Unit rationale, description and aim

Registered nurses play a central role in the provision of health care for people who experience health alterations. They are also involved in caring for those aspects of care required through healthy ageing. Health alterations occur across a range of settings and it is a requirement that the nurse is able to provide care for older people experiencing these alterations. This unit is required by students to assist their ongoing development of theoretical knowledge underpinning the many facets of person centred gerontological nursing care required by the older person, including aspects of care which are required as a result of normal ageing.

This unit will focus on the importance of promoting quality of life, independence, maintaining choice and dignity for older people as they live with age-related changes, risk factors, sociocultural issues and functional consequences that may occur with ageing. Key principles that underpin best practice will be demonstrated by the use of evidence-based case studies. The roles of the registered nurse across a variety of settings, and within the context of interprofessional care, will be explored. The theoretical knowledge gained in this unit will inform nursing students' future clinical practice across a variety of settings.

This aim of this unit is to support students to develop knowledge and skills for the provision of person-centred, evidence-based nursing care of the older person.

2025 10

Campus offering

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  • Semester 2Multi-mode
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  • Semester 2Multi-mode
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  • Semester 1Multi-mode
  • Semester 2Multi-mode
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  • Semester 2Multi-mode
  • Term Mode
  • Semester 2Multi-mode
  • Term Mode
  • Semester 2Multi-mode

Prerequisites

Nil

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Explain how biopsychosocial, spiritual and cultura...

Learning Outcome 01

Explain how biopsychosocial, spiritual and cultural factors impact upon an individual’s experience of ageing
Relevant Graduate Capabilities: GC1, GC2, GC5, GC6, GC7, GC8, GC9, GC11, GC12

Demonstrate advanced knowledge of pathophysiology ...

Learning Outcome 02

Demonstrate advanced knowledge of pathophysiology related to the ageing process
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9, GC11, GC12

Critically apply the models of nursing to the cont...

Learning Outcome 03

Critically apply the models of nursing to the context of ageing
Relevant Graduate Capabilities: GC1, GC2, GC6, GC7, GC8, GC9, GC11, GC12

Critically analyse the concept of healthy ageing a...

Learning Outcome 04

Critically analyse the concept of healthy ageing and its promotion at an individual and community level
Relevant Graduate Capabilities: GC1, GC2, GC4, GC6, GC7, GC8, GC9, GC11, GC12

Implement critical thinking and clinical reasoning...

Learning Outcome 05

Implement critical thinking and clinical reasoning across a range of settings, to plan safe, evidence-based, culturally sensitive, person-centred nursing care for the older adult
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Critically apply legal and ethical principles rela...

Learning Outcome 06

Critically apply legal and ethical principles related to care of the older adult
Relevant Graduate Capabilities: GC1, GC2, GC7, GC9, GC11, GC12

Content

Topics will include:

Older people, families, communities and healthy ageing

  • Demographic profile of the Australian older population
  • Impact of multiculturalism on health care needs of older Australians, including Aboriginal and Torres Strait Islander(A&TSI) and Culturally and Linguistically Diverse (CALD) older people.
  • Impact of demographics on older adults, their family, community and health care
  • General health status of older people;
  • Common health issues for older Australian people, including Australian and Torres Strait Islander (A&TSI) and Culturally and Linguistically Diverse (CALD) older people;
  • Australian National Health Priorities and their implications for nursing care for older people
  • Healthy ageing
  • Definition
  • Strategies 
  • Theoretical approaches to ageing
  • Biological and physiological ageing
  • Biological theories (e.g., genetic, wear-and-tear, immunity, cross-linkage, free radicals)
  • Normal age-related physiological changes and their consequences
  • Ageing changes in specific organ systems and their consequences (e.g. cardiovascular, respiratory, ENT, endocrine, gastrointestinal, genital/sexual, renal, musculoskeletal, dermatological, and neurological)
  • Dementia
  • Psychological aspects of ageing
  • Psychological theories (e.g. theory of personhood, life course and personality development, gerotranscendence)
  • Risk factors that impact on psychosocial well-being
  • Social and spiritual aspects of ageing
  • Sociological theories and the experience of ageing (e.g., health inequalities, disengagement, activity, person-environment fit)
  • Ageism, stereotypes and myths of ageing
  • Social determinants, such as gender and social class
  • Spiritual theories (e.g., innovation, spiritual needs, multi-paradigm model)
  • Spiritual growth and identity
  • Spiritual well-being and activities

Person-centred nursing care for older people

  • Holistic nursing assessment of the older adult (informed by the models of nursing)
  • Use of assessment tools/instruments
  • Prioritising care
  • Choice and dignity for older person
  • Overview of continuum of care services for older adults
  • Community care services including a range of government funded services
  • Models of care coordination (i.e. chronic care models, and case management services)
  • Respite services
  • Acute and subacute care services
  • Residential aged care facilities
  • Working within an interprofessional team
  • Nurses’ roles
  • Evidence-based care
  • Palliative approach in aged care
  • Health practitioners’ attitudes toward care of the older person 
  • Factors which can influence activities of living for older people and families
  • Mobility/balance issues
  • Cognitive impairment
  • Continence issues
  • Independent self-care issues
  • Nutrition/hydration issues
  • Sensory deficits
  • Sexuality in older age
  • Social isolation

Quality use of medicines

  • Pharmacological issues
  • National Medicines Policy - Quality Use of Medicines
  • Polypharmacy
  • Evidence-based nursing strategies to promote medication safety

Nursing strategies to promote health and quality of life for older adults and their families, within a legal and ethical framework

  • Quality of life
  • Loss and grief
  • Care-giver burden
  • Promoting carer wellness
  • Needs of family and carers
  • Legal and ethical issues across a continuum of care settings
  • Autonomy and rights
  • Advance care planning
  • Advance care directives
  • Facilitating decisions about care
  • Transition to residential care
  • Elder abuse and neglect

Assessment strategy and rationale

A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes. To pass this unit, students must demonstrate achievement of every unit learning outcome and achieve a cumulative grade of 50% or greater in the unit.

This unit requires three assessment items (one with a low weighting and two significant higher weighted items).

  • The written assignment will engage students with the application of theory into practice and how this needs to be flexible to meet the needs of the person requiring health care assistance.
  • The oral presentation is designed to facilitate an understanding around healthy ageing and a consumer’s perspective. Students will provide an individual submission for this assessment.
  • The examination will ensure a sound knowledge base to address content questions and a synthesis of this knowledge to demonstrate its application in practice. 

These assessments are required to build student knowledge and skills which, by the conclusion of this programme, will enable the student to graduate as a safe and effective nurse.

Offshore intensive assessment of this unit will be transparently equitable with on campus mode offerings as endorsed by the relevant Course Implementation Committee.

Overview of assessments

Assessment Task 1 - Oral Presentation This asse...

Assessment Task 1 - Oral Presentation

This assessment enables students to demonstrate an understanding and application of theory to gerontological nursing practice.

Weighting

20%

Learning Outcomes LO1, LO3, LO5, LO6

Assessment Task 2 - Written Assignment Enables...

Assessment Task 2 - Written Assignment

Enables the student to articulate understanding healthy ageing.

Weighting

40%

Learning Outcomes LO2, LO3, LO4, LO5

Assessment Task 3 - Written Examination Enable...

Assessment Task 3 - Written Examination

Enables students to demonstrate a sound knowledge of gerontological nursing and application of theory in practice.  

Weighting

40%

Learning Outcomes LO1, LO2, LO3, LO4, LO5, LO6

Learning and teaching strategy and rationale

Learning and teaching methods in this unit include lectures, tutorials, online activities and self-directed study. Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. This strategy will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers.

Students at university need to operate effectively as self-sufficient learners who drive their own learning and access the learning supports they require. To guide students in their learning, feedback is required to identify what is being done well, what requires additional work and to identify progress toward required learning outcomes. Located in the second year of the programme, this theory unit includes moderate face-to-face teaching hours and an increasing online component of learning to build life-long learning skills. Online recorded Lectures are utilised to convey content and its central principles while tutorials provide an opportunity to consolidate students’ understanding of content through collaboration and discussion. Tutorials deliver interactive and student driven learning sessions which require an increasing reliance on students to extend their community of learners and increase self-reliance. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to independent study and life-long learning.

An optional formative online quiz for this unit will be made available to students in week 4 of semester. This quiz will provide students with feedback on their progress and guide their unit learning. The formative quiz does not contribute to the student’s grade and follows the same format as the online quizzes used in first year. First year quizzes were summative and did contribute to the unit grade; second year quizzes are predominantly formative and will not contribute to the final unit grade – they are designed to assist students in reinforcing good study patterns which will assist them in their transition toward independent study and life-long learning.

This unit may be offered on or off campus in intensive mode for sponsored / special cohorts, with the learning and teaching strategies being equitable with on campus mode offerings as endorsed by the Discipline Curriculum Implementation Committee. 

Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice

In connection to the learning outcomes, these are the national Registered nurse standards for practice for all RNs. Together with NMBA standards, codes and guidelines, these Registered nurse standards for practice should be evident in current practice, and inform the development of the scopes of practice and aspirations of RNs.

  • Relating toThinks critically and analyses nursing practice

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toAccesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toDevelops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toRespects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toComplies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toUses ethical frameworks when making decisions

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toMaintains accurate, comprehensive and timely documentation of assessments, planning, decision-making, actions and evaluations, and

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toContributes to quality improvement and relevant research.

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toEngages in therapeutic and professional relationships

    Relevant Learning OutcomeLO4, LO5

  • Relating toEstablishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships

    Relevant Learning OutcomeLO4, LO5

  • Relating toCommunicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights

    Relevant Learning OutcomeLO4, LO5

  • Relating toRecognises that people are the experts in the experience of their life

    Relevant Learning OutcomeLO4, LO5

  • Relating toProvides support and directs people to resources to optimise health-related decisions

    Relevant Learning OutcomeLO4, LO5

  • Relating toAdvocates on behalf of people in a manner that respects the person’s autonomy and legal capacity

    Relevant Learning OutcomeLO4, LO5

  • Relating toUses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes

    Relevant Learning OutcomeLO4, LO5

  • Relating toActively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centred care

    Relevant Learning OutcomeLO4, LO5

  • Relating toParticipates in and/or leads collaborative practice, and

    Relevant Learning OutcomeLO4, LO5

  • Relating toMaintains the capability for practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toConsiders and responds in a timely manner to the health and wellbeing of self and others in relation to the capability for practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toProvides the information and education required to enhance people’s control over health

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toUses a lifelong learning approach for continuing professional development of self and others

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toAccepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toIdentifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toComprehensively conducts assessments

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

  • Relating toConducts assessments that are holistic as well as culturally appropriate

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

  • Relating toUses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

  • Relating toWorks in partnership to determine factors that affect, or potentially affect, the health and wellbeing of people and populations to determine priorities for action and/ or for referral, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

  • Relating toAssesses the resources available to inform planning.

    Relevant Learning OutcomeLO1, LO2, LO3, LO5

  • Relating toDevelops a plan for nursing practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toUses assessment data and best available evidence to develop a plan

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toCollaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toDocuments, evaluates and modifies plans accordingly to facilitate the agreed outcomes

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toPlans and negotiates how practice will be evaluated and the time frame of engagement, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toProvides safe, appropriate and responsive quality nursing practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toProvides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toPractises within their scope of practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toAppropriately delegates aspects of practice to enrolled nurses and others, according to enrolled nurse’s scope of practice or others’ clinical or non-clinical roles

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toProvides effective timely direction and supervision to ensure that delegated practice is safe and correct

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toPractises in accordance with relevant policies, guidelines, standards, regulations and legislation, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toUses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toEvaluates outcomes to inform nursing practice

    Relevant Learning OutcomeLO1, LO4, LO5

  • Relating toEvaluates and monitors progress towards the expected goals and outcomes

    Relevant Learning OutcomeLO1, LO4, LO5

  • Relating toRevises the plan based on the evaluation, and

    Relevant Learning OutcomeLO1, LO4, LO5

Representative texts and references

Representative texts and references

Brown, D., Edwards, H., Buckley, S., Aitken, R. (2023). Lewis’s medical-surgical nursing. Assessment and management of clinical problems (6th. Ed). Elsevier.

Bullock, S. & Hales, M. (2019). Principles of pathophysiology (2nd ed.). Pearson.

Bullock, S., & Manias, E. (2022). Fundamentals of pharmacology. (9th ed.). Pearson. 

Forbes, H., & Watt, E. (2020). Jarvis’s physical examination and health assessment (3rd ed.). Elsevier

Holland, K., Jenkins, J., Solomon, J., & Whittam, S. (2019). Applying the Roper-Logan-Tierney Model in practice-E-Book. Elsevier. 

Johnson, A., & Chang, A. (2017). Caring for older people in Australia: Principles for nursing practice. (2nd.ed). Wiley.

Levett-Jones, T. (2022). Clinical Reasoning: Learning to think like a nurse (3rd ed.). Pearson.

Vafeas, C., Slatyer, S. (2021). Gerontological Nursing: A holistic approach to the care of older people . Elsevier.

Tiziani, A. P. (2021). Havard’s nursing guide to drugs (11th ed.). Elsevier.

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