Posted: May 1st, 2024

Applied Clinical Diabetes Education (NS5382)

Applied Clinical Diabetes Education (NS5382)
Technology Requirements for Online Study
Introduction
James Cook University’s subject NS5382 Applied Clinical Diabetes Education is offered fully online. As such, it has certain technology requirements students must meet in order to effectively engage with course content and complete assessments. This paper will outline the key technology needs as stated in the subject resources.
Computer Requirements
The subject description specifies that a fast, reliable computer running the latest operating system is necessary (JCU, 2023). A desktop or laptop is preferred over a tablet or mobile device for the range of activities involved. Stable, high-speed internet access is also essential since all materials are delivered online. Google Chrome is listed as the preferred browser to use.
Software Needs

In addition to a suitable computer, Microsoft Office applications like Word, Excel and PowerPoint (or compatible alternatives) must be installed for creating assignments (JCU, 2023). The computer should have an integrated or external webcam and microphone/speakers to facilitate participation in online classes and discussions. Subjects may also require downloading specific additional software.
Accessing Subject Content
All subject readings, resources and materials will be available digitally through the LearnJCU online learning platform (JCU, 2023). No physical textbooks are required. Two texts are prescribed as references and purchase details are provided on the Booktopia website.
Technical Support
Should any issues arise in accessing or using the online systems and platforms, technical support is available through the student success advisor team (JCU, 2023). Reliable technology is important for full engagement with this online diabetes education subject.
Conclusion
In summary, the key technology requirements outlined by JCU include a suitable computer, reliable internet access, required software applications, and technical support resources to set students up for success in NS5382. Access to this technology will be important for participation and assessment completion in the fully online format.
References
JCU. (2023). Applied clinical diabetes education (NS5382). James Cook University. https://www.jcu.edu.au/students/learning-centre/academic-integrity
Subject Outline
Subject Title Applied Clinical Diabetes Education
Subject Code NS5382
Credit Points 3

Page 2 of 20
Contents
1 Subject details………………………………………………………………………………………….. 3
1.1 Student participation requirements……………………………………………………………………………………3
1.2 Teaching Staff contact details……………………………………………………………………………………………3
1.3 Subject description………………………………………………………………………………………………………….4
1.4 Subjectlearning outcomes and course learning outcomes……………………………………………………..4
1.5 Student feedback on subject and teaching…………………………………………………………………………..4
1.6 Subjectresources and special requirements ………………………………………………………………………..5
2 Assessment details……………………………………………………………………………………. 6
2.1 Key dates ………………………………………………………………………………………………………………………6
2.2 Requirementsforsuccessful completion of this subject …………………………………………………………6
2.3 AccessAbility Services and Support…………………………………………………………………………………….7
2.4 Assessmentitems……………………………………………………………………………………………………………8
3 Submission and return of assessment…………………………………………………………. 17
3.1 Submission of assessment………………………………………………………………………………………………17
3.2 Late submissions…………………………………………………………………………………………………………..17
3.3 Special Consideration (including deferrals and extensions)……………………………………………………17
3.4 Academic Integrity ………………………………………………………………………………………………………..17
3.5 Return of assessment…………………………………………………………………………………………………….18
3.6 Review of assessment…………………………………………………………………………………………………….18
4 Learning and teaching in this subject………………………………………………………….. 19
4.1 Subject calendar……………………………………………………………………………………………………………19
4.2 Learning and teaching activities/expectations…………………………………………………………………….20
This Subject Outline has been prepared by Jennifer Elson for the College of Healthcare Sciences, James Cook
University. Version 1 updated 18 August 2023.
The information provided in this subject outline is correct as at the time of completion and may change in
response to changing University resources. Any changes will be approved by the College Dean or representative
and will be communicated to students by the LearnJCU subject site.
Page 3 of 20
1 Subject details
1.1 Student participation requirements
The JCU Learning, Teaching and Assessment Procedures (2.1.2d) indicates a typical student workload for a three
(3) credit point subject requires a 130 hour workload of study related activities, including attendance,
assessment and self-directed study over the duration of the subject with equivalency across all attendance
modes. Note that attendance at specified classes will be a mandatory requirement for satisfactory completion of
some subjects (Learning, Teaching and Assessment Procedures, 3.1.8e) and that additional hours may be required
per week for those students in need of English language, numeracy or other learning support.
Key subject activities
• 60 hours – Online accelerated program
10 hours/week for 6 weeks
• Assessment and self-directed study
Refer to your LearnJCU subject site; and
Study Period 85 2023 Academic Calendar
Other requirements:
Students are expected to participate in the LearnJCU padlets and online learning activities. E-activities are the
online equivalent of attendance at tutorials for an on-campus subject. The padlets give you a place to interact
with staff and other students about subject content and topics and help students to clarify and extend their
understanding of key content. These are a forum for students to present their thoughts/ideas in an online
version of an in-person classroom discussion and therefore the same courtesy rules apply.
While attendance in the Subject Room (Collaborate tutorial) sessions is not mandatory, it is highly
recommended. These sessions will provide you with the opportunity to have synchronous (at the same time)
conversations with your Subject Co-ordinator (or your tutor) and with your fellow students from across the
subject, to have your questions answered and to receive further clarification about any concerns or questions
you may have.
Learning and teaching activities may be recorded for this subject. Personal Information in the form of images and
audio may be collected by JCU during the recording. This Personal Information may appear as part of the
recording which is accessible to students and staff in this subject on LearnJCU.
1.2 Teaching Staff contact details
Teaching
team Staff member Phone Email Consultation
times*
Subject
Coordinator Fleur Kelly via Subject
Room GCDE@jcu.edu.au Tuesday 6-7pm
Course
coordinator Jennifer Elson via Subject
Room jenniferelson@jcu.edu By appointment
Course
Manager Andrea Grimes via email andreagrimes@jcu.edu.au By appointment
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Teaching
team Staff member Phone Email Consultation
times*
Student
Success
Advisor
Online 1300 535423 studentsuccess@online.jcu.edu.au
M-T: 9-5pm**
W-Th: 9-7pm**
F: 9-4pm**
**(AEST)
Learning
Advisors The Learning Centre n/a Online contact form
Visit Learning
Advice Desk –
JCU Library
Librarian Your Liaison Librarian n/a Library contacts By appointment
*Other consultation times by appointment only.
1.3 Subject description
This subject expands on foundation clinical diabetes knowledge and explores the typical management of diabetes
as well as special groups: paediatrics, pregnancy, elderly, Culturally and Linguistically Diverse, high risk foot and
in-patient care. The impact of diabetes across the lifespan and across cultures is covered including the particular
needs of Indigenous populations as well as the psychosocial implications of diabetes are discussed.
1.4 Subject learning outcomes and course learning outcomes
On successful completion of this subject, you will be able to:
• Evaluate and apply advanced clinical skills in the identification and management of disease progression.
• Analyse the differences in diabetes management in a range ofsettings and populations and apply best
practice guidelines.
• Critically appraise and integrate chronic disease self-management frameworksinto clinical diabetes
education practice.
• Apply knowledge of the key drug classes used to manage diabetic presentations.
These outcomes will contribute to your overall achievement of course learning outcomes.
1.5 Student feedback on subject and teaching
Students are at the heart of JCU and as part of our commitment to improving the quality of oursubjects and
teaching, we regularly seek feedback on the JCU student experience. YourJCU Surveys are available to all
students through LearnJCU. You will receive an email invitation when the survey opens.
In response to previous student feedback and other data, the following enhancements to this subject have been
made:
An extensive review of the subject including:
• Assessmentitems
• Learning outcomes
• Course content
• Pass requirements amended to include “Achieve a cumulative score of at least 50% after the application
of any penalties such as late penalties”.
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1.6 Subject resources and special requirements
All subject readings and resources, including journal articles, book chapters, websites, videos, print and
eTextbooks, are available to view online from your Readings list via your LearnJCU subject site.
Prescribed Texts
• Dunning, T. (2013). Diabetes education: Art, science and evidence. Wiley Blackwell.
• Dunning, T., & Sinclair, A. (2020). Care of people with diabetes: A manual of nursing practice (5th ed.).
Wiley Blackwell.
Purchasing details are available at the Booktopia website.
Technology requirements
In order to engage in this subject, students are expected to have a fast, reliable computer with the latest
operating system. Students will also need reliable internet connections and the latest version of Google Chrome
(preferred browser). Students are expected to have access to Microsoft Office applications: including Word, Excel
and PowerPoint equivalent. To enable participation, students should make sure their computer has a built-in
webcam, microphone and speakers or use a headset. In some subjects, students will be required to download
specific software applications to complete the subject content and assessment successfully.
Page 6 of 20
2 Assessment details
2.1 Key dates
Key dates Date
Study Period 85 commences Monday 28 August 2023 (O-week)
Interactive meet& greet and Q&A time Tuesday 1900h (AEST) August 29th
Census date and Last date to withdraw without financial
penalty
Thursday 14 September 2023
(See 2023 Study Period and Census Dates)
Last date to withdraw without academic penalty Friday 22 September 2023
(See 2023 Study Period and Census Dates)
Assessment item 1: Test/Quiz [First quizis a hurdle
requirement, must attempt] [30%]
Quiz 1
[5%]
Opens Friday 8th September 1800h (AEST)
Closes Sunday 10th September 1800h (AEST)
Quiz 2
[10%]
Opens Friday 22nd September 1800h (AEST)
Closes Sunday 24th September 1800h (AEST)
Quiz 3
[15%]
Opens Friday 13th October 1800h (AEST)
Closes Sunday 15thOctober (AEST) 1800h
Assessment item 2: Written Case Study Analysis
[30%]
Due: Friday 29th September 1800h (AEST)
Assessment item 3: Oral Presentation
[40%]
Due: Friday 6th October 1800h (AEST)
2.2 Requirements forsuccessful completion of this subject
In order to pass this subject, you must:
• Complete and submit all assessment items.
• Achieve a cumulative score of at least 50% after the application of any penalties such as late penalties.
Final results for this subject will be graded as described in the Student Results Policy. Graded = HD, D, C, P, F etc.
Supplementary examinations/assessments are not available for thissubject.
2.2.1 Authentication of assessment
As per Learning Teaching and Assessment Procedure clause 3.2e the Subject Manager may nominate any piece of
written assessment submitted in this subject for authentication of authorship. Any written assessment
submission requiring verification of authorship may be selected for oral examination. Students whose
assessment requires authentication will receive an email invitation to an oral examination meeting, to be held
either in person or via Zoom/Teams/subject Collaborate room.
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2.2.2 How do I track my progress in this subject?
Feedback exists in any process, activity or information that enhances learning. It provides you with the
opportunity to reflect on your marks and understand your strengths as well as identify areas requiring
improvement.
Formative feedback is provided to the student throughout the semester via the LearnJCU discussion board, Grade
Centre and through email correspondence. Feedback is also provided in direct response to assessment
submissions.
Once feedback is received, it is equally important to reflect on the feedback. This is a learning opportunity. Please
reflect and, if needed, ask additional questions. This communication needs to be undertaken with respect and
consideration.
2.3 AccessAbility Services and Support
Reasonable adjustments may be made to assist you to manage additional circumstances impacting on your
studies provided these do not change the academic integrity of a degree. Reasonable adjustments do not alter
the need to be able to demonstrate the inherent requirements of the course.
If you believe you will experience challenges completing your degree or course because of a disability, health
condition or other reason, you should discuss your concerns with AccessAbility Services.
Your course inherent requirements can be found here.
Page 8 of 20
2.4 Assessmentitems
ASSESSMENT ITEM 1: WRITTEN > TEST/QUIZ (3)
Aligned subject learning
outcomes
• Evaluate and apply advanced clinical skillsin the identification and management of disease
progression.
• Analyse the differencesin diabetes management in a range of settings and populations
and apply best practice guidelines.
• Critically appraise and integrate chronic disease self-management frameworksinto clinical
diabetes education practice.
• Apply knowledge of the key drug classes used to manage diabetic presentations.
Group or individual Individual
Weighting and due date
Quiz 1 [5%]
Opens Friday 8th September 1800h (AEST)
Closes Sunday 10th September 1800h (AEST)
Quiz 2 [10%]
Opens Friday 22nd September 1800h (AEST)
Closes Sunday 24th September 1800h (AEST)
Quiz 3 [15%]
Opens Friday 13th October 1800h (AEST)
Closes Sunday 15thOctober 1800h (AEST)
Requirements for
successful completion of
this assessment item
All students must access and complete all quizzes during the allocated time. Failure to access
and complete will be considered a missed assessment task. You do not have to pass all quizzes
to continue the subject.
Word count / Time limit
Quiz 1 – 8 minutes
Quiz 2 – 15 minutes
Quiz 3 – 30 minutes
ASSESSMENT ITEM 1: DESCRIPTION
This assessment task comprises of three online quizzes: the first is worth 5%, the second is worth 10%, and the
third is worth 15%, combining for an accumulative total of 30%. You will have access to complete each of the
three e quizzes for 48 hours, within the dates outlined above. You may attempt each quiz once. Before you start
your quiz, please be sure that you can work uninterrupted for the period specified for each quiz as you cannot
come back to the quiz once you have commenced it.
Failure to access all quizzes (that is, log in to LearnJCU and start the quiz within the open period) will be
considered a missed assessment task, and you will receive an F or X (fail) grade at the end of the study period.
You do not have to pass all quizzes to continue in this subject.
Quiz 1 is comprised of 8 multiple choice questions that address the application of your pharmacology learning
from week 1 content. Once you begin quiz 1, you will have 8 minutes to complete your attempt and submit your
responses. A timer will indicate your time remaining to complete the quiz. After 8 minutes, you will be locked out
of your attempt and any responses up until that point will be submitted as your attempt.
Quiz 2 is comprised of 15 multiple choice questions that address the application of your pharmacology learning
from weeks 2 and 3. Once you begin quiz 2, you will have 15 minutes to complete your attempt and submit your
Page 9 of 20
responses. A timer will indicate your time remaining to complete the quiz. After 15 minutes, you will be locked
out of your attempt and any responses up until that point will be submitted as your attempt.
Quiz 3 is comprised of 30 multiple choice questions that address the application of your pharmacology learning
across all six weeks. Once you begin quiz 3, you will have 30 minutes to complete your attempt and submit your
response. A timer will indicate your time remaining to complete the quiz. After 30 minutes, you will be locked out
of your attempt and any responses up until that point will be submitted as your attempt.
At JCU the use of Artificial Intelligence (AI) in learning and assessment must be ethical, transparent, and
purposeful. You may engage in the use of AI only where your engagement upholds the principles of Academic
Integrity. For example, you may use AI such as ChatGPT to ask for research guidance, to brainstorm general ideas,
to ask questions to help you better understand your study materials or to proofread your work. However, be
aware that an AI could also produce incorrect information or produce work that is inherently biased. You cannot
use generative AI tools like ChatGPT to write or plan your assessment or any parts of your assessment. Submitting
assessment that is not entirely your original work is a form of academic misconduct and is strictly prohibited (see
procedure). If you use text directly from ChatGPT or other generative AI tools, you must reference this as a block
quote and include the reference in Help write my thesis – APA 7th style (see instructions here).
Page 10 of 20
ASSESSMENT ITEM 2: WRITTEN > CASE STUDY ANALYSIS
Aligned subject learning
outcomes
• Evaluate and apply advanced clinical skills in the identification and management of disease
progression.
• Analyse the differences in diabetes management in a range of settings and populations
and apply best practice guidelines.
• Critically appraise and integrate chronic disease self-management frameworks into clinical
diabetes education practice.
Group or individual Individual
Weighting and due date
30%
Due: Friday 29th September 1800h (AEST)
Requirements for
successful completion of
this assessment item
To passthis assessment item you must complete and submit it, and achieve aminimum of
50%, after the application of any penalties such as late penalties.
Word count / Time limit
1200 words
Word counts more than 10% above the required word limit on one or more of the parts of this
assessment will be penalised by 10% deduction of the marks available. The word count must
be accurately stated at the end of each part. Every printed element between spaces is to be
counted including quotations and in-text references (but not including reference list or
appendices).
ASSESSMENT ITEM 2: DESCRIPTION
Each person with diabetes has unique needs, priorities, and circumstances that must be considered. Tailoring
diabetes management to meetspecific needs increases clients’sense of ownership and involvement in their care,
ultimately leading to improved outcomes. Targets play a crucial role in diabetes management by providing
individuals with specific goals to aim for in their care. These targets encompass blood glucose levels, HbA1C
results, dietary patterns, and physical activity. They serve as a guide, helping individuals navigate their self-care
efforts and make informed decisions.
For this assessment, choose one of the case studies from week one content, such as Elmo (topic 1), Lei (topic 2),
or Florence (topic 3). You must address the two questions below in a way that considers the individual’s unique
needs and circumstances.
1. Download, concisely complete, and submit the critical thinking questions associated with the chosen case
study.
2. Identify one (1) additional key consideration specific to your chosen case study and justify why this
consideration would be included in your plan of care for the client.
Relevant critical thinking questions and your justification of additional key consideration should be supported
with contemporary literature and demonstrate your advanced understanding of diabetes management. The total
word count for this assessment does not include the critical thinking questions. A reference list must be provided,
using correct Help write my thesis – APA 7th edition style formatting. For guidance on standards for assessment preparation, including
referencing, please see Assessment Preparation Guidelines.
Page 11 of 20
At JCU the use of Artificial Intelligence (AI) in learning and assessment must be ethical, transparent, and
purposeful. You may engage in the use of AI only where your engagement upholds the principles of Academic
Integrity. For example, you may use AI such as ChatGPT to ask for research guidance, to brainstorm general ideas,
to ask questions to help you better understand your study materials or to proofread your work. However, be
aware that an AI could also produce incorrect information or produce work that is inherently biased. You cannot
use generative AI tools like ChatGPT to write or plan your assessment or any parts of your assessment. Submitting
assessment that is not entirely your original work is a form of academic misconduct and is strictly prohibited (see
procedure). If you use text directly from ChatGPT or other generative AI tools, you must reference this as a block
quote and include the reference in Help write my thesis – APA 7th style (see instructions here).
Page 12 of 20
ASSESSMENT ITEM 2: MARKING RUBRIC
Criteria HD D C P F
Completion of
critical
thinking
questions
Weight 50%
Exceptionalresponsesto critical
thinking questions that
demonstrate a superior
understanding of the issues
relating to the selected case
study.
Appropriate use of a compelling
range of relevant and scholarly
literature.
Very good responsesto critical
thinking questions that
demonstrate a proficient
understanding of the issues
relating to the selected case
study.
Appropriate use of a
comprehensive range ofrelevant
and scholarly literature.
Good responsesto critical thinking
questions that demonstrate a
sound understanding of the
majority of issues relating to the
selected case study.
Appropriate use of a sound range
of relevant and scholarly
literature.
Satisfactory responsesto critical
thinking questions that
demonstrate a basic
understanding of some of the
issues relating to the selected
case study.
Appropriate use of a satisfactory
range of relevant and scholarly
literature.
Unsatisfactory responsesto the
critical thinking questions that
demonstrate a limited
understanding of the issues
relating to the selected case
study.
responses are not supported by
relevant and scholarly literature.
Identification
and justification
of additional key
consideration.
Weight 35%
A sophisticated analytical
discussion of the selected case
study, which includes a critical
and comprehensive argument
justifying an additional key
consideration in relation to the
person’s understanding of their
diabetes.
Justification is supported by a
compelling range of relevant and
scholarly literature.
A convincing analytical discussion
of the selected case study, which
includes substantial and detailed
argument supporting an
additional key consideration in
relation to the person’s
understanding of their diabetes.
Justification is supported by a
comprehensive range ofrelevant
and scholarly literature.
A sound analytical discussion of
the selected case study, which
includes a detailed argument
supporting an additional key
consideration in relation to the
person’s understanding of their
diabetes.
Justification is supported by an
appropriate range of relevant and
scholarly literature.
A satisfactory analytical discussion
of the selected case study, which
includes a basic argument
supporting an additional key
consideration in relation to the
person’s understanding of their
diabetes.
Justification is supported by a
satisfactory range of relevant and
scholarly literature.
Limited or no analysis of the
selected case study. Vague and/or
insufficient argument supporting
an additional key consideration in
relation to the person’s
understanding of their diabetes.
Justification is supported by an
inadequate range of relevant and
scholarly literature.
Writing, format and
presentation
Weight 10%
Articulate, accurate and concise
wording throughout. Highly
effective sequencing and
structure of paragraphs is used
with very well-constructed
sentences and flawlessspelling,
grammar and punctuation.
An expertintroduction and
conclusion used.
Articulate and accurate wording
throughout. Effective sequencing
and structure of paragraphs is
used with well-constructed
sentences and rare, minor errors
in spelling, grammar and
punctuation.
A very good introduction and
conclusion used.
Effective and accurate wording
throughout. Logical sequencing
and structure of paragraphs is
used with soundly constructed
sentences and some minor errors
in spelling grammar and
punctuation.
A good introduction and
conclusion used.
Suitable wording throughout.
Mostly logical sequencing and
structure of paragraphs is used
with satisfactorily constructed
sentences and some errors in
spelling, grammar and
punctuation that do not detract
from meaning conveyed.
A satisfactory introduction and
conclusion used.
Inaccurate wording throughout.
Inconsistent sequencing and
structure of paragraphs is used
with poorly constructed sentences
and significant errors in spelling,
grammar and punctuation which
detract from meaning conveyed.
No/poor use of introduction
and/or conclusion.
Referencing
Weight 5%
Help write my thesis – APA 7th edition referencing
conventions in both in-text
referencing and reference list
have been applied accurately and
consistently.
Help write my thesis – APA 7th edition referencing
conventions in both in-text
referencing and the reference list
have been used almost always
accurately and consistently.
Help write my thesis – APA 7th edition referencing
conventions in both in-text
referencing and the reference
list are used with few errors or
minor inconsistencies.
Attempt made to adhere to Help write my thesis – APA
7th edition referencing
conventions in both in-text
referencing and the reference
list, but with some errors and
inconsistencies.
Adherence to Help write my thesis – APA 7th edition
referencing conventionsin both
in-text referencing and the
reference list is minimal or nonexistent.
Page 13 of 20
ASSESSMENT ITEM 3: ORAL > PRESENTATION
Aligned subject learning
outcomes
• Analyse the differencesin diabetes management in a range of settings and populations
and apply best practice guidelines.
• Critically appraise and integrate chronic disease self-management frameworksinto clinical
diabetes education practice.
Group or individual Individual
Weighting and due date
Oral Presentation 40%
Due: 1800 (AEST) Friday 6th October
Requirements for
successful completion of
this assessment item
To passthis assessment item you must complete and submit it, and achieve aminimum of
50%, after the application of any penalties such as late penalties.
Word count / Time limit
8 minutes
Presentation duration more than 10% over the maximum time limit will be penalised by 10%
deduction of the marks available. The reference list is not included in this timing.
ASSESSMENT ITEM 3: DESCRIPTION
In this unit, we have explored the role of diabetes educators in providing support and education to teachers who
assume the care for children with diabetes while they are in school. Teachers are a crucial part of many children’s
journey with diabetes, and their role encompasses promoting a safe environment and supporting emotional wellbeing whilst also assuming their academic responsibilities. Collaboration between teachers, parents and
healthcare providers is essential to facilitate positive outcomes for children with diabetes. For this assessment,
you will create a narrated PowerPoint demonstrating your ability to apply education and self-management
principles and appropriate clinical guidelines to the case study below.
Case study: Brent
Brent is a seven-year-old child who was diagnosed with T1DM at age four. He has just started a new school year,
and although he has been wearing a t:slim X2 insulin pump and G6 CGM for the past 12 months, his new teachers
are not confident with the technology. They have concerns regarding him bolusing off his CGM and would like him
to finger prick prior to meals. His timetable includes sports on Friday following recess when he has most of his
carbohydrates. This is Brent’s favourite class of the week; however, he has been experiencing hypos during class.
This has limited his ability to participate, and a change in his behaviour has been noted. As his CDE, the school has
arranged for you to educate his teachers regarding Brent’s management and what is best practice in this
situation.
Create an oral presentation to provide to Brent’s school teachers. The following criteria must be addressed in
your presentation:
• Analyse the case study above and examine two key issues regarding his diabetes that his teachers need to
be aware of.
• Utilising appropriate clinical guidelines and contemporary literature for one of the key issues you have
examined, recommend and rationalise the use of;
-One long term strategy to facilitate positive outcomes for Brent and his teachers.
-One short term strategy to facilitate positive outcomes for Brent and his teachers
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Recommendations should be supported by appropriate clinical guidelines and contemporary literature.
Guidelines and literature should be cited using Help write my thesis – APA 7th conventions. A DOI must be provided for all references in
the reference list. You should cite all images in your presentation as per the JCU Library guides for Help write my thesis – APA 7th edition.
For guidance on preparing a narrated PowerPoint, consider viewing this helpful Voice over PowerPoint video.
The firstslide must contain your name, student number, subject code NS5382, study period 85, 2023, and
timing/duration of the presentation. The last slide must contain a reference list.
Submission of this assessment
The method to deliver your presentation should be in the form of a YouTube video
Preparing the Video for Viewing and Submission
• The presentation video must be converted to a format that is able to be uploaded to YouTube. It is
recommended that the YouTube clip is ‘unlisted’, meaning it is essentially private and will only be visible
to those with whom the URL is shared (the markers).
• Instructions on how to create an unlisted and unsearchable YouTube video can be found here:
https://www.youtube.com/watch?v=PrNwVDmKVaY https://www.youtube.com/watch?v=JOr7JluzEOM
Submission guidelines
• A Word document listing the YouTube clip URL and the presentation and reference list.
• The reference list must adhere to Help write my thesis – APA 7th edition guidelines.
• For technology support please contact the IT help desk on 4781 5500.
Make careful consideration of the marking rubric on the following page as you plan, prepare and edit your
assignment to ensure you have addressed the required criteria.
Please refer to the CHS Assessment Preparation Guidelines for details on assessment criteria, referencing, Safe
Assign reports, presentation and submission.
At JCU the use of Artificial Intelligence (AI) in learning and assessment must be ethical, transparent, and
purposeful. You may engage in the use of AI only where your engagement upholds the principles of Academic
Integrity. For example, you may use AI such as ChatGPT to ask for research guidance, to brainstorm general ideas,
to ask questions to help you better understand your study materials or to proofread your work. However, be
aware that an AI could also produce incorrect information or produce work that is inherently biased. You cannot
use generative AI tools like ChatGPT to write or plan your assessment or any parts of your assessment. Submitting
assessment that is not entirely your original work is a form of academic misconduct and is strictly prohibited (see
procedure). If you use text directly from ChatGPT or other generative AI tools, you must reference this as a block
quote and include the reference in Help write my thesis – APA 7th style (see instructions here).
Page 15 of 20
ASSESSMENT ITEM 3: MARKING RUBRIC
Criteria HD D C P F
Analysis of case
study and
examination of key
issues
Weight 40%
A sophisticated analytical
discussion of the case study,
which includes critical and
comprehensive detail to highlight
two key issues for the person in
the case study.
An extensive range of relevant
literature from appropriate clinical
guideline/s and scholarly
literature has been used to
support the presentation content.
A convincing analytical discussion
of the case study, which includes
substantial detailto highlighttwo
key issues for the person in the
case study.
An in-depth range of relevant
literature from appropriate clinical
guideline/s and scholarly literature
has been used to support the
presentation content.
A sound analytical discussion of
the case study, which includes
sufficient detailto highlighttwo
key issues for the person in the
case study.
A sound range of literature from
appropriate clinical guideline/s
and scholarly literature has been
used to support the presentation
content.
A satisfactory analytical discussion
of the case study, which includes
basic detail to highlight two key
issues for the person in the case
study.
A satisfactory range of literature
from varied sources, some of
which are not credible orrelevant,
have been referred to support
the presentation content
Limited or no analysis of the case
study. Vague and/or insufficient
detail to highlight two key issues
for the person in the case study.
Literature from sources is largely
irrelevant and/or not credible OR
no literature has been used to
supportthe presentation content.
Recommendation
and rationalisation
of short-term
strategy for chosen
key issue
Weight 20%
Insightfulrecommendation of
one short-term strategy to
facilitate positive outcomes for
the case study. Compelling
rationalisation with clear links to
the case study, Key issue,
learners, and their context.
An extensive range of relevant
literature from appropriate clinical
guideline/s and scholarly
literature has been used to
support the presentation content.
Considered recommendation of
one short-term strategy to
facilitate positive outcomesfor
the case study. Comprehensive
rationalisation with clear links to
the case study, Key issue,
learners, and their context.
An in-depth range of relevant
literature from appropriate clinical
guideline/s and scholarly literature
has been used to support the
presentation content.
Sound recommendation of one
short-term strategy to facilitate
positive outcomes for the case
study. Logical rationalisation with
clear links to the case study, Key
issue, learners, and their context.
A sound range of literature from
appropriate clinical guideline/s
and scholarly literature has been
used to support the presentation
content.
Satisfactory recommendation of
one short-term strategy to
facilitate positive outcomesforthe
case study. basic rationalisation
with clear links to the case study,
Key issue, learners, and their
context.
A satisfactory range of literature
from varied sources, some of
which are not credible orrelevant,
have been referred to support
the presentation content
Unsatisfactory or no
recommendation for short-term
strategy to facilitate positive
outcomesfor the case study.
poor rationalisation with no clear
links to the case study, Key issue,
learners, and their context.
Literature from sources is largely
irrelevant and/or not credible OR
no literature has been used to
supportthe presentation content.
Recommendation
and rationalisation
of long-term
strategy for chosen
key issue
Weight 20%
Insightfulrecommendation of
one long-term strategy to
facilitate positive outcomes for
the case study. Compelling
rationalisation with clear links to
the case study, Key issue,
learners, and their context.
An extensive range of relevant
literature from appropriate clinical
guideline/s and scholarly
literature has been used to
support the presentation content.
Considered recommendation of
one long-termstrategy to facilitate
positive outcomes for the case
study. Comprehensive
rationalisation with clear links to
the case study, Key issue, learners,
and their context.
An in-depth range of relevant
literature from appropriate clinical
guideline/s and scholarly literature
has been used to support the
presentation content.
Sound recommendation of one
long-term strategy to facilitate
positive outcomes for the case
study. Logical rationalisation with
clear links to the case study, Key
issue, learners, and their context.
A sound range of literature from
appropriate clinical guideline/s
and scholarly literature has been
used to support the presentation
content.
Satisfactory recommendation of
one long-termstrategy to
facilitate positive outcomes for
the case study. basic
rationalisation with clear links to
the case study, Key issue,
learners, and their context. A
satisfactory range of literature
from varied sources, some of
which are not credible or
relevant, have been referred to
support the presentation content
Unsatisfactory or no
recommendation long-term
strategy to facilitate positive
outcomesforthe case study.
poor rationalisation with no clear
links to the case study, Key issue,
learners, and their context.
Literature from sources is largely
irrelevant and/or not credible OR
no literature has been used to
supportthe presentation content.
Page 16 of 20
Criteria HD D C P F
Slide creation and
mechanics
Weight 10%
Presents highly polished and
visually appealing slides. Excellent,
logical structure and sequence of
ideas that is clear and easy to
follow. Text is easy to read,
graphics enhance understanding
of ideas. No spelling, punctuation,
or grammatical errors.
Presents effective visually
attractive slides. Effective, logical
structure and sequence of ideas
that is clear and easy to follow.
Text is easy to read, graphics
enhance readability. Minimal
spelling and/or punctuation
and/or grammatical errors.
Presents good clear slides. Mostly
coherent structure and sequence
of ideasthat is able to be
followed. Text is occasionally
difficult to read due to
overcrowding and/or too many
ideas per slide. Some spelling
and/or punctuation and/or
grammatical errors.
Satisfactory slides where choice of
colours and/or fonts and/or
images and/or bullets and/or
graphics occasionally detract from
the content. Basic structure and
sequence of ideas that at times
may not be logical or easy to
follow. Several spelling and/or
punctuation and/or grammatical
errors.
Unreadable slides, layout
confusing and/or crowded where
the choice of colours and/or font
and/or images and/or bullets
and/or graphics detract from the
content. Numerous spelling,
punctuation and/or grammatical
errors.
Presentation
style Weight 5%
Demonstrates advanced spoken
communication skills, with
evidence of:
Sophisticated and highly
articulate, engaging speaking
voice evidenced by a highly
effective use of volume, pitch,
pace, and prose.
Demonstrates very good spoken
communication skills, with
evidence of:
Highly articulate, engaging
speaking voice evidenced by
effective use of volume, pitch,
pace and prose.
Demonstratessound spoken
communication skills, with
evidence of:
Clear, solid speaking voice
evidenced by sound use of volume,
pitch, pace, and prose. Good use of
speaking voice to maintain
audience engagement.
Demonstratessatisfactory spoken
communication skills, with
evidence of:
Satisfactory speaking voice
evidenced by adequate use of
volume, pitch, pace and proses,
with some fluctuation in parts.
Speaking voice requires some
attention to maintain audience
engagement.
Demonstrates poor
spoken communication
skills, with evidence of:
Speaking voice difficult to
understand evidenced by limited
use volume, pitch, pace, and
prose and/or distracting
background noise. Unable to
maintain audience engagement
throughout.
Referencing
Weight 5%
Help write my thesis – APA 7th edition referencing
conventions in both in-text
referencing and reference list have
always been applied accurately and
consistently.
Help write my thesis – APA 7th edition referencing
conventions in both in-text
referencing and the reference list
have been used almost always
accurately and consistently.
Help write my thesis – APA 7th edition referencing
conventions in both in-text
referencing and the reference list
are used with few errors or minor
inconsistencies.
Attempt made to adhere to Help write my thesis – APA 7th
edition referencing conventions in
both in-text referencing and the
reference list, but with some errors
and inconsistencies.
Adherence to Help write my thesis – APA 7th edition
referencing conventions in both intext referencing and the reference
list is minimal or non-existent.
Page 17 of 20
3 Submission and return of assessment
3.1 Submission of assessment
Students must submit final assessment items (including reference list, and any appendices) by the due date and
time. There is only one final submission for each assessment item. Resubmissions are not allowed, therefore
students should check that the correct file is uploaded, as this file will constitute a submission and will be the only
document marked and graded. No clearing of incorrect submissions will be carried out by staff, so please ensure
the correct file is uploaded.
Students are responsible to ensure the upload is successful and to save a copy of the SafeAssign report for their
own records. The date and time of online submission is recorded by LearnJCU, and this is accepted as being the
equivalent to a date stamp on a hard copy submission. All assessment items will undergo an automatic plagiarism
check by SafeAssign. If system-wide technical problems occur with SafeAssign or LearnJCU on the due date, your
Subject Coordinator will advise you by email and/or via announcement on LearnJCU of any necessary changes to
the normal processes of assessment submission.
3.2 Late submissions
The Learning, Teaching and Assessment Procedure (3.1.8d) outlines a uniform formula of penalties imposed for
submission of an assessment item after the due date. This formula is 5% of the total possible marks for the
assessment item per day including part-days, weekends, and public holidays. If submitted after 20 days, the
assessment item thus would be awarded 0 marks (i.e. 5% x 20 = 100% of total possible marks in penalties).
For assessment items weighted 0%, and submitted after 10 days a DNS (Did Not Submit) grade is awarded.
3.3 Special Consideration (including deferrals and extensions)
You are encouraged to access equity measures if you are affected by extenuating circumstances while
undertaking the subject. JCU’s Learning, Teaching and Assessment Procedure 3.1 requires that you must make
yourself available for assessments and examinations atthe scheduled times and extensions or deferrals for an
assessmentitem due to previously scheduled commitments such as weddings or holidays, will not be granted.
All Special Consideration requests can be applied for through the Special Consideration application form. The
form is linked to the Special Consideration Procedure and also available on the Student Forms webpage.
Because of the intensive nature of this program, extensions of greater than 48 hours cannot be given.
Possible equity measures for Special Circumstances that occurred during the study period that specifically
impacted performance or completion of on-course assessments or examinations but did not prevent submission
orsitting of the assessments or examinations forsubjects administered by College of Healthcare Sciences include:
• Supplementary examination or assessment;
• Special examination or assessment.
Amendment of final subject grade is not available as an outcome for College of Healthcare Sciences subjects.
See Student Special Circumstances Policy, Special Consideration Procedure and Withdrawal from Subjects without
Financial and Academic Penalty Procedure.
3.4 Academic Integrity
As outlined in the Coursework Academic Integrity Policy and Procedure, you are required to complete the
Coursework Academic Integrity Modules available in your LearnJCU site. Penalties for non-completion may be
applied.
Page 18 of 20
All non-examination items of assessment are required to be submitted with the Assessment Declaration available
through LearnJCU. The Assessment Declaration contains statements relating to academic integrity under the
Coursework Academic Integrity Policy and Procedures. All instances of academic misconduct are treated very
seriously by the University and students may be severely penalised for committing any form of academic
misconduct.
For more information regarding academic integrity, see
https://www.jcu.edu.au/students/learningcentre/academic-integrity
At JCU the use of Artificial Intelligence (AI) in learning and assessment must be ethical, transparent, and
purposeful. You may engage in the use of AI only where your engagement upholds the principles of Academic
Integrity. For example, you may use AI such as ChatGPT to ask for research guidance, to brainstorm general ideas,
to ask questions to help you better understand your study materials or to proofread your work. However, be
aware that an AI could also produce incorrect information or produce work that is inherently biased. You cannot
use generative AI tools like ChatGPT to write or plan your assessment or any parts of your assessment. Submitting
assessment that is not entirely your original work is a form of academic misconduct and is strictly prohibited (see
procedure). If you use text directly from ChatGPT or other generative AI tools, you must reference this as a block
quote and include the reference in Help write my thesis – APA 7th style (see instructions here).
3.5 Return of assessment
The requirements for an assessment’s return date, time and manner will be determined by the Subject
Coordinator in line with the JCU Learning, Teaching and Assessment Procedures. Feedback will be given, as per
clause 3.5 of the Learning, Teaching and Assessment Procedures. You will be informed of your grade for every
component of assessment as per clause 3.5.1 and 3.5.2 of the Learning Teaching and Assessment Procedures. You
can also request written or verbal feedback from the marker (see Learning, Teaching and Assessment Procedures
3.5).
3.6 Review of assessment
Assessment items and final grades will be reviewed through moderation processes (Learning, Teaching and
Assessment Procedures, 3.6). It is important to be aware that assessment results “must always undergo final
ratification for each study period. No single grade or mark represents a final result in a subject” (Learning,
Teaching and Assessment Procedures, 3.7.4.).
Audio and/or video recording of assessment (e.g. oral assessment) may be used in this subject as per the Learning
Teaching and Assessment Procedure (3.1.5f) and will be securely stored in line with Learning Teaching and
Assessment Procedure (3.8.1).
Students can seek a review of individual assessment pieces through the process identified in clause 3.8 of the
Learning, Teaching and Assessment Procedures.
Students can seek a review of the final subject result through the process contained in the Review and Appeal of a
Final Subject Result Procedure.
Page 19 of 20
4 Learning and teaching in this subject
4.1 Subject calendar
Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen
circumstances. Please monitor announcements made via LearnJCU. Refer to your Study Period Academic
Calendar for important dates.
Week Module Topic / Subject Activity Readings /
Preparation Relationship to assessment
O
28-Aug-23
Orientation
Self-directed learning, practical online activities and
discussion board interactions
LearnJCU
O-Week:Getting
started folder
1
4-Sep-23
Targetsfor adults acrossthe lifespan
Readings, practical online activities(videos and associated
E-tivities) and discussion board interactions
Assessment 1 due (Quiz 1) (must attempt hurdle)
LearnJCU
Week 1 folder
Activities and readings
support preparation for
Assessment Item 1.
2
11-Sep-23
Teaching principals of blood glucose monitoring
Readings, practical online activities(videos and associated
E-tivities) and discussion board interactions
Assessment 2 due
Last date to withdraw without financial penalty Thu 14 Sep
LearnJCU
Week 2 folder
Activities and readings
support preparation for
Assessment Item 2.
3
18-Sep-23
Gestational diabetes and diabetes in pregnancy
Readings, practical online activities(videos and associated
E-tivities) and discussion board interactions
Last date to withdraw without academic penalty Fri 22 Sep
Assessment 1 due (Quiz 2)
LearnJCU
Week 3 folder
Activities and readings
support preparation for
Assessment Item 3
4
25-Sep-23
Educating children and adolescents with diabetes
Readings, practical online activities(videos and associated
E-tivities) and discussion board interactions
LearnJCU
Week 4 folder
Activities and readings
support preparation for
Assessment Item 3
5
2-Oct-23
Insulin regimens and adjustmentsin the management of
diabetes
Readings, practical online activities(videos and associated
E-tivities) and discussion board interactions
Assessment 3 due
LearnJCU
Week 5 folder
Activities and readings
support preparation for
Assessment Item 1- quiz 3
6
9-Oct-23
Education for all
Readings, practical online activities(videos and associated
E-tivities) and discussion board interactions
Assessment 1 due (Quiz 3)
LearnJCU
Week 6 folder
Activities and readings
support preparation for
Assessment Item 1- quiz 3
SV
16-Oct-23
STUDY VACATION – Results published Friday 27October 2023
Page 20 of 20
4.2 Learning and teaching activities/expectations
This subject has been developed using a ‘blended learning’ model, therefore there are a variety of technologies
utilised to enhance your learning.
This subject will be delivered in distance education mode utilising the LearnJCU online delivery platform. Students
are required to have internet access to access study modules, complete learning tasks, submit assessments and
access online resources.
A key learning and teaching strategy in this subject is the use of E-tivities, which allow students to be active/
interactive learners by fully engaging with the content and with each other through the use of the various Etivities located within the LearnJCU subject website.
Students are expected to participate in the LearnJCU discussion boards and online learning activities. E-tivities are
the online equivalent of attendance at tutorials for an on-campus subject. The discussion boards give you a place
to interact with staff and otherstudents about subject content and topics, and help students to clarify and extend
their understanding of key content. These are a forum for students to present their thoughts/ideas in an online
version of an in-person classroom discussion and therefore the same courtesy rules apply.
While attendance in the Subject Room (Collaborate tutorial) sessions is not mandatory, it is highly recommended.
These sessions will provide you with the opportunity to have synchronous (at the same time) conversations with
your Subject Coordinator (or your tutor) and with your fellow students from across the subject, to have your
questions answered and to receive further clarification about any concerns or questions you may have.

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