
• Appendices
• Tables
• Figures and legends
ASSIGNMENTS SUBMITTED JUST BEFORE THE DUE DATE AND TIME
Please note that if you submit your assignment, notice that the similarity index is high but do not have
time to revise your assignment before the due date has passed, then you are advised to:
• contact the Lecturer in Charge and request that your assignment be removed.
• revise the assignment, submit it within three days of the due date and incur a late
submission penalty.
• submit it into the regular drop box. Do not submit into the extension drop box.
• Students are responsible to submit the correct file. If incorrect files are submitted and
asked to be removed, this will incur a penalty.
Please review the Academic Integrity and Misconduct policy if you choose not to do this.
REFERENCING
This unit requires you to use the APA Standard 7 referencing system. See the ‘Academic referencing’
page of the Student Portal for more details.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the Student
Portal.
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 13 of 19
Assessment policy and procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook: they
include rules on deadlines; penalties for late submission; extensions; and special consideration. If you
have any queries on Assessment Policy, please see your Lecturer in Charge.
Please note that:
(1) any numerical marks returned to students are provisional and subject to moderation;
(2) students will not be given access to overall aggregated marks for a unit, or overall unit grade
calculated by Gradebook in LEO;
and,
(3) students will be given a final mark and grade for their units after moderation is concluded and
official grades are released after the end of semester.
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy
and the Academic Misconduct Procedures are available from the website. Please read them, and note
in particular that cheating, plagiarism, collusion, recycling of assignments and misrepresentation are
not acceptable. Penalties for academic misconduct can vary in severity and can include being
excluded from the course.
Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, to enable:
• students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
teaching staff to identify areas of possible plagiarism, collusion, and areas of contractual
cheating in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important.
Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the
Assignment submission details for each assessment task), you should submit your draft well in
advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final
submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be
used as a means of submitting, marking, and returning assessment tasks and so a text matching
percentage will appear on your submission automatically.
FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND
TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students.
Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 14 of 19
STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your Lecturer
in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership, and opportunities for you to be
involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a
resume and employment application, and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential, and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a disability
or chronic medical condition; please contact them as early as possible.
INHERENT REQUIREMENTS
• To support your progression in this unit, students are directed to access the course inherent
requirements, on the link below, to understand the essential aspects of their course. If you
require assistance to enable you to achieve the knowledge, skills and attitudes outlined in the
inherent requirements, please speak with your academic and or a disability advisor for support.
• www.acu.edu.au/inherent-requirements
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further readings/discussion forums.
https://leo.acu.edu.au/course/view.php?id=38517
In addition, for this unit you will be required to use the following technologies: Computer and Camera
for any online workshops/classes
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 15 of 19
TEXTS AND REFERENCES
Required text(s): NIL
Recommended references
Advanced Care Planning Australia. (2022). Advanced Care Planning in your state or territory.
https://www.advancecareplanning.org.au/resources/advance-care-planning-for-your-stateterritory
Australian Government Department of Health. (2022). Advance Care Directive.
https://www.health.gov.au/health-topics/palliative-care/planning-your-palliative-care/advancecare-directive
Cherny. (2021). Oxford textbook of palliative medicine (Sixth edition). Oxford University Press.
Holland, K., Jenkins, J., Solomon, J., & Whittam, S. (Eds.). (2019). Dying. In D. Roberts, Applying
the Roper-Logan-Tierney Model in practice (2nd ed.). (Ch.14., pp.453-476). Churchill
Livingstone Elsevier.
Johnson, A., & Chang, E. (Eds.). (2018). A palliative approach. In A. Johnson, & E. Chang (Eds.),
Caring for older people in Australia: Principles for nursing practice (Ch.12., pp.215-229).
John Wiley & Sons Australia, Ltd.
Kissane, D.W., Bultz, B.D., Butow, P. N. Byland, C.L., Noble, S. & Wilkinson, S. (2017). Oxford
Textbook of Communication in Oncology and Palliative Care (2nd ed).
https://oxfordmedicine.com/view/10.1093/med/9780198736134.001.0001/med-
9780198736134
Levett-Jones, T. (2018). Clinical reasoning: Learning to think like a nurse, (2nd ed). Pearson.
Macauley, R. C. (2018). Ethics in palliative care: A complete guide. Oxford University Press.
Matzo, M., & Sherman, D. W. (Eds.). (2018). Palliative care nursing: Quality care to the end of life,
(5th ed). Retrieved from https://ebookcentral.proquest.comWittenberg, E. (2016). Textbook of
palliative care communication. Oxford University Press.
Palliative Care Australia. (2021). Understanding Palliative Care. https://palliativecare.org.au/
Palliative Care Curriculum for Undergraduates (PCC4U). (2022). For Learners.
https://pcc4u.org.au/learning/
Schofield, Guy, Dittborn, Mariana, Huxtable, Richard, Brangan, Emer, & Selman, Lucy Ellen. (2021).
Real-world ethics in palliative care: A systematic review of the ethical challenges reported by
specialist palliative care practitioners in their clinical practice. Palliative Medicine, 35(2), 315–
334. https://doi.org/10.1177/0269216320974277
APPENDICES
Appendix A – Assessment Task 1: Professional Development Resource
Appendix B – Assessment Task 2: Written Critique of care provided to a Palliative Care Patient
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 18 of 19
Appendix B – Criterion Referenced Rubric: Assessment Task 2 Written Critique
Assessment
Criteria
HD
85-100
D
75-84
CR
64-74
P
50-64
N
35-49
NN
34-0
Sequencing:
Sentence and
paragraph
structure/intelligibil
ity
(15 marks)
12.75 – 15
11.25 – 12.6
9.75 – 11.1
9.6 – 7.5
0 – 7.35
0
The content in the
critique matches the
outline presented in
the introductory
paragraph.
Organised
paragraphs with an
excellent progression
of ideas. The content
flows from one
paragraph to the next
on all occasions. The
critique ends with a
concise, and rational
conclusion.
The content in the
critique matches the
outline presented in
the introductory
paragraph on most
occasions.
Organised
paragraphs with a
very good
progression of ideas.
The content flows
from one paragraph
to the next on most
occasions. The
critique ends with a
clear and rational
conclusion.
The content in the
critique matches the
outline presented in
the introductory
paragraph on some
occasions.
Some organised
paragraphs with a
good progression of
ideas. The content
flows from one
paragraph to the next
on some occasions.
The critique ends
with a sound
conclusion.
Some content in the
critique is in the
introductory
paragraph.
Some organised
paragraphs with a
satisfactory
progression of ideas
and content on some
occasions. The
critique ends with a
satisfactory
conclusion.
Poor or no
introductory
paragraph.
Content flows poorly
from one paragraph
to the next. The
critique does not end
with a rational
conclusion.
Unsatisfactory
presentation of
ideas. No
critique
evident.
Knowledge and
understanding
(35 marks)
The critique provides
a well-articulated
understanding of
how contemporary
evidenced based
theory translates into
practical care.
29.1 – 35
23.2 – 29
17.4 – 23.1
11.6 – 17.3
5.9 – 11.5
0 – 5.8
Excellent knowledge
of National Palliative
Care Standards
aligned with at least
one of NSQHSS and
NMBA standards are
demonstrated using a
palliative approach
within the critique.
Very good knowledge
of National Palliative
Care Standards
aligned with at least
one of NSQHSS and
NMBA standards are
demonstrated using a
palliative approach
within the critique.
Good knowledge of
National Palliative
Care Standards
aligned with at least
one of NSQHSS
and/or NMBA
standards are
demonstrated using a
palliative approach
within the critique.
Satisfactory
knowledge of
National Palliative
Care Standards
aligned with at least
one of NSQHSS or
NMBA standards is
demonstrated using a
palliative approach
within the critique.
Poor knowledge of
National Palliative
Care Standards
aligned with at least
one of NSQHSS or
NMBA standards are
demonstrated using a
palliative approach
within the critique.
Unsatisfactory
knowledge of
National
Palliative Care
Standards
demonstrated,
no alignment
with NSQHSS
or NMBA
standards.
NRSG374_202260_FINAL MODERATED_Extended Unit Outline © Australian Catholic University 2022 Page 19 of 19
Critical thinking,
reasoning, and
evaluation of
evidence
(35 marks)
A critical analysis
and presentation of
the case study with
precise links
between the details
and care provided
aligning with the
principles of palliative
care practice is
formulated.
29.1 – 35
23.2 – 29
17.4 – 23.1
11.6 – 17.3
5.9 – 11.5
0 – 5.8
An applicable clinical
practice guideline is
selected supporting
an excellent critique
of the case study.
Excellent
identification of
limitations, omissions
and/or inaccuracies
of care supported by
contemporary
credible literature and
the selected Clinical
Practice Guideline.
An applicable clinical
practice guideline is
selected supporting a
very good critique of
the case study.
Very good
identification of
limitations, omissions
and/or inaccuracies
of care supported by
contemporary
credible literature and
the selected Clinical
Practice Guideline on
most occasions.
An applicable clinical
practice guideline is
selected supporting a
good critique of the
case study.
Good identification of
limitations, omissions
and/or inaccuracies
of care supported by
some contemporary
credible literature and
the selected Clinical
Practice Guideline on
some but not all
occasions.
An applicable clinical
practice guideline is
selected supporting a
satisfactory critique of
the case study.
Satisfactory
identification of
limitations, omissions
and/or inaccuracies
of care are supported
by limited credible
literature and the
selected Clinical
Practice Guideline.
An inappropriate
clinical practice
guideline is selected
and does not support
a critique of the care
provided in the case
study.
Omissions, limitations
and/or inaccuracies
are poorly addressed.
Unsatisfactory/
No clinical
practice
guideline is
selected.
Unsatisfactory
critique of the
care provided
in the case
study.
Omissions,
limitations
and/or
inaccuracies
are not
addressed.
Sources and
Referencing
(10 Marks)
8.5 – 10
7.5 – 8.4
6.5 – 7.4
5.0 – 6.4
0 – 4.9
0
Credible and relevant
references are used
comprehensively.
Accurate use of APA
7 referencing style in
all instances.
A range of in-text
citations has been
used
comprehensively.
Credible and relevant
references are used
clearly.
Accurate use of APA
7 referencing style on
most occasions.
A range of in-text
citations has been
used clearly.
Credible and relevant
references are used
soundly.
Accurate use of APA
7 referencing style on
most occasions.
A range of in-text
citations has been
used soundly.
Some credible and
relevant references
are used.
Accurate use of APA
7 referencing style on
some occasions.
There is no variation
of in-text citation
format.
Not all references are
credible and/or
relevant.
Many inaccuracies
with the APA 7
referencing style.
No references
used.
Mechanics
(Grammar, Spelling
and Punctuation)
(5 Marks)
4.25 – 5
4.2 – 3
3.25 – 3.7
2.5 – 3.2
0 – 2.4
0
There are no errors
with grammar,
spelling and
punctuation, the
meaning is easily
discernible. The
critique reads without
interruption.
There are minimal
errors with grammar,
spelling and
punctuation, and the
meaning is easily
discernible.
There are some
errors with grammar,
spelling and
punctuation, and the
meaning is easily
discernible.
There are some
errors with grammar,
spelling and
punctuation, that
impact readability.
The meaning is not
always discernible.
There are substantial
errors with grammar,
spelling and
punctuation that
impact readability.
Grammar,
spelling and
punctuation
are such that
the reader
cannot make
sense of the
content.
