Explain the importance of, and ways of promoting health

Explain the importance of, and ways of promoting health

1. Discuss the implications of demographic trends in the Australian population in relation to
the ageing population and their health care;
2. Apply pertinent concepts from biologic, sociologic, psychological and spiritual theories of healthy
ageing to nursing care of older adults;
3. Explain the importance of, and ways of promoting health and quality of life for older
people across a continuum of care services;
4. Discuss the implications of epidemiological trends in the Australian population in relation
to the incidence, distribution and causes of life-limiting illnesses, such as cancer, in
people of all ages;
5. Apply palliative care as a core component of all health-care roles to improve the health
and quality of life of older people and people (and their families) of all ages with lifelimiting illnesses; (GA2)
6. Apply knowledge of underlying pathophysiological processes of cancer and other progressive
illnesses in addressing symptoms and complex health needs in patients of all ages; (GA6)
7. Utilise a clinical decision making framework that incorporates ethical and comprehensive
assessment and person-centred nursing care while maintaining choice and dignity for older
people and those with life-limiting illnesses; (GA1,)
8. Explain the importance of, and ways of promoting health and quality of life for people of
all ages/backgrounds who have life-threatening illnesses, such as cancer. (GA1)
NRSG259 Promoting Health in
Extended Care
Assessment Task 1 – Care planning:
individual discussion
Assignment Requirements
(from unit outline)
• Students are required to focus the discussion on the care priorities
identifiable in the provided case scenario. Five priorities of care will be
identified from the scenario. The student is required to choose two of
the identified priorities of care from the provided list. The discussion
of care will be based on the processes identified in the Levett-Jones
Clinical Reasoning Framework. Evidence of how the dignity of the
patient is maintained through the care planning and provision process
is a part of this assessment. In addition, the cultural background of the
client needs to be considered.
• For this assessment task, students must use Miller’s Functional
Consequences Theory of Healthy Ageing as a theoretical
framework and Levett-Jones’ Clinical Reasoning Model to guide
nursing care planning, interventions and evaluation of care.
• The purpose of this assessment is to promote
both problem solving and nursing care
provision, related to a selected clinical scenario.
Essay Purpose
(from unit outline)
• The discussion of care will be based on the processes
identified in the Levett-Jones Clinical Reasoning Framework.
• More specifically, students are required to accurately follow the
steps of the Levett-Jones Clinical Reasoning Framework in
goal setting, taking action (nursing intervention), and

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