DEME20001 - Dementia and Its Complexities
Term 1 - 2017


All details in this unit profile for DEME20001 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

This unit will advance your knowledge of dementia, including the challenges associated with diagnoses and the effects it has on individuals, families and communities. You will develop a greater understanding of the different types of dementia and determine the effectiveness of public health strategies designed to prevent these conditions. You will gain insight into policy and practice intended to respond to the current needs and anticipate future requirements of people with dementia. Common assumptions and misperceptions within society associated with dementia will be examined in relation to their effect on individuals, policy and practice.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Presentation and Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Content was up to date, contemporary and followed logical flow. Student actively participated in unit . Course Coordinator These materials and structure would be used again if the unit was to run.
On successful completion of this unit, you will be able to:
  1. Comprehend the complexities associated with diagnosis and ongoing assessment of people with dementia
  2. Explain common trajectories of dementia and analyse associated impacts on the person with dementia and people supporting them
  3. Analyse public health approaches to preventing dementia and evaluate their effectiveness
  4. Identify common assumptions associated with dementia and analyse their impact on individuals, policy and practice
  5. Evaluate the ability of policy and practice to meet the current and future needs of people with dementia.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Presentation and Written Assessment    
2 - Written Assessment    

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills
4. Research
5. Self-management
6. Ethical and Professional Responsibility
7. Leadership  

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Presentation and Written Assessment    
2 - Written Assessment  

Textbook Information

There are no required textbooks. Note:

Due to the contemporary nature of this study journal articles will be the bulk of information. As a result there will be no prescribed text book, although some may be suggested for additional reading during the unit.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorLisa Hee (l.hee@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Introduction to DEME20001

Module 1.Complexities of diagnosis of dementia

Read week 1 document in preparation for week 1 commencement.

Various readings and journal articles as directed by staff and students self- direction.

Refer to the Moodle site. Read introductory documentation and watch the lecture. Undertake Module 1 activities. Familiarise yourself with what is required for your assessments. Details of the assessments are available on the Moodle site. You can begin preparing for the first assessment.

Week 2 13-03-2017

Module 1.Complexities of diagnosis of dementia

Various readings and journal articles as directed by staff and students self- direction.

Refer to the Moodle site and continue Module 1 activities. Continue working on the first assessment.

Week 3 20-03-2017

Module 1. Complexities of diagnosis of dementia

Various readings and journal articles as directed by staff and students self- direction.

Refer to the Moodle site and continue Module 1 activities. Continue working on the first assessment.

Week 4 27-03-2017

Module 2. Impacts of dementia.

Various readings and journal articles as directed by staff and students self- direction.

Refer to the Moodle site and commence Module 2 activities. Continue working on the first assessment.

Week 5 03-04-2017

Module 2. Impacts of dementia.

Various readings and journal articles as directed by staff and students self- direction.

Refer to the Moodle site and continue Module 2 activities. Continue working on the first assessment.

Vacation Week 10-04-2017

Have a break or continue to prepare your first assessment.

Week 6 17-04-2017

Module 3. Public health approaches to dementia.

Various readings and journal articles as directed by staff and students self- direction.

Refer to the Moodle site and commence Module 3 activities.

Submit first assessment.

Written Report and Presentation Due Friday (21 Apr 17) 08:00 PM AEST
Week 7 24-04-2017

Module 3. Public health approaches to dementia.

Various readings and journal articles as directed by staff and students self- direction.

Refer to the Moodle site and continue Module 3 activities. Commence working on the second assessment.

Week 8 01-05-2017

Module 4. Assumptions and Implications.

Various readings and journal articles as directed by staff and students self- direction.

Refer to the Moodle site and commence Module 4 activities. Continue working on the second assessment.

Week 9 08-05-2017

Module 5. Policy and practice.

Various readings and journal articles as directed by staff and students self- direction.

Refer to the Moodle site and commence Module 5 activities. Continue working on the second assessment.

Week 10 15-05-2017

Module 5. Policy and practice.

Various readings and journal articles as directed by staff and students self- direction.

Refer to the Moodle site and continue Module 5 activities. Continue working on the second assessment.

Week 11 22-05-2017

Revision and Consolidation

Various readings and journal articles as directed by staff and students self- direction.

Refer to the Moodle site and complete any activities. Review topics as an overview of unit and submit the second assessment.

Written Assessment Due Friday (26 May 17) 08:00 PM AEST
Week 12 29-05-2017

Revision and Consolidation

Students self- direction.

Review topics as an overview of unit and be sure to contact lecturer with any outstanding questions you may have from the unit.

Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Presentation and Written Assessment

Assessment Title Written Report and Presentation
Task Description

Presentation with Written Report

Design a presentation to be offered at a community education session to inform people within the community about the various trajectories of dementia and associated complexities of diagnoses. An accompanying report to present the background information for your presentation will need to be provided.

Step 1. You are required to develop a report that examines the various trajectories of dementia and associated complexities of being diagnosed with dementia. This will form the background for a presentation you will then develop. This report must be submitted to Moodle (50%).

Step 2. Design a presentation that could be presented at a community forum. The aim of the presentation is to inform community members about the various trajectories of dementia and associated complexities of diagnoses (50%)

· The report is to provide the background information that will inform the presentation and be fully referenced throughout. As a minimum the content should include:

· Outline the prevalence of dementia and discuss the contributing factors.

· Describe the common trajectories of dementia and explain how these contribute to the complexity of receiving a timely and accurate diagnosis of dementia.

· Explain the impact of the diagnosis of dementia on the person who has been diagnosed and the people supporting them.

· Make recommendations to address the impacts of delayed diagnosis on the person with dementia as well as how to support them and their support person/s once a diagnosis is made.

· Headings may be used if desired.

Presentation.

Your presentation is to be designed to inform community members of the complexities of diagnosis of dementia as outlined in the report you have written.

Structure:

· Your presentation may be in the form of a video or multimedia presentation no more than 15 minutes, or a PowerPoint presentation of no more than twelve slides that can be presented via a zoom session with your lecturer.

· If you are using a PowerPoint presentation:

o You will be talking for 10-15 minutes via zoom at a time negotiated with your lecturer

o Develop a maximum of 12 slides.

o Information within slides should be referenced where appropriate. Provide a slide at the end of the presentation with the references listed

· Conclude with your key findings and the message you want to leave your audience with.

Requirements and Resources

· Include a cover page providing your name, the name and code of the course, and the title of the assessment.

· You can use course provided materials and other credible sources (journal articles, books) to reference your argument. The quality and credibility of your sources are very important at a post-graduate level. Many citations of a source may be a good indication of significance, although care must still be taken regarding credibility

. · Please use American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.

· We recommend you use EndNote to manage your citations and reference list, more information on how to use EndNote is available at the CQUniversity Library website.

· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.

Submission

Please submit your written report via Moodle in Microsoft Word format only. Do not submit in PDF or any other format unless otherwise negotiated with the unit coordinator.

Refer to Moodle site re how to upload and submit a video or multimedia presentation as part of your assessment.

Assessment Due Date Week 6 Friday (21-Apr-2017) 08:00 PM AEST
Return Date to Students Week 8 Friday (05-May-2017)
Weighting 50%
Assessment Criteria
High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% Fail Below 50%
Structure 20% Efficacy and organisation 5%
There is a clear and succinct introduction and conclusion: they introduce the topic and outline the direction of the presentation/bring presentation to a logical close. There is a clear and appropriate introduction/ conclusion: they introduce the topic and outline the direction of the presentation/bring presentation to a coherent close. There is an appropriate introduction/ conclusion and the direction of the presentation is logical. The introduction/ direction/ conclusion are mostly apparent. Presentation is not clear There is no recognisable introduction/ and/or direction in the presentation and/ or no clear conclusion.
Presentation 10%
Excellent presentation of assignment. The presenter demonstrates an expert command of the topic and the presentation is well-paced, confident and compelling. The submitted written material (i.e. presentation slides) is very well-presented and free from errors. Content is entirely relevant for the audience. A very good presentation. The presenter demonstrates a very sound understanding of the topic and the presentation is delivered confidently. The written material (i.e. presentation slides) has minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure). Content is very relevant for the audience. A good presentation. The presenter demonstrates a sound understanding of the topic and the presentation is delivered well. The written material (i.e. presentation slides) has some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure). Content is relevant for the audience. The presenter demonstrates an understanding of the topic and the presentation conveys this. The written material (i.e. presentation slides) has 3 or 4 inconsistent errors (spelling, grammar and paragraph structure). Content is somewhat relevant for the audience. Poorly presented assignment. The presentation style is not engaging/ credible and presenter does not demonstrate a grasp of the content. The written material (i.e. presentation slides) has many inaccuracies in spelling, grammar and paragraph structure. (> 5 errors). Content is not relevant for the audience. It is either unlikely to be understood or too simplistic for them
Referencing 5%
Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations.
Accurate APA referencing. No errors. Accurate APA referencing. One error. Accurate APA referencing. Two errors. Accurate APA referencing. Three errors. More than three errors.
Approach and Argument 80% Critical judgement and practical application of knowledge (40%)
Expertly presented data including demographic prevalence Highly critical application of knowledge, focussing on all of the most important facts, to fully explain the issues impacting on people with dementia. Comprehensively discussed and expertly justified conclusions and recommendations proposed in the presentation. Expertly presented data including almost all of demographic prevalence. Highly critical application of knowledge, focussing on almost all of the important facts, to fully explain the issues impacting on people with dementia. Comprehensively discussed and justified conclusions and recommendations proposed in the presentation. Presented most data including the demographic prevalence. Critical application of knowledge, focussing on most of the important facts, to explain the issues impacting on people with dementia. Mostly discussed and justified conclusions and recommendations proposed in the presentation. Presented a sufficient overview of demographic prevalence Applied knowledge to practice by focussing on some of the most important facts, to explain how some issues impact on people with dementia. Discussed and justified some conclusions and recommendations and proposed some strategies in the presentation. Some essential data; including demographic prevalence Attempted to apply knowledge to practice. Inaccurately explained how issues impacted on people with dementia. Some of the identified issues were inappropriate for the given proposal and or poorly justified, or the proposed strategies were unclear.
Justified argument with evidence based literature in background report 40%
Your background document demonstrated extensive breadth of reading. Ideas and conclusions were always supported by high quality evidence based literature. Your background document demonstrated wide reading. Ideas and conclusions were almost always supported by high quality evidence based literature. Your background document demonstrated wide reading. Ideas and conclusions were mostly supported by high quality evidence based literature. Your background document demonstrated adequate reading. Ideas and conclusions were supported by evidence based literature. There were significant gaps in the background document which supported your ideas or conclusions. You had difficulty justifying plausible ideas or options to promote needs of people with dementia.
Referencing Style American Psychological Association (APA)
Submission Online
Hard copy

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Comprehend the complexities associated with diagnosis and ongoing assessment of people with dementia

2. Explain common trajectories of dementia and analyse associated impacts on the person with dementia and people supporting them

3. Analyse public health approaches to preventing dementia and evaluate their effectiveness

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management



2 Written Assessment

Assessment Title Written Assessment
Task Description

Task.

There are many misperceptions about dementia and its effects on the person diagnosed. As a result, the public health approaches to preventing dementia and the ability of policy and practice to meet the current and future needs of people with dementia are both inadequate.

1. Critically analyse the above statement surrounding misperceptions about dementia and its effects on the person diagnosed.

2. Provide evidence to support the justifications you make in determining the ability of the health promotion strategies and policy and practices for meeting the needs of the person with dementia

3. Critically analyse any significant gaps in the areas of health promotion strategies and policy and practices for meeting the needs of the person with dementia

4. Provide recommendations for ensuring the needs of people with dementia are met now and into the future.

Requirements and Resources

· Include a cover page providing your name, the name and code of the course, and the title of the assessment.

· You can use course provided materials and other credible sources (journal articles, books) to reference your argument. The quality and credibility of your sources is very important at a post-graduate level. Many citations of a source may be a good indication of significance, although care must still be taken about credibility.

. · Please use American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.

· We recommend you use EndNote to manage your citations and reference list, more information on how to use EndNote is available at the CQUniversity Library website.

· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.

Assessment Due Date Week 11 Friday (26-May-2017) 08:00 PM AEST
Return Date to Students Review/Exam Week Friday (09-Jun-2017)
Weighting 50%
Assessment Criteria
High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% Fail Below 50%
Structure 20%
Introduction 5%
Highly appropriate and relevant to content. Provides very clear sense of what follows. Appropriate and relevant to content. Provides clear sense of what follows. Largely appropriate and relevant to content. Provides sense of what follows. Somewhat appropriate and relevant to content. Provides some sense of what follows. Not evident and/or not appropriate.
Conclusion 5%
Provides very strong sense of closure and highly appropriate. Provides sound sense of closure and appropriate. Provides a sense of closure and largely appropriate. Somewhat provides a sense of closure and somewhat appropriate. No recognisable conclusion or conclusion is inappropriate.
Presentation 5%
Very well presented. No spelling or grammatical errors. Well proof read. Written in a clear and cohesive style. Very well presented. Minimal spelling and grammatical errors. Well proof read. Written in a clear and easy to ready style. Well presented. Some spelling and grammatical errors. Written in an easy to ready style. There may be one or more areas where there was evidence of lack attention to presentation. Many presentation errors.
Referencing 5%
Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. Accurate APA referencing. No errors. Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. Accurate APA referencing. One error. Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Accurate APA referencing. Two errors. Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. Accurate APA referencing. Three errors. Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. More than three errors.
Critical analysis of misperceptions about dementia and its effects on the person diagnosed 25%
High level of analysis reflected in a clear cohesive argument. High level of analysis reflected in a largely clear cohesive argument. Some analysis reflected in a somewhat clear and cohesive argument. Some analysis apparent. Argument may be a little disjointed. Minimal analysis or lack of analysis.
Critical analysis of significant gaps in health promotion strategies, policies and practices 30%
High level of analysis reflected in a clear cohesive argument. High level of analysis reflected in a largely clear cohesive argument. Some analysis reflected in a somewhat clear and cohesive argument. Some analysis apparent. Argument may be a little disjointed. Minimal analysis or lack of analysis.
Solution generation for ensuring needs of people with dementia are met now and into the future 25%
Recommendations thoroughly and realistically improve applicability to achieving positive outcomes. Recommendations realistically improve applicability to achieving positive outcomes. Recommendations improve applicability to achieving positive outcomes. Recommendations somewhat improve applicability to achieving positive outcomes. Recommendations do not improve applicability.
Referencing Style American Psychological Association (APA)
Submission Online

Please submit your assessment via Moodle in Microsoft Word format only. Do not submit in PDF or any other format.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

3. Analyse public health approaches to preventing dementia and evaluate their effectiveness

4. Identify common assumptions associated with dementia and analyse their impact on individuals, policy and practice

5. Evaluate the ability of policy and practice to meet the current and future needs of people with dementia.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility




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