| Effective Term: | 2026/08 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Care of People with Chronic Conditions |
| Unit ID: | NURBN3106 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (NURBN2023 or NURBN2102) (NURBN2027 or NURBN2105) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (NURBN3033) |
| ASCED: | 060301 |
| Other Change: | |
| Brief description of the Unit |
This unit delves into the complexities of managing chronic conditions, emphasising their profound impact on individuals, groups, and communities in Australia. The unit equips nursing students with the knowledge, skills, and attitudes necessary to provide high-quality, evidence-based, and person-centred care for people living with chronic conditions from a strengths-based nursing perspective.
Students will critically evaluate the multifaceted impact of chronic conditions, exploring how these conditions affect not only the physical health of individuals, but also their psychological well-being, social interactions, and economic status. By understanding these broader impacts, students will appreciate the importance of a holistic approach to care that addresses the diverse needs of individuals, ensuring that care strategies and interventions are tailored to one’s needs.
The unit emphasises the identification and utilisation of an individual’s strengths and resources available to promote health and well-being. Additionally, the role of interprofessional teams is explored in depth, highlighting how collaboration among healthcare professionals and health care consumers enhances empowerment and outcomes. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Critically evaluate the bio-psycho-socio-cultural impact of chronic conditions on individuals, families, groups, and communities within the Australian context |
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| Skills: |
| S1. | Identify and assess chronic disease management resources, including community-based and interprofessional supports, that enhance health outcomes. |
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| S2. | Use therapeutic communication skills and strategies to clearly and effectively collaborate within interprofessional teams to support person-centred care through verbal, written, and digital means. |
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| Application of knowledge and skills: |
| A1. | Apply evidence-based strategies to plan and deliver holistic nursing care for people with chronic conditions across diverse settings. |
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| Unit Content: |
The content development of this unit has been guided by the following key standards and requirements:
- NMBA Nursing and Midwifery Board of Australia (Registered nurse standards for practice, Midwife standards for practice, Code of conduct, and ICN Code of ethics for nurses)
- NSQHS National Safety and Quality Health Service Standards
- National Safety and Quality Primary and Community
- ACQS Aged Care Quality Standards
- National Health Priority Areas
Content may include:
- Chronic condition models of care
- Chronic conditions across the lifespan
- Lived experience, social isolation, financial impacts, family, carers, siblings, workplace
- Stigma/ language
- Strengths based nursing approaches to support cognition, emotion, behaviour
- Motivational interviewing, stages of behaviour change, self-management plans, goal setting.
- Empathy
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | N/A - Not Applicable | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, S1, S2 | Individual critical analysis of a current Australian health care strategy for people with chronic illness within a diverse multicultural population | Asynchronous Oral presentation | 40-60% | | 2. | S1, S2, A1 | Self-management plan for a person with a chronic illness | Written Assessment | 40-60% | | 3. | K1, S1, S2, A1 | Attendance at Active Learning Sessions | 80% Attendance at Active Learning Sessions | S/U Hurdle | | 4. | K1, S1, S2, A1 | 100% Attendance/attempt at assessments 1 and 2 | 100% Attendance/attempt at assessments 1 and 2 | S/U Hurdle |
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