HLSC241 Unit Outline

8/6/2019 HLSC241 Unit Outline

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FACULTY OF HEALTH SCIENCES

School of Nursing and Midwifery

Melbourne

SEMESTER ONE, 2011

HLSC 241: Spirituality in Health Care

UNIT OUTLINE

CREDIT POINTS:10

PREREQUISITES / CORE REQUISITES / INCOMPATIBLES: NIL

LECTURER-IN-CHARGE: Jo Grainger

Office Location: 3.102

Email: [email protected]

Telephone: 03 9953 3362

DESCRIPTION:

This unit explores spirituality from multiple views including Eastern, Western, Indigenous, Christian and

secular perspectives. Students will examine spirituality in the contexts of health care for the human person

in states of health and illness. The role of the health professional is examined using own life experiencesand self-reflection to articulate a personal meaning of spirituality. Spiritual needs, spiritual distress, spiritual

practices and the role of the health professional are addressed.


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MODE AND DURATION:

Mode/Attendance Pattern: Mixed mode.

The unit content is comprised of five Themes. Each Theme is introduced by a resource session (face-to-

face or pre-recorded), and has a related tutorial to attend and an eModule on Blackboard to complete.

Resource Sessions: Fortnightly from week 1 for one hour. There will be a photo-story lecture online in

week one to introduce students to the unit. There will be only one face-to-face resource session in week 9

in the lecture theatre. The other four resource sessions (weeks 1, 3, 5, and 7) have been pre-recorded and

are available on Blackboard.

Tutorials: Weekly from week 1 for two hours in face-to-face mode.

eModules on Blackboard: There are four eModules online for you to complete, which should take

approximately 2hours per week.

Duration: There are 5 Themes over the 10 week semester. Each of the 5 Themes in this unit includes

one face-to-face lecture and four pre-recorded resource sessions, eModules on Blackboard, and tutorials.

You should anticipate undertaking 150 hours of study for this unit, including resource sessions, tutorial

attendance, eModules, readings, and assessment preparation.

Unit Outline Resources:

The University provides a range of information and support for your studies. The Unit Outline Resources

web page (http://www.acu.edu.au/241467) links to all relevant Policies, Resources and Support. See the

end of this document for more information.

LEARNING OUTCOMES:

On successful completion of this unit you will be able to:

1. investigate various concepts of spirituality from diverse perspectives; (ACU Graduate Attributes:

4, 5)

2. explore individual beliefs, values and spirituality in human life situations encountered within the

health care contexts; (ACU Graduate Attribute: 1, 4)


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You can view the ACU Graduate Attributes for all courses by following the link to Graduate Attributes

(http://www.acu.edu.au/204356). All Australian universities have their expected Graduate Attributes

ACUs Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility

than those of many other universities. All of your units will develop some attributes.

Your course Bachelor of Nursing, Bachelor of Nursing/Paramedicine or Bachelor of Midwifery is a

professional program that requires development of particular attributes for accreditation purposes. These

are also included in the Learning Outcomes.

On successful completion of this unit, students will have developed their ability to

GA1 demonstrate respect for the dignity of each individual and for human diversity

GA2 recognise their responsibility to the common good, the environment and society

GA3 apply ethical perspectives in informed decision making

GA4 think critically and reflectively

GA5 demonstrates values, knowledge, skills and attitudes appropriate to the discipline and/or profession

CONTENT:

The learning journey to professional practice

- self reflection

- meaning making

- mind-body connection

- conceptual understandings of spirituality- religious and spiritual visions

- Eastern

- Western

- Indigenous

- Christian

- secular;

Knowledge and inquiry

- reflection

- search for meaning

- meditation

- prayer

Governance of practice

- self-awareness

- spiritual needs assessment

- pastoral care

- counselling

Health illness perspectives

the human person in health

- values, beliefs and spirituality

- personal spirituality

- vision of life, its meaning and purpose

- spiritual vision- love

- hope

the human person in illness

- spiritual needs


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SCHEDULE:

Lecture

Week

Week

Com-

mencing

Resource Session (1 hour per fortnight:

face-to-face or pre-recorded on

Blackboard)

eModule on Blackboard (2 hours per

week)

Tutorial

(2 hours per fortnight)

1 21 Feb

2011

Theme 1: Spirituality: what it is, what it isnt

[Pre-recorded resource session on Blackboard

Dr Patrick Oliver, Brisbane]

Definitions; spirituality and religion; mind-body-

spirit connection; ecology; search for meaning;

reflection; self-awareness; dignity of human

person.

eModule Theme 1 on Blackboard

Coming together as a group; unit outline

discussion; selection and clarification of

seminar topics, presentations, and

marking criteria. [Please bring

Reflective Learning Journals to class

each week]

2 28 Feb

2011

Theme 1 continues. NO RESOURCE

SESSION

eModule Theme 1 on Blackboard continues

Reflective Learning and Writing.

3 7 Mar

2011

Theme 2: The human person in health

[Pre-recorded resource session on Blackboard

Assoc. Prof. Patrick McArdle, Canberra]

Human person in relationship; family values;

spirituality in Australian culture; meaning and

purpose of life; meaning and hope in suffering;love and forgiveness; resilience.


Seminar Question 1 What does it

mean to be in right relationship with

self, family, and community (Wright &

Sayre-Adams, 2000, p.1)?

4 14 Mar

2011


SESSION


Seminar Question 2 What does it

mean to be in right relationship with

ones God/the Life Force or whatevergives that person a connection to a

greater and meaningful context

(Barnum, 2003, p. 1; Wright & Sayer-

Adams, 2000, p. 1)

M Th 3 Th h i ill S i Q i Wh d i


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eModule Theme 3 on Blackboard continues culture/religious background who is

suffering and in fear or pain?

7 4 Apr

2011

Theme 4: Practice applications

[Pre-recorded resource session on Blackboard Dr Patrick Oliver, Brisbane]

Exploring spiritual needs; spiritual care; barriers to

spiritual care; overcoming barriers to spiritual

care; confidentiality/documentation/referral

process; pastoral care; lifespan approach.


Seminar Question 5 What skills,

knowledge and personal qualities must

health professionals possessthemselves in order to both assess and

respond to persons in spiritual need?

8 11 Apr

2011


SESSION


Seminar Question 6 What are some

strategies/interventions that a health

professional could use to help a client

with spiritual needs when they are

separated from their family, home and

community through their hospitalisation?

9 18 Apr

2011

Theme 5: Personal and professional

dimensions of spiritual journey

[Face-to-face session in Central Hall Lecture

Theatre Jo Grainger

Mission statements of health care facility (faith-

based/secular); philosophy of nursing/midwifery;

enacting mission statements; quality health care;ethical health care; ethical standards; ethics in

spiritual care; respecting dignity of human person;

reverencing, witnessing, humour, joy and

celebration.


Seminar Question 7 How is a hospital

or other health agency mission

statement meant to be reflected in their

everyday operations?

25 Apr2011 AVCC Week Mid-Semester Break

10 2 May

2011


SESSION


Seminar Question 8 What are the

ethical issues in the health professional-

client relationship that impact on the

health professional assisting a patient


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ASSESSMENT PROCEDURES:

Overview of assessments:

Brief Description of

Assessment Tasks

Due Date Weighting

(%)

Length/

Wordage

Learning

Outcome/s

Assessed

Graduate

Attributes

Assessed

Assessment Task One

Student Seminar Weeks 3 to 9 30% 35 mins max.,

30 mins min.

1, 2, 4, 5 1, 2, 3, 4, 5

Assessment Task Two

Part A: Reflective

Learning and Writing

Proformas x 1

(selected fromeModules/Themes 1 or

2)

Week 5: 12 m.d.,

Friday 25 March

2011

15% 800 words

approx.

1, 2, 3, 4, 5 1, 2, 3, 4, 5

Part B: Reflective

Learning and Writing

Proformas x 3 (one

Proforma selected from

each of eModules/

Themes 3, 4, & 5)

Week 10: 12

m.d., Friday 6

May 2011

55% 2,400 words

in total for all

three

Proformas

1, 2, 3, 4, 5 1, 2, 3, 4, 5

Students have the option of completing and submitting EITHER Assessment Task Two Part B above OR

Assessment Task Two Part C below -

Part C: Case Study

Essay

Week 10: 12

m.d., Friday 6May 2011

55% 2,000 words 1, 2, 3, 4, 5 1, 2, 3, 4, 5

In order to have an opportunity to successfully complete this unit, students are required to complete and

b i ll k A k f 50% i i d h i


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Assessment Task 1: Student Seminar

Due Date: When programmed in tutorial class between weeks 3 and 10.

Weighting: 30%

Duration: 35 minutes max., 30 minutes min.

Students will work equally and collaboratively in groups of 3 or 4 (max.) to prepare and present a Student

Seminar selected from the list of Seminar Questions in the Student Seminar column in the Schedule on

previous pages.

Working in groups in a classroom setting provides a useful experience, and supports preparation for

professional practice which is reliant upon teamwork. For successful group work, it is important that

students formulate processes that work effectively for their group. At the outset, groups may want to set

group guidelines, elect a leader [or opt to work in a consensus model], agree to the number and frequencyof meetings, identify the means by which interactions will occur, and clarify individual responsibilities for the

tasks to be completed.

To help students document the processes and tasks completed, a Planning and Participation Sheet

(available on Blackboard and at the back of the unit outline) is to be signed by each student in the group,

indicating the comparative input by each student into the preparation for the Seminar. If students indicate

that comparative input was unequal, the weighting students approve by signature on the Planning and

Participation Sheet will be used to allocate marks for individual students contributions to the Student

Seminar.

Students must notify their tutorial Facilitator in a timely manner and provide substantiating documentation of

any problems in relation to group work.

The Seminar should provide opportunities for

stimulating discussion among the student group and facilitator, and using creative and innovativeapproaches to do this e.g., role playing, group work, use of movie excerpts, music, etc.

emphasis on interaction, raising challenging issues, asking questions, and sharing reflections,

rather than on presenting a formal, didactic seminar.

There should be an introduction, body and summary component of the Seminar.

Presentation media (e.g., PowerPoint, OHTs) are not required generally, however, students can use

these media if they wish to list issues/questions, etc., in order to facilitate group interaction.

If presentation media are used, each slide/OHT must show the relevant citation(s).

Before the Seminar presentation, the following should be handed to the Facilitator and Students


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Assessment Task 2:

Part A - Reflective Learning and Writing Proforma x 1 from Themes 1 or 2

Due Date: Week 5: 12 m.d, Friday 25 March 2011.

Weighting: 15%Wordage: 800 words approx.

This is an individual assessment task and no collaboration between students is permitted.

The aim of this submission is to provide early, helpful feedback and assistance to students on their

reflective learning and writing prior to the second submission, which is more heavily weighted.

Please ensure reflections (rather than descriptions) are provided. For example, descriptions of a days

activities are usually written into a diary, whereas reflective writing would require the person to reflectupon the meaning of the days events and the feelings and insights experienced by the person during

the day and in the evening when reflecting retrospectively. Therefore in this unit, you are asked to

reflect upon the meaning of the eModule content and the feelings and insights experienced as well as

the exploration you have done to further your knowledge and learning. You then write these feelings

and insights into the appropriate sections of the proformas provided in the eModules on Blackboard.

There is assistance in understanding what is required in reflective writing on Blackboard in the Learning

Resources folder and in your first Blackboard module, as well as in the following articles available onBlackboard

- Day, A.L. (2001). The journal as a guide for the healing journey. Holistic Nursing Care,

36(1), 131-142.

- Kessler, P.D., & Lund, C.H. (2004). Reflective journaling: Developing an online journal

for distance education. Nurse Educator, 29(1), 20-24.

You are also invited to access information about reflection and reflective writing from the following web

sites http://www.monash.edu.au/lls/llonline/writing/medicine/reflective/index.xml

http://www.lc.unsw.edu.au/onlib/reflect.html

Students should bring their Reflective Learning & Writing Proformas or notebooks to each

lecture/seminar as there may be opportunities for reflective writing during and at the end of each class.

Students are advised to complete Reflective Learning & Writing Proformas for all five eModules, whilst

one completed proforma from eModules 1 or 2 need to be submitted for Assessment Task 2.


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Part B - Reflective Learning and Writing Proformas x 3, one from each of eModules/Themes 3, 4,

and 5

[Please note students can choose to complete and submit EITHER Part B or Part C]

Due Date: Week 10: 12 m.d, Friday 6 May 2011.Weighting: 55%

Wordage: 800 words approximately for each Proforma = 2,400 words total.

This is an individual assessment task and no collaboration between students is permitted.

All of the information provided in Part A above applies in Part B of this assessment task, except for the

following which is specific to Part B only

Students are advised to complete Reflective Learning & Writing Proformas for all fiveeModules/Themes, whilst three completed proformas from eModules 3, 4, and 5 need to be

submitted for Assessment Task 2 Part B. Please note that the three questions must be selected

from each of the eModules/Themes. $!%

Students are asked to use a minimum of 3 literature items(other than those provided in Blackboard) to

expand/deepen reflections in eachsubmitted Reflective Learning & Writing Proforma for this

assessment task.

Part C Case Study Essay

[Please note students can choose to complete and submit EITHER Part B or Part C]

Due Date: Week 10: 12 m.d, Friday 6 May 2011.

Weighting: 55%

Wordage: 2,000 words

Case Study

This is a story of the suffering of Bella, aged 30, who is experiencing the serious illness, amyotrophic lateral

sclerosis. She has been married to a very supportive husband for seven years and was expecting to start a

family when the diagnosis was made.

I have suffered so many losses. In the 6 months since my diagnosis, my legs and lefthand and arm are paralysed and my right hand is deteriorating. My capability of speechis gone and I am having trouble swallowing. I depend on everyone to do almosteverything for me. But this is just the summary of the physical list. What I have really lostisme! It is like everything I love is being moved out of my reach. Yet, I am still here inthe presence of my life, but unable to participate. [Adapted from Wright, 2005, p. 40]1.


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use content from this unit as well as academic literature when writing this essay, and include relevantreflections from your own personal and/or professional experiences.

OTHER UNIT INFORMATION:

It is your responsibility as a student to ensure that you have the prerequisites or co-requisites for a

particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any

unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your

Course Coordinator.

You should also become very familiar with the Student Tutorials in the Learning Management System,

since almost all ACU units now utilise eLearning (http://www.acu.edu.au/150935)

Submission of Assessment Tasks will be to the LIC via the assignment boxes in the Nursing

Laboratories on or before the due date. At the students own risk, assessment tasks may be mailed, post

marked on or before the due date and time, and addressed to the LIC. Please provide an Assignment

Cover Sheet with a signed and dated Declaration of Originality with each assessment submission.

Assessments without a signed declaration will not be accepted for marking. Students must photocopy ALL

assessment tasks and forms prior to submission for their records. Before submission, please check each

assessment task against the marking criteria sheet at the back of this unit outline. Where possible, marked

assessments will be returned to students in class during semester.

Referencing APA style format is required for all assessments (please see

http://www.acu.edu.au/Library/help/referencing/or the ACU Study Guide for guidelines).

Attendance at all lectures and tutorials is expected. Students who attend less than 80% of tutorials are

required to provide evidence to the Lecturer in Charge/Tutorial Facilitator that they have completed learning

activities equivalent to those provided in the tutorial. A weekly attendance record will be kept. For studentswho attend less than 80% of tutorials, examples of evidence they may be asked to provide of their

completed learning activities include writing a 500 word assignment (fully researched and referenced) OR

presenting the missed Student Seminar(s) orally to their Facilitator for each Tutorial Question missed. That

is, students who miss more than two tutorials (i.e., attended less than 8 out of 10 weekly tutorials or 4 out of

5 fortnightly tutorials) will be required to provide evidence of completion of the topics/questions of the

tutorials they missed. Failure to provide this evidence may result in a Fail grade for this unit.

Students will need to access eLearning on Blackboard on a weekly basis to be able to complete the unit

requirements. Please make sure you check your student email account as well as your email in

Blackboard on a regular basis, at least weekly. Also, there will be regular Announcements to you and other

students in Blackboard so please check these regularly. If you do not have access to a computer at

home please make sure you use the computers in the computer laboratories at ACU


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ALLOCATING FINAL RESULT GRADES:

Final ResultGrade

GradingCode

RangeGuide(%)

NumericalEquivalent

Descriptor

High Distinction HD 85-100 7 Clear attainment of all learning outcomes, with completeand comprehensive understanding of the unit content,development of relevant skills and intellectual initiative toan extremely high level.

Distinction DI 75-84 6 Substantial attainment of most learning outcomes, with ahigh level of understanding of the unit content anddevelopment of relevant analytical and interpretative skillsto a high level.

Credit CR 65-74 5 Sound attainment of some major learning outcomes, withgood understanding of unit content and development ofrelevant skills.

Pass PA 50-64 4 Satisfactory attainment of a range of learning outcomes,with basic understanding of unit content and developmentof relevant skills.

Pass Concededa

PC 3 Some attainment of learning outcomes with basicunderstanding of some unit content and some skilldevelopment. Only the HOS can allocate this grade.

Interim Failb

NF 40-49 Some attainment of learning outcomes with basicunderstanding of some unit content and some skilldevelopment. Student may be eligible to apply forsupplementary assessment, subject to meeting othereligibility criteria set out in the Academic Regulations.

Fail NN 0-49 1 Little or no attainment of learning outcomes, with limitedunderstanding of course content or skill development.

Grading Descriptor extract from the ACU Assessment Policy (http://www.acu.edu.au/250330). Anexpanded version of grades can be accessed from the 2011 ACU Handbook

a. This grade is awarded by Heads of School only in exceptional circumstances. See Academic

Regulations.

b. All Interim Fail (NF) grades which have not been converted to a Pass Supplementary (PP) or Fail

Supplementary (NX) grade by the census date of the next standard study period will be converted to

a Fail (NN) grade.

Adapted from Sadler, D. R. (2005). Interpretations of criteria based assessment and grading in higher

education. Assessment and Evaluation in Higher Education, 30(2), 175-194.

The percentage range should be used in conjunction with the descriptors.


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* Fahy, K., Foureur, M., & Hastie, C. (Eds.). (2008). Birth territory and midwifery guardianship: Theory for

practice, education and research. Edinburgh: Books for Midwives.

* Gaskin, I-M. (2002). Spiritual midwifery(4th ed.). Summertown, TN: Book Publishing Company.

Gleeson, G. (2004). From ethics to spirituality. Catholic Social Justice Series No. 49. North Sydney:

Australian Catholic Social Justice Council.

Hartz, G.W. (2005). Spirituality and mental health: Clinical applications. New York: Haworth Pastoral

Press.

* Mauk, K.L., & Schmidt, N.K. (Eds.). (2004). Spiritual care in nursing practice. Philadelphia: Lippincott

Williams & Wilkins.

McSherry, W. (2006). Making sense of spirituality in nursing and health care practice: An interactive

approach(2nd ed.). London: Jessica Kingsley. [Electronic book]. Retrieved from

http://site.ebrary.com.ezproxy1.acu.edu.au/lib/australiancathu/Doc?id=10156039

* OBrien, M.E. (2011). Spirituality in nursing: Standing on holy ground(4th ed.). Sudbury, MA: Jones &Bartlett.

Pairman, S., Pincombe, J., Thorogood, C., & Tracy, S. (2006). Midwifery: Preparation for practice. Sydney:

Elsevier Churchill-Livingstone.

* Pope John Paul II. (1984) Salvifici doloris: On the Christian meaning of human suffering. Retrieved

January 1, 2011, from http://www.vatican.va/holy_father/john_paul_ii/apost_letters/documents/hf_jp-ii_apl_11021984_salvifici-doloris_en.html

* Ronaldson, S. (1997). Spirituality, the heart of nursing. Melbourne: Ausmed Publications.

* Tacey. D. (2000). ReEnchantment: The new Australian spirituality. Sydney: HarperCollins.

* Teasdale, W. (1999). The mystic heart: Discovering a universal spirituality in the world religions. Novato,CA: New World Library.

* White, G. (2006). Talking about spirituality in health care practice: A resource for the multi-professional

health care team. London: Jessica Kingsley.


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POLICIES, RESOURCES AND SUPPORT:

Unit Outline Resources (http://www.acu.edu.au/241467)

It is the responsibility of all students to access, read and familiarise themselves with the following ACU

Policies and Regulations. These are to be found in the ACU Handbook, which is readily available in the

Library or on the Internet. The Academic Honesty Policy is very important and you must understand that

plagiarism, collusion and recycling of assignments are not acceptable. You must read the Assessment

Policy and Procedures. If you have any queries please see your Lecturer in Charge.

Policies

This area includes the Academic Honesty Policy (including information on plagiarism); Academic

Regulations and Policies - see especially Assessment (attendance, extension for an assignment, factors

affecting performance completion of assessment tasks, group work and collaborative assessment, personal

circumstances affecting assessment, submission, collection and retention of assessment tasks,

resubmission of assessment tasks); Examinations (including deferred exams); Review and appeals;

Acceptable use of IT facilities; Conduct and responsibilities; Graduate Attributes.

Resources

This area includes the ACU Handbook, the eLearning Login (Learning Management System); eLearning

Assistance and eLearning Tutorials and guidance.

Support

If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a

disability/medical condition which may impact on your studies, you are advised to notify your Lecturer-In-

Charge, Course Coordinator and/or one of the services listed below as soon as possible. The support

areas include:

Academic Skills which offers a variety of services, including workshops (on topics

such as assignment writing, time management, reading strategies, referencing), drop-in

sessions, group appointments and individual consultations. It has a 24-hour online

booking system for individual or group consultations.

Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to

be involved with community projects. The Career Development Service can assist

you with finding employment, preparing a resume and employment application and

preparing for interviews. The Counselling Service is a free, voluntary, confidential and

non-judgmental service open to all students and staffed by qualified social workers or


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HLSC241: Spirituality in Health Care

Reflective Learning & Writing Proforma (Example Only)

for

Assessment Task 2 [Part A] Reflective Learning & Writing 15% weighting 800 words

Due Date: 12 m.d., 25 March 2011

[This proforma is available on Blackboard as a Word document for your use in completing thisassessment task.]

Which eModule/Theme (from 1 and 2) have you selected?: _________

State the questionfrom the eModule/Theme which is the focus of this Reflective Learning & Writing

entry:

______________________________________________________________________________

1. Using the framework below as a guide, reflect upon and analyse the above question in relation to each

of the categories and foci of reflection in the table below. Depending on your question, you may not need

to use all aspects of the framework. (Please ensure anonymity of colleagues and organisations in responses):

Category Focus of Reflection

Focus on nursing/midwiferyspirituality General nursing/midwifery spirituality issuesSpecific occurrence or incident related to spirituality

Focus on professional issues

and spirituality

Nursing/midwifery as a profession

Institutional issues

Professional preparation

Social/ethical/legal issues

Focus on self and spirituality Own skills/abilities/worth as a student and future qualified nurse/midwife

Own nursing/midwifery approachOther (identity, learning)

Focus on patients and

colleagues and their spirituality

Student/patient/colleague characteristics

Relationship with specific patients and colleagues

Caring for specific patients


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(b) In relation to the questions you have listed in 2(a) above, please go back over your notes from resource

sessions, seminars, DVDs and Powerpoint slides on Blackboard and reflect with the aim of deepening the

level of your understanding.

That is, you may ask: How has the class/unit content helped me to expand and deepen my original

reflections on the above question?

3(a) What questions have you raised from this deeper reflection that you have not been able to answer

adequately:

(please list questions)

(b) In relation to the questions you have listed, use additional literature (books and journal articles outside

Blackboard), and reflect upon your reading of at least three (3) separate literature items.

Ask yourself: How has this literature helped me to expand and deepen my original reflections on the

above question what insights have I received from incorporating this literature into my reflections?

4. Please summarise what you have learnt about this question and yourself through your reflections and

use of unit content and literature.

5. Please choose one of the Graduate Attributes (at the front of the unit outline) that is most relevant to this

question and reflect upon and explain how answering this eModule question has helped you to develop

this Graduate Attribute.


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HLSC241: Spirituality in Health Care

Reflective Learning & Writing Proforma (Example Only)

for

Assessment Task 2 [Part B] Reflective Learning & Writing 55% weighting 2,400 wordsDue Date: 12 m.d., 6 May 2011

[This proforma is available on Blackboard as a Word document for your use in completing this

assessment task. It can be used three times, for each selected question from each of the three

eModules/Themes.]

Which eModule/Theme (from 3, 4, and 5) have you selected?: _________

State the questionfrom the eModule/Theme which is the focus of this Reflective Learning & Writing

entry:

______________________________________________________________________________

1. Using the framework below as a guide reflect upon and analyse the above question in relation to each of

the categories and foci of reflection in the table below. Depending on your question, you may not need to

use all aspects of the framework. (Please ensure anonymity of colleagues and organisations in responses):

Category Focus of Reflection

Focus on nursing/midwifery

spirituality

General nursing/midwifery spirituality issues

Specific occurrence or incident related to spirituality

Focus on professional issues

and spirituality

Nursing/midwifery as a profession

Institutional issuesProfessional preparation

Social/ethical/legal issues

Focus on self and spirituality Own skills/abilities/worth as a student and future qualified nurse/midwife

Own nursing/midwifery approach

Other (feelings, identity, learning)

Focus on patients and

colleagues and their spirituality

Student/patient/colleague characteristics

Relationship with specific patients and colleaguesCaring for specific patients

[adapted from Bain, Ballantyne, Packer, & Mills, 1999]3

2(a) What questions have you raised for yourself in the reflections above that you have not been able to

answer adequately:


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That is, you may ask: How has the class/unit content helped me to expand and deepen my original

reflections on the above question?

3(a) What questions have you raised from this deeper reflection that you have not been able to answer

adequately:

(please list questions)

(b) In relation to the questions you have listed, use additional literature (books and journal articles outside

Blackboard), and reflect upon your reading of at least three (3) separate literature items. [3 literature items

are to be used for each of your 3 selected proformas.]

Ask yourself: How has this literature helped me to expand and deepen my original reflections on the

above question what insights have I received from incorporating this literature into my reflections?

4. Please summarise what you have learnt about this question and yourself through your reflections and

use of unit content and literature.

5. Please choose one of the Graduate Attributes (at the front of the unit outline) that is most relevant to this

question and reflect upon and explain how answering this eModule question has helped you to develop

this Graduate Attribute.


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Australian Catholic UniversityHLSC241 Spirituality in Health Care

Assessment Task 2 [Part C] Case Study Essay 55% weighting 2,000 words max.Due Date: 12 m.d., 6 May 2011

Student Name:____________________________ Student No.:______________

Marking Criteria High Distinction[85-100%]

Distinction[75-84%]

Credit[65-74%]

Pass[50-64%]

Unsatisfactory[0-49%]

Grade/AwardGiven

Structure

1. Structures essay in a way that facilitates readability and comprehension.2. Provides a sound, informative introduction and conclusion to essay. [ 10]

Content

3. Discusses briefly response to excerpt.4. Demonstrates understanding of excerpt by discussing how patients suffering can

best be diminished.5. Uses content from unit (e.g., lectures, seminars, eModules) to answer question.6. Includes reflections from own personal and/or professional experiences to answer

question.7. Discusses/reflects upon key ideas and issues in essay. [ 25]

Use of Literature

8. Selects relevant literature from within Blackboard eModules.9. Selects recent, relevant, credible literature from outside Blackboard eModules.10. Analyses and uses literature to support key points in essay. [ 15]

Presentation

11.Uses first person, as well as correct grammar, syntax, spelling and punctuation.12. Uses correct APA referencing style (intext citations and reference list).13. Uses correct wordage (2,000 words max.) [ 5]

Please attach this Marking Guide to Essay prior to submission

55 marks = 55% Final Grade/Award Given

Assessors Comments:

Assessors Signature: Date:


22/22

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HLSC241: SPIRITUALITY IN HEALTH CARE - Student Seminar Planning and Participation Sheet

Signed evidence of each students contribution to the Student Seminar group effort

Seminar Number and Question: ______________________________________________________________________ Date of Seminar : _____________

We, the undersigned, contributed equally to the planning, preparation and process of the seminar.

Name Signature Task(s) Completed Date

1.

2.

3.

4.

5.

OR: We, the undersigned, did not contribute equally to the planning, preparation and process of the seminar.

Name Signature Task(s) Completed % Contribution Date

1.

2.

3.

4.

5.

When completed, this sheet is to be handed in to your tutorial Facilitator prior to your seminar.

Documents

HLSC241 Unit Outline