XNQ632 Healthy Ageing
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: | XNQ632 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $3,216 |
Unit Outline: Session 2 2025, QUT Online, Online
| Unit code: | XNQ632 |
|---|---|
| Credit points: | 12 |
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:
- Reflect on personal and professional experience in healthy aging components within healthcare to identify areas for improvement.
- 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.
- 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.
- 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.
- 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
Course themes emphasised in this unit include advocacy and leadership, intra-and inter- disciplinary practice, and clinical informatics, eHealth and digital literacy.
This unit is organised into 3 sections with weekly modules:
Section 1: Principles of positive ageing
- Module 1: Importance of Interprofessional Models of Healthy Aging – WHO, Toronto model.
- Module 2: Ideal aging – What is our potential? Roles of technology, social support, community expectations, etc. What are the limitations?
- Module 3: Accessing and interpreting evidence-based data, guidelines, position statements and health promotion strategies on Ageing in Australia.
Section 2: Obstacles To Healthy Ageing
- Module 4: Frailty – Lifestyle diseases, exercise habits, nutrition - Bone and joint health, sarcopenia, obesity, falls.
- Module 5: Metabolic, Cardiovascular, Pulmonary diseases, Renal diseases, Cancer and Mental Health.
- Module 6: Social-psychology of healthy aging; technological/digital solutions; innovative acquisition and use of data; current trends
Section 3: Interventions To Support Healthy Ageing
- Module 7: Inter-professional practice, person-centred care
- Module 8: Putting It All Together: Multidisciplinary strategies to improve healthy aging – individual, clinical services, community services and support, etc. How can we improve/enrich the WHO model? How can you improve your practice within the model?
Learning Approaches
In this unit you will learn by engaging 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
- You are encouraged to seek and share feedback in your workplace 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. You will have an opportunity to receive formative feedback on your early journal entries.
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.
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.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Critical Reflection
You will write a critical reflection on your current professional healthcare role in the context of healthy aging, and informed from your weekly Journal entries 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.
The purpose of this reflection is for your own personal and professional development in the area of healthy aging.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Presentation and Inter-professional Practice Plan
In your current professional role, you have been asked to develop a strategic plan for improved support of healthy aging for the multi-disciplinary team.
You will draw on the WHO Public-Health Framework for Healthy Ageing to inform the strategic plan. The plan will need to provide details on how it 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. In your plan you will also need to 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.
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.
Requirements to Study
Requirements
Computer and access to internet.
Resources
There are no prescribed texts for this unit. You will be provided with links to all required readings through your online modules and via the QUT Library.
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.
Unit Outline: Session 4 2025, QUT Online, Online
| Unit code: | XNQ632 |
|---|---|
| Credit points: | 12 |
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:
- Reflect on personal and professional experience in healthy aging components within healthcare to identify areas for improvement.
- 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.
- 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.
- 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.
- 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
Course themes emphasised in this unit include advocacy and leadership, intra-and inter- disciplinary practice, and clinical informatics, eHealth and digital literacy.
This unit is organised into 3 sections with weekly modules:
Section 1: Principles of positive ageing
- Module 1: Importance of Interprofessional Models of Healthy Aging – WHO, Toronto model.
- Module 2: Ideal aging – What is our potential? Roles of technology, social support, community expectations, etc. What are the limitations?
- Module 3: Accessing and interpreting evidence-based data, guidelines, position statements and health promotion strategies on Ageing in Australia.
Section 2: Obstacles To Healthy Ageing
- Module 4: Frailty – Lifestyle diseases, exercise habits, nutrition - Bone and joint health, sarcopenia, obesity, falls.
- Module 5: Metabolic, Cardiovascular, Pulmonary diseases, Renal diseases, Cancer and Mental Health.
- Module 6: Social-psychology of healthy aging; technological/digital solutions; innovative acquisition and use of data; current trends
Section 3: Interventions To Support Healthy Ageing
- Module 7: Inter-professional practice, person-centred care
- Module 8: Putting It All Together: Multidisciplinary strategies to improve healthy aging – individual, clinical services, community services and support, etc. How can we improve/enrich the WHO model? How can you improve your practice within the model?
Learning Approaches
In this unit you will learn by engaging 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
- You are encouraged to seek and share feedback in your workplace 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. You will have an opportunity to receive formative feedback on your early journal entries.
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.
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.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Critical Reflection
You will write a critical reflection on your current professional healthcare role in the context of healthy aging, and informed from your weekly Journal entries 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.
The purpose of this reflection is for your own personal and professional development in the area of healthy aging.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Presentation and Inter-professional Practice Plan
In your current professional role, you have been asked to develop a strategic plan for improved support of healthy aging for the multi-disciplinary team.
You will draw on the WHO Public-Health Framework for Healthy Ageing to inform the strategic plan. The plan will need to provide details on how it 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. In your plan you will also need to 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.
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.
Requirements to Study
Requirements
Computer and access to internet.
Resources
There are no prescribed texts for this unit. You will be provided with links to all required readings through your online modules and via the QUT Library.
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.