XNQ632 Healthy Ageing

Unit Outline: Session 2 2024, QUT Online, Online

Overview

This unit aims to develop knowledge, skills and attributes for health care professionals to be able to promote positive ageing and improve the health and quality of life of the older person. The unit focuses on current multidisciplinary models of healthy aging, with emphasis given to the roles of exercise and nutrition in disease prevention and rehabilitation as well as social health determinants. The content is framed around evidence-based knowledge and practices, and is delivered in such a way as to reinforce the importance of interdisciplinary teams in clinical practice and to explore present and emerging uses of technology and health data. 

Learning Outcomes

On successful completion of this unit you will be able to:

1. Examine the current models and frameworks of healthy ageing, and critically evaluate the evidence that support the components of the model, and how this plays out in your professional practice.
2. Compare and contrast the potential for ideal ageing to current evidence of impact/influence of chronic disease and unhealthy lifestyle behaviours of the older person.
3. Reflecting upon your experiences in inter-professional practice and person-centred care, apply effective communication in conceptualising a research-informed Strategic Plan that respond to improved support of healthy ageing.
4. Practice evidence-based clinical reasoning and decision-making in the advocacy for, and leadership in, healthy ageing in diverse care settings, including eHealth and culturally safe practices.

Content

Learning Approaches

In this fully online unit you will have the opportunity to learn through active engagement with interactive learning resources, peer learning, moderated and facilitated online discussions, learning events and self-directed learning materials. This unit takes an interdisciplinary approach to health promotion and care of older persons. Authentic learning activities assist students to respond to the needs of disease prevention in older people using an evidence based, person-centred approach through active online engagement with interdisciplinary, industry informed case scenarios.  

Feedback on Learning and Assessment

• Informal formative feedback will be provided through self-check exercises, peer feedback and through individual or whole of class feedback in online discussions or via comments in online communities. 
   
• Formal written or recorded feedback will be received on both formative and summative assessment tasks via Turnitin or the Canvas Assignment tool, in addition to the grade on the Criterion Reference Assessment sheet. 
   
• Feedback on your assessment task 1 will be received prior to the submission of your assessment task 2. 
   
• Industry informed expert feedback may be provided through clinical assessment examples and interventions at timely intervals to guide learning and assessment 
   
• Students are encouraged to seek and share feedback in their workplaces where appropriate 

Assessment

Overview

In this unit, there are multiple formative and two summative written assessment tasks to submit.

Formative tasks will include weekly Discussion boards, Quizzes and a weekly Journal.

The first summative assessment task requires you to write a critical reflection, informed by your weekly Journal entries as you address the following tasks:

• reflect on your current level of education and training, and your area/s of professional practice;
• identify where your role(s) fit within the WHO Public-Health Framework for Healthy Ageing (see readings) and how this is facilitated in intra- inter-professional contexts;
• examine what these roles currently are and explain what constitutes evidence-based, ethical and responsible practice in such roles, and
• conceptualize change in facilitating healthy ageing and describe how these changes could improve the impact of your practice within this framework of healthy aging. 

To assist you in developing responses to Assessment 1, you are required to submit an outline of your Journal entries by the end of Week 2. You will then be given feedback.

The second summative assessment requires you to return to the WHO Public-Health Framework for Healthy Ageing. Informed by this Framework, develop a written Strategic Plan for improved support of healthy aging.

• The Strategic Plan must contain details on how your plan targets Health Services, Long-Term Care and Environments across the life course (high and stable capacity, declining capacity, significant loss of capacity) of "older" persons.
  
  
• The Plan must provide evidence from the published literature including important features such as patient-centred care, cultural safety, eHealth and inter-professional care models for facilitating healthy ageing. 

There are three parts to this assessment task.

Part 1 | Strategic Plan Video Presentations

1. Record a video presentation that provides a synopsis of your Strategic Plan (choose your own video platform). Outline sufficient details of the Plan, the purpose of which is to enlighten your peers about the critical features of your Strategic Plan.
   
   
2. Upload your video on the Video Gallery by Friday of Week 7.
   
   

Part 2 | Giving and receiving feedback

       3. Choose videos to view and provide feedback to your peers’ Strategic Plans, whose professional practice areas differ to your own.

       4. Use the reviewer’s guide as you view your peers’ presentations and provide feedback.

       5. Send individual peer feedback… [Where would students submit their various peer feedback?]

Complete this part of assessment by Friday of Week 8.

Part 3 | Written Strategic Plan

       6. Use the feedback received from peers to refine and expand your Strategic Plan, focusing on patient-centred care, cultural safety, eHealth and inter-professional practice for facilitating and enabling healthy ageing.

Finalise your written Strategic Plan with detailed explanations for the components outlined in a) and b) above.

Part 3 (written report) is due at the end of the teaching period in the QUT online exam week.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Critical Reflection

The first summative assessment task requires you to write a critical reflection, informed from your weekly Journal entries, that requires you to a) reflect on your current level of education, training and practice, b) identify where your role(s) fit within the WHO Public-Health Framework for Healthy Ageing presented in the readings, c) explain what these roles currently are, and d) conceptualize change and explain how these changes could improve the impact of your practice within this framework of healthy aging. 

Assessment task 1 is due in week 4. To ensure you are on the right path with this assessment task you will be required to submit an outline of the structure of your final reflection (due week 2).

This is an assignment for the purposes of an extension.

Assessment: Presentation and Inter-professional Practice Plan

The second summative assessment requires you to return to the WHO Public-Health Framework for Healthy Ageing to a) develop a strategic plan for improved support of healthy aging, b) to provide details on how your plan targets Health Services, Long-Term Care and Environments across the life course (high and stable capacity, declining capacity, significant loss of capacity) of "older" persons, and c) provide evidence from the published literature including important features such as patient-centred care and inter-professional care models. 

Assessment task 2 is comprised of three parts. Part 1 requires you to provide a video presentation (choose your own software platform) of a synopsis of your strategic plan (with enough detail to inform other students but not comprehensive). The video will be posted to the Gallery View of the unit site for all students to view. Part 2 requires you to view at least five other students' video presentations from disciplines/fields that differ to your own and provide feedback. Part 3 requires you to use the feedback provided on your plan to refine and expand your plan content, especially with regard to inter-professional practice, and complete a written report on the plan with detailed explanations for the components (a, b, c) above. 

Part 1 (video presentation) to be uploaded before Friday of Week 7. Part 2 (feedback) to be provided by end of Week 8. Part 3 (written report) is due at the end of the teaching period in the QUT online exam week.

This is an assignment for the purposes of an extension.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

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.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Requirements

Computer and access to internet.

Costs

Nil

Resources

Risk Assessment Statement

Substantial computer-based work will be required. You are recommended to take regular rest breaks when engaging in prolonged computer-based work.