Unit rationale, description and aim

The Registered Nurse plays a central role in the provision of health care for people who experience health alterations which result in progressive decline in health and ultimately death. Health alterations occur across a range of settings and it is a requirement that the nurse is able to provide care for people experiencing these alterations. This unit is required by students to assist their ongoing development of theoretical knowledge underpinning palliative care for the person, family and significant others who are experiencing a life limiting illness. 

This unit will enable students to develop the knowledge and skills required to enable provision of quality, holistic, evidence based nursing care of the person and family with a life limiting illness. Key principles that underpin best practice will be demonstrated by the use of evidence-based case studies. The nurse’s role in the provision of palliative care will be explored across a variety of settings and patient journeys within a context interprofessional care. The content contained within this unit is instrumental in informing nursing students’ future clinical practice across a variety of settings. 

The aim of this unit is to support students to develop an understanding of an evidence based palliative care within a range of care settings, the trajectory of the illness and the lifespan of the person.

2025 10

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  • Semester 2Multi-mode
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  • Semester 2Multi-mode
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  • Semester 2Multi-mode

Prerequisites

NRSG265 Principles of Nursing: Medical

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.

Articulate advanced understanding of developmental...

Learning Outcome 01

Articulate advanced understanding of developmental, lifespan, social, spiritual and cultural factors that impact on the quality of life for people receiving palliative care
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC7, GC8, GC9, GC10, GC11, GC12

Critically apply the models of nursing across the ...

Learning Outcome 02

Critically apply the models of nursing across the lifespan, to the principles of a palliative care
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11, GC12

Implement critical thinking and clinical reasoning...

Learning Outcome 03

Implement critical thinking and clinical reasoning through the utilization of advanced knowledge of pathophysiology across a range of settings, to plan safe, evidence-based, culturally sensitive, person-centred palliative care;
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Critically reflect on the lived experiences of the...

Learning Outcome 04

Critically reflect on the lived experiences of the dying, their families and communities
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC7, GC8, GC9, GC10, GC11, GC12

Critically evaluate the quality use of medicines, ...

Learning Outcome 05

Critically evaluate the quality use of medicines, non-pharmacological therapeutic interventions and complementary therapies in the palliative context
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11, GC12

Critically apply legal and ethical principles rela...

Learning Outcome 06

Critically apply legal and ethical principles related to the palliation experience
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11, GC12

Content

Topics will include:

  • Principles of a palliative approach
  • Philosophy and definition of palliation
  • National Palliative Care Standards
  • Community perceptions about death, dying and bereavement in contemporary society across cultures
  • Values and beliefs about death and dying and impact on care interactions
  • Dying trajectories and impact of differing diagnosis e.g., cancer; chronic disease
  • Promoting dignity in care relations
  • Role of the family in palliative approaches
  • Role of the nurse and interprofessional team in a variety of settings
  • Caring for self and others including the impact of personal stressors; the experience of loss and grief and bereavement care
  • Communication in a palliative approach
  • Skills of effective communication
  • Respect for the diverse human and clinical responses of each person and their family
  • End of life discussions and issues including advanced care planning, organ donation and the role of family conferences
  • Role of culture and the impact on the interpersonal relationships between the person, family and nurse
  • Principles for practice
  • Concept of promoting comfort and alleviating suffering
  • Assessment and evidence-based management of common symptoms
  • Treatment options
  • Pharmacology
  • Complementary therapies
  • Supportive interventions (spiritual, social, psychological)
  • Person centredness in caring
  • Role of interprofessional team and sectorial partnerships
  • Applying the clinical reasoning cycle in palliative practice

Optimising function in a person with a life limiting illness

  • Identification of needs
  • Concept of promoting independence across the dying trajectory
  • Role of rehabilitation
  • Interventions (physical, psychological and social) to promote function

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.

Third year students continue their transition towards independent learning. In this unit, there are two 50% assessment items, therefore the importance of each item is higher in terms of achievement of unit learning outcomes and graduate attributes. The professional development resource is aimed at new graduate level nurses working in a palliative care setting. Using palliative care content, the students adopt the level of expectation and knowledge of the new graduate in considering their practice. The written critique requires students to demonstrate an understanding of how theory translates into care and how evidence underpins best practice. Skills necessary for graduate practice include critically appraising and synthesising evidence to drive best practice. An understanding of graduate knowledge and expectations will assist with the transition for student to graduate practitioner. 

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. 

Overview of assessments

Professional Development Resource Enables stude...

Professional Development Resource

Enables students to demonstrate their understanding of the palliative approach and the promotion of best practice in the clinical area. 

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO5, LO6

Written Critique (2,000 words) This assessment e...

Written Critique (2,000 words)

This assessment enables students to articulate an understanding of how theory translates into care and how evidence underpins best practice within the palliative approach. 

Weighting

50%

Learning Outcomes LO1, LO4, LO6

Learning and teaching strategy and rationale

Modes of delivery 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. These strategies 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 exiting university need significant life-long learning skills to deliver sound, ongoing, evidence-based graduate practice as a member of the professional workforce. To embed life-long learning skills students must demonstrate increasing reflective capacity to identify what is being done well and what requires additional work in progressing toward required learning outcomes. Located in the third year of the programme, this theory unit includes some face-to-face teaching hours and an increased online component of learning. Online lectures are utilised to convey content and 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 to extend the community of learners, and increase their self-reliance, critical reflection and debate. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to  independent study and life-long learning.

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, LO3, LO4, LO6

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO6

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO6

  • 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, LO3, LO4, LO6

  • 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, LO3, LO4, LO6

  • Relating toUses ethical frameworks when making decisions

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO6

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO6

  • Relating toContributes to quality improvement and relevant research.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO6

  • Relating toEngages in therapeutic and professional relationships

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO3, LO4

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

    Relevant Learning OutcomeLO3, LO4

  • 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 OutcomeLO3, LO4

  • 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, LO4, LO5, LO6

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

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

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

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

  • 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, LO4, LO5, LO6

  • Relating toAssesses the resources available to inform planning.

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

  • Relating toDevelops a plan for nursing practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO6

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO6

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO6

  • Relating toProvides safe, appropriate and responsive quality nursing practice

    Relevant Learning OutcomeLO2, 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 OutcomeLO2, LO3, LO4, LO5, LO6

  • Relating toEvaluates outcomes to inform nursing practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toRevises the plan based on the evaluation, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toDetermines, documents and communicates further priorities, goals and outcomes with the relevant persons.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

Representative texts and references

Representative texts and references

Australian Government Department of Health. (2021). Advance Care Directive. https://www.health.gov.au/health-topics/palliative-care/planning-your-palliative-care/advance-care-directive

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

Larkin, P. (2015). Compassion: The essence of palliative and end-of-life care. Oxford University Press.

Levett-Jones, T. (2017). Clinical Reasoning: Learning to think like a nurse. Pearson.

Macauley, R. C. (2018). Ethics in palliative care: A complete guide. Oxford University Press.

Matzo, M., & Sherman, D. W. (Eds.). (2018). Palliative care nursing: Quality care to the end of life (5th ed.). Retrieved from https://ebookcentral.proquest.com Wittenberg, E. (2016). Textbook of palliative care communication. Oxford University Press.

Palliative Care Australia. (2018). National Palliative Care Standards (5th ed.). https://palliativecare.org.au/wp-content/uploads/dlm_uploads/2018/11/PalliativeCare-National-Standards-2018_Nov-web.pdf

Palliative Care Curriculum for Undergraduates (PCC4U). (2020). For Learners. https://pcc4u.org.au/learning/

Wittenberg, E. (2016). Textbook of palliative care communication. Oxford University Press. 

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