DCHA20005 - Predictors of Healthy Ageing
Term 2 - 2017


All details in this unit profile for DCHA20005 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 compare both the modifiable and non-modifiable predictors of ageing outcomes. You will evaluate the importance of the determinants of health in older people. You will develop an informed understanding of the risk factors for decreased functioning and common mental and physical illnesses. You will produce potential solutions that minimise the impact of risk factors and illness. How to empower and support older people to enable behavioural change will be addressed. This knowledge will be discussed in relation to its application to promote healthy ageing in policy, individual and practice contexts.

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 2 - 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 10%
2. Written Assessment 50%
3. Written Assessment 40%

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. Compare and contrast modifiable and non-modifiable predictive factors of healthy ageing.
  2. Examine the utility of modifiable and non-modifiable predictive factors of healthy ageing.
  3. Analyse the impact of non-modifiable predictors of healthy ageing on health policy, social attitudes, and the individual.
  4. Construct an individual health promotion plan focussing on modifiable predictors of healthy ageing.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment    
2 - Written Assessment    
3 - 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
3 - 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 CoordinatorSusan Hunt - huntbs (s.hunt@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 10-07-2017

Introductory week.

Refer to the Moodle site. Read introductory documentation, work through the learning resources and watch the lecture. Familiarise yourself with what is required for your assessments. Details of assessments are available on the Moodle site. You can begin preparing for the first and second assessments.

Week 2 17-07-2017

Module 1. Compare and contrast modifiable and non-modifiable predictive factors of healthy ageing.

Refer to the Moodle site and watch the lecture. Commence Module 1 workbook activities. Continue working on the first and second assessments.

Week 3 24-07-2017

Module 1 continued as above.

Refer to the Moodle site. Continue Module 1 workbook activities. Continue working on the first and second assessments.

Week 4 31-07-2017

Module 1 continued as above.

Refer to the Moodle site. Continue Module 1 workbook activities. Continue working on the first and second assessments.

Week 5 07-08-2017

Module 2. Examine the utility of modifiable and non-modifiable predictive factors of healthy ageing.

Refer to the Moodle site and watch the lecture. Commence Module 2 workbook activities. Finalise your work on the first assessment.

Written Assessment Due Wednesday (09 Aug 17) 05:00 PM AEST
Vacation Week 14-08-2017

Use this time to continue working on the second assessment, this includes conducting relevant research. You may also wish to familiarise yourself with what is required for your third assessment. Details of this assessment are available on the Moodle site. You can begin preparing for this assessment.

Week 6 21-08-2017

Module 2 continued as above.

Refer to the Moodle site. Continue Module 2 workbook activities. Continue working on the second assessment.

Week 7 28-08-2017

Module 2 continued as above.

Refer to the Moodle site. Continue Module 2 workbook activities. Continue working on the second assessment.

Week 8 04-09-2017

Module 3. Analyse the impact of non-modifiable predictors of healthy ageing on health policy, social attitudes, and the individual.

Refer to the Moodle site and watch the lecture. Commence Module 3 workbook activities. Continue working on the second and third assessments.

Week 9 11-09-2017

Module 3 continued as above.

Refer to the Moodle site. Continue Module 3 workbook activities. Finalise your work on the second assessment. Continue working on the third assessment.

Written Assessment Due Friday (15 Sep 17) 05:00 PM AEST
Week 10 18-09-2017

Module 3 continued as above.

Refer to the Moodle site. Continue Module 3 workbook activities. Continue working on the third assessment.

Week 11 25-09-2017

Module 4. Construct an individual health promotion plan focussing on modifiable predictors of healthy ageing.

Refer to the Moodle site. Commence Module 4 workbook activities. Continue working on the third assessment.

Week 12 02-10-2017

Module 4 continued as above.

Refer to the Moodle site. Continue Module 4 workbook activities. Finalise your work on the third assessment.

Written Assessment Due Friday (06 Oct 17) 05:00 PM AEST
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Written Assessment
Task Description

Assessments 1 and 2 – Educational Instrument

Type: Written

Due date: Proposal (assessment 1) due Wednesday 9 August 2017 (week 5)

Educational instrument (assessment 2) due Friday 15 September (end of week 9)

Weighting: Proposal 10%

Educational instrument 50%

Length: Proposal 300 words ± 10% (excluding references)

Essay explaining educational instrument 1000 words ± 10% (excluding references)

Objectives and Outcomes

Throughout this unit, the learning tasks within each module aim to ensure that you are thinking critically and developing your understanding of the determinants of healthy ageing. Assessments 1 and 2 are interlinked. These tasks require you to plan and create an educational instrument designed to educate community members about the impact of a non-modifiable predictor of ageing outcomes. Integrated into the design of the educational instrument will also be recommended strategies for improving outcomes for older people. You will write an accompanying essay about the educational instrument you chose to design, justifying your selection and the intended impact of the instrument.

Assessment 1 is a proposal for your educational instrument, so that you can submit an overview and receive feedback prior to completing Assessment 2.

Assessment Due Date Week 5 Wednesday (09-Aug-2017) 05:00 PM AEST
Return Date to Students Week 7 Wednesday (30-Aug-2017)
Weighting 10%
Assessment Criteria

Please refer to the following marking criteria for more detail on how grades will be assigned. Prior to submission we recommend you attempt to ‘mark yourself’ against the marking criteria. This ensures that you will be focussing on the same criteria your marker will focus on.

High Distinction 85-100% Distinction 75-84% Credit 65-74% Pass 50-64% Fail Below 50%
Presentation 20%
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.
Selection of predictor 25%
Clear cohesive argument made for relevance of predictor selection. Largely clear cohesive argument made for relevance of predictor selection. Somewhat clear cohesive argument made for relevance of predictor selection. Little argument made for relevance of predictor selection. Minimal argument made for relevance of predictor selection.
Understanding of implications 30%
Appropriate understanding of influence of predictor on ageing outcomes used well. Appropriate understanding of influence of predictor on ageing outcomes. Understanding of influence of predictor on ageing outcomes. Some understanding of influence of predictor on ageing outcomes.. No understanding of influence of predictor on ageing outcomes.
Selection of journal articles 25%
Appropriate and quality journal articles selected to guide discussion and support arguments. Appropriate journal articles selected to guide discussion and support arguments. Appropriate journal articles selected to support arguments. Somewhat appropriate journal articles selected to support arguments. Journal articles selected not appropriate to support arguments.

Referencing Style American Psychological Association (APA)
Submission Online

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

1. Compare and contrast modifiable and non-modifiable predictive factors of healthy ageing.

2. Examine the utility of modifiable and non-modifiable predictive factors of healthy ageing.

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



2 Written Assessment

Assessment Title Written Assessment
Task Description

Assessments 1 and 2 – Educational Instrument

Type: Written

Due date: Proposal (assessment 1) due Wednesday 9 August 2017 (week 5)

Educational instrument (assessment 2) due Friday 15 September (end of week 9)

Weighting: Proposal 10%

Educational instrument 50%

Length: Proposal 300 words ± 10% (excluding references)

Essay explaining educational instrument 1000 words ± 10% (excluding references)

Objectives and Outcomes

Throughout this unit, the learning tasks within each module aim to ensure that you are thinking critically and developing your understanding of the determinants of healthy ageing. Assessments 1 and 2 are interlinked. These tasks require you to plan and create an educational instrument designed to educate community members about the impact of a non-modifiable predictor of ageing outcomes. Integrated into the design of the educational instrument will also be recommended strategies for improving outcomes for older people. You will write an accompanying essay about the educational instrument you chose to design, justifying your selection and the intended impact of the instrument.

Assessment Due Date Week 9 Friday (15-Sep-2017) 05:00 PM AEST
Return Date to Students Week 11 Friday (29-Sep-2017)
Weighting 50%
Assessment Criteria

Please refer to the following marking criteria for more detail on how grades will be assigned. Prior to submission we recommend you attempt to ‘mark yourself’ against the marking criteria. This ensures that you will be focussing on the same criteria your marker will focus on.

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 in terms of the direction of the paper. Appropriate and relevant to content. Provides clear sense of what follows in terms of the direction of the paper. Largely appropriate and relevant to content. Provides sense of what follows in terms of the direction of the paper. 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. Written in a clear and cohesive style. Very well presented. Minimal spelling and grammatical errors. 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 in text and bibliography. No errors. Accurate APA referencing in text and bibliography. One error. Accurate APA referencing in text and bibliography. Two errors. Accurate APA referencing in text and bibliography. Three errors. More than three errors.
Application of predictor of ageing outcomes 30%
Appropriate selection and application of predictor of healthy ageing used well to enhance discussion. Appropriate selection and application of predictor of healthy ageing used to enhance discussion. Appropriate selection and application of predictor of healthy ageing used. Appropriate selection and application of predictor of healthy ageing somewhat used. Appropriate selection and application of predictor of healthy ageing not provided.
Educational tool development 50%
Tool thoroughly and appropriately addresses the predictor. Tool appropriately addresses the predictor. Tool addresses the predictor. Tool somewhat addresses the predictor. Tool does not address the predictor.
Referencing Style American Psychological Association (APA)
Submission Online

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

1. Compare and contrast modifiable and non-modifiable predictive factors of healthy ageing.

2. Examine the utility of modifiable and non-modifiable predictive factors of healthy ageing.

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



3 Written Assessment

Assessment Title Written Assessment
Task Description

Assessments 3 – Health Promotion Plan

Type: Written assessment

Due date: Friday 6 October 2017 (end of week 12)

Weighting: 40%

Length: 2000 words ± 10% (excluding references)

Objectives and Outcomes

Translating empirical evidence into practice is integral to all the learning objectives of this unit. This assessment requires you to create a health promotion plan focussing on one or more modifiable predictors of ageing outcomes. You may like to also consider the influence of non-modifiable predictors, as these often influence or interact with modifiable predictors.

The Tasks

You are writing a health promotion plan designed to utilise your knowledge of modifiable predictors of healthy ageing. Complete the attached template along with an accompanying essay justifying the health promotion plan, using empirical evidence to support your arguments. Your health promotion plan should include at least two objectives. You may wish to consider your plans applicability to meet the needs of older Indigenous Australians, people from rural, remote and regional areas, and those from culturally and linguistically diverse backgrounds.

Assessment Due Date Week 12 Friday (06-Oct-2017) 05:00 PM AEST
Return Date to Students Exam Week Friday (20-Oct-2017)
Weighting 40%
Assessment Criteria

Please refer to the following marking criteria for more detail on how grades will be assigned. Prior to submission we recommend you attempt to ‘mark yourself’ against the marking criteria. This ensures that you will be focussing on the same criteria your marker will focus on.

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 in terms of the direction of the paper. Appropriate and relevant to content. Provides clear sense of what follows in terms of the direction of the paper. Largely appropriate and relevant to content. Provides sense of what follows in terms of the direction of the paper. 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. Written in a clear and cohesive style. Very well presented. Minimal spelling and grammatical errors. 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 in text and bibliography. No errors. Accurate APA referencing in text and bibliography. One error. Accurate APA referencing in text and bibliography. Two errors. Accurate APA referencing in text and bibliography. Three errors. More than three errors.
Application of predictor of ageing outcomes 30%
Appropriate selection and application of predictor of healthy ageing used well to enhance health promotion plan and discussion. Appropriate selection and application of predictor of healthy ageing used to enhance health promotion plan and discussion. Appropriate selection and application of predictor of healthy ageing used. Appropriate selection and application of predictor of healthy ageing somewhat used. Appropriate selection and application of predictor of healthy ageing not provided.
Health promotion plan 50%
Appropriate planning strategies to improve healthy ageing outcomes provided and used well. Appropriate planning strategies to improve healthy ageing outcomes provided and used. Appropriate planning strategies to improve healthy ageing outcomes provided and somewhat used. Appropriate planning strategies to improve healthy ageing outcomes provided and not used. Appropriate planning strategies to improve healthy ageing outcomes not provided and/or used.
Referencing Style American Psychological Association (APA)
Submission Online

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

3. Analyse the impact of non-modifiable predictors of healthy ageing on health policy, social attitudes, and the individual.

4. Construct an individual health promotion plan focussing on modifiable predictors of healthy ageing.

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




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