NSD105 Wellness Across the Lifespan
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | NSD105 |
|---|---|
| Equivalent(s): | NSB105 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: College 1 2025, Kelvin Grove, Internal
| Unit code: | NSD105 |
|---|---|
| Credit points: | 12 |
| Equivalent: | NSB105 |
| Coordinator: | Loretta Smith | lb.smith@qut.edu.au |
Overview
This unit aims to develop knowledge, skills, and attributes for health professionals to work in partnership with people to promote and maintain health across the lifespan. The unit focuses on developing an understanding of the importance of person-centred care and partnerships in health professional practice, using wellness across the lifespan as an organising principle. Health promotion strategies are explored in all healthcare settings, with a focus on primary health care. The impact of social determinants of health and the role of health promotion strategies are explored. The importance of empathic communication skills in professional interactions is also a key focus. This enables effective health assessment and clinical decision making.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain key concepts and issues in relation to health and illness across the lifespan including the influence of social determinants on health and the provision of safe, person-centered approaches to health promotion.
- Describe fundamental principles of socially and culturally informed partnership development with consumers in health care and demonstrate application of these principles across diverse settings.
- Apply principles of health promotion and evaluate health promotion strategies in relation to selected National Health Priority Area problems (NHPAs) and key social determinants of health across the lifespan.
Content
Key topic areas:
- Concepts of health, health promotion, wellness and illness
- Global context of health including global burden of disease, World Health Organisation (WHO)
- Strategies for health promotion; Ottawa Charter.
- Social, behavioural and environmental determinants and relationship to health and disease in the Australian context
- National health priority areas (NHPAs)
- Consumer perspectives and experiences of health management and health promotion.
- Health promotion across the lifespan from birth to older age
- Health promotion in practice including the role of health professionals in health promotion, partnering with consumers
- Health literacy and communication with consumers to support effective consumer partnerships
Learning Approaches
This unit takes a blended approach to learning and teaching. You will be provided with both eContent and timetabled activities such as tutorials and workshops. eContent will be clearly identified on your Canvas site for you to engage with on a weekly basis before your classes. eContent could include videos, readings, self-reflection and/or peer activities designed to enhance your learning experience. During the timetabled activities, the unit coordinator and/or your tutor will further explain content and you will be provided with opportunities to explore this content in a collaborative learning environment. After your weekly classes, you should continue to engage with unit resources to ensure you consolidate your understanding of unit content. Teaching team members will also be available for one-on-one consultations to assist you with your learning journey.
Feedback on Learning and Assessment
You will receive feedback in various forms throughout the semester which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists, rubrics, written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to the whole class
Assessment
Overview
There are three summative assessments to be completed in this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Health Promotion Case Study
This assessment task will involve your analysis of a selected case study. This will include identifying and explaining the influence of the key social and behavioural determinants of health involved, and outlining key strategies to support health behaviour change.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Digital Poster Presentation
You will develop and present a health promotion poster that is designed to effectively communicate life-stage related health promotion information to consumers about a selected health priority.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Learning Evaluation
This assessment task requires you to prepare a succinct, scholarly summary of what you have learned about the concepts of health and illness and the importance of health promotion in the delivery of safe, effective healthcare.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.HC10 Undergraduate Certificate (Nursing)
- Demonstrate foundational knowledge and skills relating to professional practice in nursing.
Relates to: ULO1, ULO2, Health Promotion Case Study, Digital Poster Presentation, Learning Evaluation - Apply critical thinking and problem solving skills to promote the health and welfare of individuals and/or groups in the community across the lifespan.
Relates to: ULO1, ULO3, Health Promotion Case Study, Digital Poster Presentation - Communicate effectively in an academic and professional manner.
Relates to: Health Promotion Case Study, Digital Poster Presentation, Learning Evaluation
HL10 Diploma in Health Science
- Demonstrate foundational knowledge and skills relating to the provision of safe, person-centred, evidence-based practice across the lifespan.
Relates to: ULO1, ULO3, Health Promotion Case Study, Digital Poster Presentation, Learning Evaluation - Apply critical thinking, problem solving and digital literacy skills to evidence-based decision making that aims to promote the health and wellbeing of individuals and/or groups in the community.
Relates to: ULO3, Health Promotion Case Study, Digital Poster Presentation - Demonstrate an understanding of legal, ethical, inclusive and culturally safe approaches to person-centred care.
Relates to: Health Promotion Case Study - Communicate effectively in an academic and professional manner across a range of contexts and diverse audiences.
Relates to: ULO2, Health Promotion Case Study, Digital Poster Presentation - Apply foundational knowledge of leadership and advocacy to the promotion of positive individual and community outcomes across a diverse range of contexts.
Relates to: Health Promotion Case Study, Learning Evaluation
Unit Outline: College 2 2025, Kelvin Grove, Internal
| Unit code: | NSD105 |
|---|---|
| Credit points: | 12 |
| Equivalent: | NSB105 |
| Coordinator: | Loretta Smith | lb.smith@qut.edu.au |
Overview
This unit aims to develop knowledge, skills, and attributes for health professionals to work in partnership with people to promote and maintain health across the lifespan. The unit focuses on developing an understanding of the importance of person-centred care and partnerships in health professional practice, using wellness across the lifespan as an organising principle. Health promotion strategies are explored in all healthcare settings, with a focus on primary health care. The impact of social determinants of health and the role of health promotion strategies are explored. The importance of empathic communication skills in professional interactions is also a key focus. This enables effective health assessment and clinical decision making.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain key concepts and issues in relation to health and illness across the lifespan including the influence of social determinants on health and the provision of safe, person-centered approaches to health promotion.
- Describe fundamental principles of socially and culturally informed partnership development with consumers in health care and demonstrate application of these principles across diverse settings.
- Apply principles of health promotion and evaluate health promotion strategies in relation to selected National Health Priority Area problems (NHPAs) and key social determinants of health across the lifespan.
Content
Key topic areas:
- Concepts of health, health promotion, wellness and illness
- Global context of health including global burden of disease, World Health Organisation (WHO)
- Strategies for health promotion; Ottawa Charter.
- Social, behavioural and environmental determinants and relationship to health and disease in the Australian context
- National health priority areas (NHPAs)
- Consumer perspectives and experiences of health management and health promotion.
- Health promotion across the lifespan from birth to older age
- Health promotion in practice including the role of health professionals in health promotion, partnering with consumers
- Health literacy and communication with consumers to support effective consumer partnerships
Learning Approaches
This unit takes a blended approach to learning and teaching. You will be provided with both eContent and timetabled activities such as tutorials and workshops. eContent will be clearly identified on your Canvas site for you to engage with on a weekly basis before your classes. eContent could include videos, readings, self-reflection and/or peer activities designed to enhance your learning experience. During the timetabled activities, the unit coordinator and/or your tutor will further explain content and you will be provided with opportunities to explore this content in a collaborative learning environment. After your weekly classes, you should continue to engage with unit resources to ensure you consolidate your understanding of unit content. Teaching team members will also be available for one-on-one consultations to assist you with your learning journey.
Feedback on Learning and Assessment
You will receive feedback in various forms throughout the semester which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists, rubrics, written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to the whole class
Assessment
Overview
There are two summative assessments to be completed in this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Health promotion case study
This assessment task will involve your analysis of a given case scenario. There are three parts to be completed. Part A involves the creation of a concept map based on the key concepts and related literature you have identified through your analysis of the given topic. Your concept map will be submitted as a visual representation of your key concepts along with the relevant references (20%). Part B comprises your written responses to the scenario questions (30%). Part C requires your written reflection on the utilisation of Gen AI in the process of creating this assignment (10%).
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Digital Poster Presentation
There are 2 parts to this assessment task. For Part 1 you will work with a small group to create and present a health promotion poster. Your poster will be designed to effectively communicate life-stage related health promotion information to consumers about a selected health priority. It will be submitted as a Powerpoint slide and short recorded presentation with each group member speaking individually.
For Part 2 each group member will deliver a brief in-class presentation (3-5 minutes) which summarises their individual contribution to the poster. This will be followed by a short Q&A session where each person responds to questions from peers and educators.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.HC10 Undergraduate Certificate (Nursing)
- Demonstrate foundational knowledge and skills relating to professional practice in nursing.
Relates to: ULO1, ULO2, Health promotion case study, Digital Poster Presentation - Apply critical thinking and problem solving skills to promote the health and welfare of individuals and/or groups in the community across the lifespan.
Relates to: ULO1, ULO3, Health promotion case study, Digital Poster Presentation - Communicate effectively in an academic and professional manner.
Relates to: Health promotion case study, Digital Poster Presentation
HL10 Diploma in Health Science
- Demonstrate foundational knowledge and skills relating to the provision of safe, person-centred, evidence-based practice across the lifespan.
Relates to: ULO1, ULO3, Health promotion case study, Digital Poster Presentation - Apply critical thinking, problem solving and digital literacy skills to evidence-based decision making that aims to promote the health and wellbeing of individuals and/or groups in the community.
Relates to: ULO3, Digital Poster Presentation - Communicate effectively in an academic and professional manner across a range of contexts and diverse audiences.
Relates to: ULO2, Digital Poster Presentation - Apply foundational knowledge of leadership and advocacy to the promotion of positive individual and community outcomes across a diverse range of contexts.
Relates to: Health promotion case study
Unit Outline: College Summer 2025, Kelvin Grove, Internal
| Unit code: | NSD105 |
|---|---|
| Credit points: | 12 |
| Equivalent: | NSB105 |
Overview
This unit aims to develop knowledge, skills, and attributes for nurses to work in partnership with people to promote and maintain health across the lifespan. The unit focuses on developing an understanding of the importance of person-centred care and partnerships in health professional practice, using wellness across the lifespan as an organising principle. Health promotion strategies are explored in all healthcare settings, with a focus on primary health care. The impact of social determinants of health and the role of health promotion strategies are explored. The importance of empathic communication skills in professional interactions is also a key focus. This enables effective health assessment and clinical decision making.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain key concepts and issues in relation to health and illness across the lifespan including the influence of social determinants of health and the provision of safe, person-centred approaches to health promotion..
- Describe fundamental principles of socially and culturally informed partnership development with consumers in health care and demonstrate application of these principles across diverse settings.
- Apply principles of health promotion and evaluate health promotion strategies in relation to selected National Health Priority Area problems (NHPAs) and key social determinants of health across the lifespan.
Content
Key topic areas:
- Concepts of health, health promotion, wellness and illness
- Global context of health including global burden of disease, World Health Organisation (WHO)
- Strategies for health promotion; Ottawa Charter.
- Social, behavioural and environmental determinants and relationship to health and disease in the Australian context
- National health priority areas (NHPAs)
- Consumer perspectives and experiences of health management and health promotion.
- Health promotion across the lifespan from birth to older age
- Health promotion in practice including the role of health professionals in health promotion, partnering with consumers
- Health literacy and communication with consumers to support effective consumer partnerships
Learning Approaches
This unit takes a blended approach to learning and teaching. You will be provided with both eContent and timetabled activities such as tutorials and workshops. eContent will be clearly identified on your Canvas site for you to engage with on a weekly basis before your classes. eContent could include videos, readings, self-reflection and/or peer activities designed to enhance your learning experience. During the timetabled activities, the unit coordinator and/or your tutor will further explain content and you will be provided with opportunities to explore this content in a collaborative learning environment. After your weekly classes, you should continue to engage with unit resources to ensure you consolidate your understanding of unit content. Teaching team members will also be available for one-on-one consultations to assist you with your learning journey.
Feedback on Learning and Assessment
You will receive feedback in various forms throughout the semester which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists, rubrics, written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to the whole class
Assessment
Overview
There are three summative assessments to be completed in this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Health Promotion Case Study
This assessment task will involve your analysis of a selected case study. This will include identifying and explaining the influence of the key social and behavioural determinants of health involved, and outlining key strategies to support health behaviour change.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Digital Poster Presentation
You will develop and present a health promotion poster that is designed to effectively communicate life-stage related health promotion information to consumers about a selected health priority.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Learning Evaluation
This assessment task requires you to prepare a succinct, scholarly summary of what you have learned about the concepts of health and illness and the importance of health promotion in the delivery of safe, effective healthcare.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.HC10 Undergraduate Certificate (Nursing)
- Demonstrate foundational knowledge and skills relating to professional practice in nursing.
Relates to: ULO1, ULO2, Health Promotion Case Study, Digital Poster Presentation, Learning Evaluation - Apply critical thinking and problem solving skills to promote the health and welfare of individuals and/or groups in the community across the lifespan.
Relates to: ULO1, ULO3, Health Promotion Case Study, Digital Poster Presentation - Communicate effectively in an academic and professional manner.
Relates to: Health Promotion Case Study, Digital Poster Presentation, Learning Evaluation
HL10 Diploma in Health Science
- Demonstrate foundational knowledge and skills relating to the provision of safe, person-centred, evidence-based practice across the lifespan.
Relates to: ULO1, ULO3, Health Promotion Case Study, Digital Poster Presentation, Learning Evaluation - Apply critical thinking, problem solving and digital literacy skills to evidence-based decision making that aims to promote the health and wellbeing of individuals and/or groups in the community.
Relates to: ULO3, Health Promotion Case Study, Digital Poster Presentation - Demonstrate an understanding of legal, ethical, inclusive and culturally safe approaches to person-centred care.
Relates to: Health Promotion Case Study - Communicate effectively in an academic and professional manner across a range of contexts and diverse audiences.
Relates to: ULO2, Health Promotion Case Study, Digital Poster Presentation - Apply foundational knowledge of leadership and advocacy to the promotion of positive individual and community outcomes across a diverse range of contexts.
Relates to: Health Promotion Case Study, Learning Evaluation