HLSC241 Unit Outline

1
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: jo.grainger@acu.edu.au
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 experiences
and self-reflection to articulate a personal meaning of spirituality. Spiritual needs, spiritual distress, spiritual
practices and the role of the health professional are addressed.

TEACHING TEAM:
Leonie Rastas Anna Krohn Nasrin Parsian
Room: 3.30 Room: 3.30 Room: 3.30
Phone: (03) 9953 3845 Phone: (03) 9953 3845 Phone: (03) 9953 3845
Email: via Blackboard mail Email: via Blackboard mail Email: via Blackboard mail

2

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)

3. articulate a personal meaning of spirituality in the context of daily life where the integrity of the
human person is paramount; (ACU Graduate Attribute: 2)

4. recognise the spiritual needs of the person receiving professional health care;

5. explore the dimensions of spirituality at both personal and professional levels in the delivery of
quality and ethical health care; (ACU Graduate Attribute: 3, 4)

Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which
you should demonstrate by the time you complete your course.
3

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
- concept of spiritual distress
- implications in health care
- impact of medical technology
- spiritual isolation
- death and dying.

4

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
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
mean to be in right relationship with
ones God/the Life Force or whatever
gives that person a connection to a
greater and meaningful context
(Barnum, 2003, p. 1; Wright & Sayer-
Adams, 2000, p. 1)
5

21 Mar
2011

Theme 3: The human person in illness
Assoc. Prof. Patrick McArdle, Canberra]
Illness and suffering; spiritual distress; spiritual
isolation; loss, fear, transition, disability, pain;
death and dying; relating to person in illness;
compassion, companioning; patient as person.
mean for a health professional to see a
client as a client/patient, or a client as a
person? How can this view of the client
as client/patient or person influence the
care provided?

6 28 Mar
2011
SESSION
Seminar Question 4 How can a health
professional best ascertain the spiritual
needs of a person from a different
5

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
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 possess
themselves 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 Apr
2011
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
with spiritual needs during
hospitalisation?
11 9 May
2011
Clinical Practice x 3 weeks
30 May
2011
General Exam Week
6

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 from
eModules/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 6
May 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
submit all assessment tasks. An aggregate mark of 50% is required to pass the unit.

Please note that students will receive letter grades/awards (i.e., HD, DI, etc.) for each assessment task.
Raw scores will not be provided.
Written Assessment Tasks are to be written in first person.
Please see marking criteria for all assessment items at the back of this unit outline.

7

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 frequency
of 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 innovative
approaches 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
the reference list (APA format) of the resources, and
an outline of the Seminar in dot point form, with intext citations to acknowledge the origins of the
ideas expressed (one A4 sheet);
a handout copy of the slides (for the Facilitator only), if slides are used;
a completed and signed Planning and Participant Sheet to be given to the Facilitator only (see
above for explanation).

8

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 reflect
upon 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 on
Blackboard
- 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.
When completing the eNodules, some activities, readings and questions are optional. Please be aware
that no one will see or read your responses to the questions in any eNodule as you are required only to
submit the completed proforma for assessment.
!f you have personal concerns about any question, you can ignore the question, or complete it -
whichever you choose. Should some issues arise for you, please remember that there are counsellors
available in Student Services on campus for assistance and support should you need it.
Remember, for your first written assessment task, you need to select one question from either eNodule
1 or eNodule 2. Look for the bright green box on the final page for the proforma questions from
eNodules 1 and 2 from which you can choose your question for submission.
Students should use the computer only to write their Reflective Learning & Writing Proformas for each
Module. No hand-written assessments will be accepted. To assist students, a Word document of
the proforma is available at the back of this unit outline and in Blackboard for students to
download and use.
Students are asked to use a minimum of 3 literature items (other than those provided in Blackboard) to
expand/deepen reflections in the submitted Reflective Learning & Writing Proforma for this assessment
task.

9

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 five
eModules/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. Look for the bright green box on the final page of each eNodule
for the proforma questions from which you can choose your question for submission.
Students are asked to use a minimum of 3 literature items (other than those provided in Blackboard) to
expand/deepen reflections in each submitted 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 left
hand and arm are paralysed and my right hand is deteriorating. My capability of speech
is gone and I am having trouble swallowing. I depend on everyone to do almost
everything for me. But this is just the summary of the physical list. What I have really lost
is me! It is like everything I love is being moved out of my reach. Yet, I am still here in
the presence of my life, but unable to participate. [Adapted from Wright, 2005, p. 40]
1
.

Please read and reflect upon the above case study and then read and reflect upon the excerpt below

I submit that reducing or diminishing suffering is the centre, the essence, and the heart of
nurses clinical practice and indeed a major part of all health professionals practice.
Therefore the ethical and obligatory goal of nursing must be to reduce, diminish, or
alleviate (and, we hope, heal) emotional, physical, and/or spiritual suffering of patients
and their family members (Wright, 2005, p. 36).
1

Discuss briefly your response to the above excerpt. Demonstrate your understanding of the excerpt by
discussing how a health care professional could best care for and help diminish Bellas suffering. Please

1
Wright, L.M. (2005). Spirituality, suffering, and illness: Ideas for healing. Philadelphia, PA: F.A. Davis Company.
10

use content from this unit as well as academic literature when writing this essay, and include relevant
reflections 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 students
who 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.

STUDENT FEEDBACK AND CHANGES TO UNIT:
Written assessments for this unit have been changed to incorporate assessment items that will provide
feedback to students enabling the development of reflective learning and writing skills. Reflective learning
and writing assessments have been reduced in number, and a reflective essay has been included to
provide a better opportunity for integration of theory and practice.

11

ALLOCATING FINAL RESULT GRADES:
Final Result
Grade
Grading
Code
Range
Guide
(%)
Numerical
Equivalent
Descriptor
High Distinction HD 85-100 7 Clear attainment of all learning outcomes, with complete
and comprehensive understanding of the unit content,
development of relevant skills and intellectual initiative to
an extremely high level.
Distinction DI 75-84 6 Substantial attainment of most learning outcomes, with a
high level of understanding of the unit content and
development of relevant analytical and interpretative skills
to a high level.
Credit CR 65-74 5 Sound attainment of some major learning outcomes, with
good understanding of unit content and development of
relevant skills.
Pass PA 50-64 4 Satisfactory attainment of a range of learning outcomes,
with basic understanding of unit content and development
of relevant skills.
Pass Conceded
a
PC 3 Some attainment of learning outcomes with basic
understanding of some unit content and some skill
development. Only the HOS can allocate this grade.
Interim Fail
b
NF 40-49 Some attainment of learning outcomes with basic
understanding of some unit content and some skill
development. Student may be eligible to apply for
supplementary assessment, subject to meeting other
eligibility criteria set out in the Academic Regulations.
Fail NN 0-49 1 Little or no attainment of learning outcomes, with limited
understanding of course content or skill development.

Grading Descriptor extract from the ACU Assessment Policy (http://www.acu.edu.au/250330). An
expanded 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.

TEXTS AND REFERENCES:
Required Text(s)
There is no set text for this unit. It is expected that students will read broadly from selected references
listed below and from readings in Blackboard sessions.
Recommended References
Barnum, B.S. (2010). Spirituality in nursing: The challenges of complexity (3rd ed.). New York: Springer
Publishing.

* Davies, L. (Ed.). (2007). The art and soul of midwifery: Creativity in practice, education and research.
Edinburgh: Elsevier Churchill Livingstone.
12

* 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 (4
th
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.

* Wright, L.M. (2005). Spirituality, suffering and illness: Ideas for healing. Philadelphia: F.A. Davis
Company.

* Wright, S.G., & Sayre-Adams, J. (2010). Sacred space: Right relationship and spirituality in healthcare
(2
nd
ed.). Cumbria, UK: Sacred Space Publications.
[* on Closed Reserve]
Further references
Please refer to Blackboard web-links and online learning modules
13

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
registered psychologists. Equity and Disability can assist you if you need educational
adjustments because of a disability or chronic medical condition; please contact them
as early as possible. Indigenous Units on each campus provide information and
support for students. For all aspects of support please contact the Office of Student
Success.
14

Australian Catholic University
HLSC 241 Spirituality in Health Care
Assessment Task 1 Student Seminar 30% weighting 35 mins max., 30 mins min.
Due Date: as negotiated between weeks 3-10
Student Names:_________________________________________________________ Student Nos.:_____________________________
Marking Criteria
High
Distinction
[85-100%]
Distinction
[75-84%]
Credit
[65-74%]
Pass
[50-64%]
Unsatis-
factory
[0-49%]
Grade/
Award
Given
Seminar Presentation
1. Introduces group members in a professional manner.
2. Introduces and summarises session appropriately.
3. Uses interaction skills to involve audience e.g., asks stimulating questions, raises challenging
issues, shares reflections.
4. Uses creative ways to involve audience e.g., role plays, group discussions, games, DVD
excerpts, reading book excerpts, etc.
5. Presents equally with appropriate voice volume/diction in a well-paced manner.
6. Completes seminar within 35 mins max., 30 mins min. [ 8]

Content
7. Includes content relevant and appropriate to topic allocated/selected.
8. Demonstrates that the topic has been well researched.
9. Demonstrates analysis of topic and related issues. [ 9]

Use of Literature
10. Selects and uses literature that is relevant to topic.
11. Selects and uses recent literature.
12. Analyses selected literature in relation to topic. [ 8]

Resources
13. Provides facilitator and students before seminar with an A4 sheet containing
- The reference list (APA format) of the resources (incl. citations on PP slides and/or OHTs), &
- An outline of the Seminar in dot point form with intext citations to acknowledge the origins of
the ideas expressed.
14. Provides facilitator with handout of PP slides beforehand (if used)
15. Provides signed Planning and Participant Sheet and ACU Cover Sheet. [ 5]

30 marks = 30% Final Grade/Award Given
Assessors Comments:

Signature: Date:
15

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 this
assessment task.]
Which eModule/Theme (from 1 and 2) have you selected?: _________
State the question from 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 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 approach
Other (identity, learning)
Focus on patients and
colleagues and their spirituality
Student/patient/colleague characteristics
Relationship with specific patients and colleagues
Caring for specific patients
[adapted from Bain, Ballantyne, Packer, & Mills, 1999]
2

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

2
Bain, J.D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers reflectivity during
field experience placements. Teachers and Teaching: Theory and Practice, 5(1), 51-73.
16

(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:

(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.

17

HLSC241 Spirituality in Health Care
Assessment Task 2 [Part A] Reflective Learning & Writing Proforma 15% weighting 800 words max.
Due Date: 12 m.d., 25 March 2011
Student Name:____________________________ Student No.:______________
Marking Criteria High Distinction
[85-100%]
Distinction
[75-84%]
Credit
[65-74%]
Pass
[50-64%]
Unsatisfactory
[0-49%]
Grade/Award
Given

Reflective Learning & Writing Proformas (one from either Module 1 or 2)

1. Provides reflections under each of the questions/headings in the Reflective Learning &
Writing Proforma.
2. Demonstrates comprehension of use of framework by Bain et al. (1999) in proforma.
3. Reflections in each section show
- a developing self-awareness;
- an ability to define and describe the situations/experiences and personal responses;
- an ability to critically analyse situations (strengths/weaknesses; reactions; challenging
assumptions; determining new courses of action that are ethical);
- an ability to synthesise what is already known with new knowledge and attitudes so as
to develop new perspectives;
- an ability to evaluate the learning process that has occurred.
4. Selects and analyses relevant literature in a way that expands/deepens reflections
(min. of 3 literature items from outside Blackboard per Reflective Learning & Writing
Proforma).
5. Reflects upon and explains how answering the question has helped in the
development of selected GA. [12]

Presentation
6. Uses first person, as well as correct grammar, syntax, spelling and punctuation.
7. Uses correct APA referencing style (intext citations and reference list).
8. Uses correct wordage (800 words max. total) [ 3]

Please attach this Marking Guide to your Assessment Task prior to submission

Assessors Comments:

Assessors Signature: Date:
Page 18 of 22 Semester 1, 2011
This version produced 10 February 2011 version: UnitOutline2011

HLSC241: Spirituality in Health Care
Reflective Learning & Writing Proforma (Example Only)
for
Assessment Task 2 [Part B] Reflective Learning & Writing 55% weighting 2,400 words
Due 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 question from 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 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 approach
Other (feelings, identity, learning)
Focus on patients and
colleagues and their spirituality
Student/patient/colleague characteristics
Relationship with specific patients and colleagues
Caring 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:

(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.

3
Bain, J.D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers reflectivity during
field experience placements. Teachers and Teaching: Theory and Practice, 5(1), 51-73.

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:

(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.


Assessment Task 2 [Part B] Reflective Learning & Writing Proformas 55% weighting 800 words max. for each of 3 proformas
[85-100%]
Distinction
[75-84%]
Credit
[65-74%]
Pass
[50-64%]
Unsatisfactory
[0-49%]
Grade/Award
Given

Reflective Learning & Writing Proformas (one from each of
eModules/Themes 3,4, and 5) This marking guide will be used to provide
separate assessment feedback for each completed proforma.

1. Provides reflections under each of the questions/headings in the Reflective Learning &
Writing Proforma.
2. Demonstrates comprehension of use of framework by Bain et al. (1999) in proforma.
3. Reflections in each section show
- a developing self-awareness;
- an ability to define and describe the situations/experiences and personal responses;
- an ability to critically analyse situations (strengths/weaknesses; reactions; challenging
assumptions; determining new courses of action that are ethical);
- an ability to synthesise what is already known with new knowledge, and attitudes so as
to develop new perspectives;
- an ability to evaluate the learning process that has occurred.
4. Selects and analyses relevant literature in a way that expands/deepens reflections
(min. of 3 literature items from outside Blackboard for each Reflective Learning &
Writing Proforma).
5. Reflects upon and explains how answering the question has helped in the
development of selected GA in each proforma. [50]

Presentation
8. Uses correct wordage (800 words max. total for each proforma.) [ 5]

Please attach this Marking Guide to each Reflective Learning & Writing Proforma prior to submission
55 marks = 55% per proforma. Final result is sum of mark for 3 proformas divided by 3. Final Grade/Award Given

Assessors Comments:


Assessment Task 2 [Part C] Case Study Essay 55% weighting 2,000 words max.
[85-100%]
Distinction
[75-84%]
Credit
[65-74%]
Pass
[50-64%]
Unsatisfactory
[0-49%]
Grade/Award
Given
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

13. Uses correct wordage (2,000 words max.) [ 5]

Please attach this Marking Guide to Essay prior to submission

Assessors Comments:



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.

HLSC241 Unit Outline

Caricato da

Informazioni sul documento

Descrizione originale:

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

HLSC241 Unit Outline

Caricato da

Copyright:

Formati disponibili

1

FACULTY OF HEALTH SCIENCES

Potrebbero piacerti anche