DEME20003 - Supporting People With Dementia
Term 1 - 2017


All details in this unit profile for DEME20003 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

Empowerment and the rights of people with dementia are central themes of this unit. You will examine models of care and best practice guidelines, to determine their capacity to meet the needs of people with dementia. Ethical and legal issues encountered by people with dementia and those caring for them will be identified. You will design strategies to support those living alongside and/or caring for a person with dementia.

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. 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.

On successful completion of this unit, you will be able to:
  1. Evaluate models of care for people with dementia
  2. Analyse the ethical and legal consequences of living with dementia
  3. Determine best practice guidelines and recommendations to support people with dementia and justify their appropriateness for practice to support a qualify of life for those experiencing dementia symptoms
  4. Develop recommendations to support people caring for a person with dementia.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment      
2 - Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4
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 - Written Assessment    
2 - Written Assessment

Textbook Information

There are no required textbooks.

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

Module 1 : Models of care.

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 : Models of care.

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 2: Ethical and legal considerations

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 4 27-03-2017

Module 2: Ethical and legal considerations

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.

Week 5 03-04-2017

Module 2: Ethical and legal considerations

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

Refer to the Moodle site and continue Module 2 activities.

Submit your first assessment.

Written Assessment Due Friday (07 Apr 17) 08:00 PM AEST
Vacation Week 10-04-2017

Have a break or revise and prepare for your second assessment.

Week 6 17-04-2017

Module 3: Best practice models and guidelines.

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

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

Week 7 24-04-2017

Module 3: Best practice models and guidelines.

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

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

Week 8 01-05-2017

Module 3: Best practice models and guidelines.

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

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

Week 9 08-05-2017

Module 4: Recommendations.

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 10 15-05-2017

Module 4: Recommendations.

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

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

Week 11 22-05-2017

Module 4: Recommendations.

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

Refer to the Moodle site and continue Module 4 activities.

Complete and submit the final 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 Written Assessment

Assessment Title Written Assessment
Task Description

This task is designed to provide you with an opportunity to prepare a report about your chosen model of care for people with dementia. It draws on your knowledge and understanding of frameworks/models designed to meet the needs of the person with dementia and ethical and legal considerations in providing this care.

You have been invited by the board of management of a community service to prepare a report on the services they provide to people with dementia. They have asked you to nominate one client of your choice to illustrate the ethical and legal implications of providing care for people with dementia. You will need to create an example of a person with a dementia, and provide the reader with some details about this (fictitious) community service, to demonstrate your mastery of course concepts.

This task requires you to:

Step1.

· Identify a fictitious or identity protected service in the community who provides services to people with dementia including an example of a person who may be a client of this service.

· Identify a model of care for this person with dementia and justify why you have selected this particular model as the most appropriate model for this community service

Step 2.

Using your client as an example:

· Discuss the ethical and legal considerations when providing services to a person who has been diagnosed with dementia

· Identify the complexities of ensuring the person with dementia is protected both ethically and legally whilst receiving services

· Analyse how effectively the chosen model of care assists in ensuring ethical and legal responsibilities are met. Provide examples to justify your argument.

Step 3

· Critically discuss potential/actual facilitators and barriers to effective implementation of the model chosen to ensure people with dementia are treated ethically and legally.

· Draw conclusions about the implications of issues for policy and/or practice development within the community service to ensure the ethical and legal needs of the person with dementia are met.

Assessment Due Date Week 5 Friday (07-Apr-2017) 08:00 PM AEST
Return Date to Students Week 7 Friday (28-Apr-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.
Identification and analysis of appropriate model of care 25%
High level of justification reflected in a clear cohesive argument. High level of justification reflected in a largely clear cohesive argument. Some justification reflected in a somewhat clear and cohesive argument. Some justification apparent. Argument may be a little disjointed. Minimal justification of model or no model identified.
Application of model of care to ethical and legal considerations 30%
Appropriate application and used well to enhance discussion. Appropriate application and used well to enhance discussion. Appropriate application and used well to enhance discussion. Appropriate application and somewhat used to enhance discussion. No application and/or not used well to enhance discussion.
Solution generation 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

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

1. Evaluate models of care for people with dementia

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

1. Knowledge

2. Communication

4. Research

5. Self-management

6. Ethical and Professional Responsibility



2 Written Assessment

Assessment Title Written Assessment
Task Description

This task is designed to provide you with an opportunity to prepare a report about current best practice guidelines and recommendations and their appropriateness for supporting the needs for a person with dementia and their support people.

This task requires you to:

Step1.

· Identify current best practice guidelines and recommendations for supporting a person with dementia and the people living alongside them who provide support.

Step 2.

· Identify the complexities of ensuring a person supporting a person with dementia received appropriate support.

· Critically analyse how effectively and to what extent the current guidelines support the person with dementia and their support person.

Step 3.

· Critically discuss potential/actual facilitators and barriers to effective implementation of guidelines identified.

· Provide recommendations for supporting people with dementia and the people caring for them based on your findings.

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. 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.
Critical analysis of current best practice guidelines and recommendations 35%
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.
Understanding of Complexities 30%
High levels of understanding of the complexities of dementia Sound levels of understanding of the complexities of dementia Some understanding of the complexities of dementia Basic level of understanding of the complexities of dementia Minimal to no understanding of the complexities of dementia
Solution generation 15%
Recommendations thoroughly and realistically improve applicability of guidelines for positive outcomes Recommendations realistically improve applicability of guidelines for positive outcomes Recommendations improve applicability of guidelines for positive outcomes Recommendations somewhat improve applicability of guidelines for positive outcomes. Recommendations do not improve applicability or are non existent
Referencing Style American Psychological Association (APA)
Submission Online

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

2. Analyse the ethical and legal consequences of living with dementia

3. Determine best practice guidelines and recommendations to support people with dementia and justify their appropriateness for practice to support a qualify of life for those experiencing dementia symptoms

4. Develop recommendations to support people caring for a person 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

7. Leadership




© 2017 CQUniversity
Page generated by apps-prod-01.cqu.edu.au at Sun May 28 05:28:42 AEST 2017