Unit rationale, description and aim

The Registered nurse plays an important role in the interprofessional team in provision of care for people with long-term chronic illness and disability.

NRSG372 Principles of nursing: Chronic illness and disability, is required by students to assist them to achieve knowledge and skills in relation to chronic illness, disability and evidence-based practices to enable safe, effective and culturally sensitive care, including educating clients and supporting them to manage themselves long-term.

Case studies, informed by current priorities for chronic health in Australia, will enable students to explore the common diseases and disabilities across the life span to support the provision of holistic, evidence-based care. This unit builds on previous knowledge acquisition from second year units, to develop a comprehensive knowledge of the role of the registered nurse in facilitating patient-centred care for persons with chronic illness and/or disability will be examined in relation to a variety of settings and patient journeys.

The aim of this unit is to assist students to critically analyse the impact of chronic illness and/or disability on the person, family and community.

2025 10

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  • Semester 2Multi-mode
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  • Semester 1Multi-mode

Prerequisites

NRSG267 Integrating Practice 4 AND NRSG264 Integrating Practice 3

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Demonstrate an advanced understanding of developme...

Learning Outcome 01

Demonstrate an advanced understanding of developmental, lifespan, social, spiritual and cultural factors that impact on the quality of life of people experiencing chronic illness and/or disability and their families
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC11, GC12

Critically apply health behaviour theories inclusi...

Learning Outcome 02

Critically apply health behaviour theories inclusive of the models of nursing, to the principles of caring for people experiencing chronic illness and/or disability and their families
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC11

Use advanced pathophysiological knowledge to imple...

Learning Outcome 03

Use advanced pathophysiological knowledge to implement critical thinking and clinical reasoning across a range of settings, to plan safe, evidence-based, culturally sensitive, person-centred care
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11

Describe the application of quality use of medicin...

Learning Outcome 04

Describe the application of quality use of medicines, non-pharmacological therapeutic interventions, complementary therapies, goal setting and eHealth strategies to benefit person/s with chronic illness and/or disability
Relevant Graduate Capabilities: GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Apply legal and ethical principles related to the ...

Learning Outcome 05

Apply legal and ethical principles related to the chronic illness and disability context
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11

Reflect on the lived experiences of the person wit...

Learning Outcome 06

Reflect on the lived experiences of the person with chronic illness and/or disability, their family and community
Relevant Graduate Capabilities: GC1, GC3, GC4, GC6, GC7, GC8, GC9, GC11

Content

Topics will include:

Principles of chronic illness and disability

  • Global overview of chronic illness and disability
  • Chronic illness and disability in an Australian context
  • Differentiation of key terms: Chronic illness, Chronic disease, long term conditions, disability and co-morbidity 
  • Trajectory of illness:
  • Range of settings and continuum of care inclusive of: community and primary care, and tertiary care environment with discharge considerations.
  • Impact of chronic illness and/or disability on person, family and community
  • Physical
  • Psychosocial
  • Cultural
  • Spiritual
  • Lifespan

Therapeutic use of professional relationships

  • Nurses role in restorative practice
  • Collaboration
  • Partnerships
  • Relationships
  • Building capacity and resilience in the person, their family and carer
  • Self-reflection
  • Professional communication
  • Therapeutic use of self and communication strategies
  • Active listening skills
  • Motivational Interviewing
  • Teaching skills

Principles for Practice

  • Pathophysiology of selected chronic illnesses and disability (those identified as National Health Care Priorities or relating to National Health Care Priorities)
  • Patient-centred care and person-centred goal setting
  • Role of the nurse in: 
  • assessment
  • planning
  • evaluation of care
  • coordination of care
  • Role of the interprofessional teams and multi-sectorial partnerships
  • Models of care for management of chronic illness and/or disability
  • Chronic condition self-management
  • NDIS
  • Legal and ethical issues
  • Chronic pain management
  • Common therapeutic approaches
  • Pharmacological
  • Non-pharmacological
  • Complimentary therapies and alternative medicines
  • Issues of Sexuality 

Optimising function

  • Self-management
  • Promoting independence
  • Restorative practices
  • Educational resources for health promotion and prevention
  • eHealth mediation and management of chronic disease
  • Telehealth and the management of chronic conditions in rural communities
  • Rehabilitation and habilitation

Assessment strategy and rationale

A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes.

Third year sees students continue their transition towards independent learning. In this unit, there are two 50% assessment items, therefore the importance of each item is high in terms of achievement of unit learning outcomes and graduate attributes. The written assignment uses a case study to engage students with chronic illness and disability and to demonstrate an understanding of the identification and prioritisation of issues of care,– critical skills required by the registered nurse. The health promotion resource reinforces the need for discharge and community education as well as the long-term care of an individual and community. Skills necessary for graduate practice include an understanding that the role of a nurse can extend beyond the immediate care they provide into the long-term management of individuals following their move away from health facility management. 

Overview of assessments

Health Education/Promotion Resource Enables stud...

Health Education/Promotion Resource

Enables students to showcase sound communication skills and understanding of the key issues for patients with chronic illness and disability.

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4, LO5

Written Assignment (2,000 words) Enables student...

Written Assignment (2,000 words)

Enables students to articulate their knowledge and understanding of the management of patients with chronic illness and disability.

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO5, LO6

Learning and teaching strategy and rationale

Modes of delivery in this unit include lectures, seminars, tutorials, online activities and self-directed study. Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. This strategy will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers.  

Students exiting university need significant life-long learning skills to deliver sound, ongoing, evidence-based graduate practice as a member of the professional workforce. To embed life-long learning skills students must demonstrate increasing reflective capacity to identify what is being done well and what requires additional work in progressing toward the required learning outcomes. Located in the third year of the programme, this theory unit includes some face-to-face teaching hours and an increased online component of learning. Online recorded lectures are utilised to convey content and central principles, while tutorials provide an opportunity to consolidate students’ understanding of content through collaboration and discussion. Tutorials deliver interactive and student-driven learning sessions to extend the community of learners, and increase their self-reliance, critical reflection and debate. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to independent study and life-long learning. 

Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice

In connection to the learning outcomes, these are the national Registered nurse standards for practice for all RNs. Together with NMBA standards, codes and guidelines, these Registered nurse standards for practice should be evident in current practice, and inform the development of the scopes of practice and aspirations of RNs.

  • Relating toThinks critically and analyses nursing practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toAccesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toDevelops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toRespects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toComplies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toUses ethical frameworks when making decisions

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toMaintains accurate, comprehensive and timely documentation of assessments, planning, decision-making, actions and evaluations, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toContributes to quality improvement and relevant research.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toEngages in therapeutic and professional relationships

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toEstablishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toCommunicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toRecognises that people are the experts in the experience of their life

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toProvides support and directs people to resources to optimise health-related decisions

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toAdvocates on behalf of people in a manner that respects the person’s autonomy and legal capacity

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toActively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centred care

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toMaintains the capability for practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toConsiders and responds in a timely manner to the health and wellbeing of self and others in relation to the capability for practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toProvides the information and education required to enhance people’s control over health

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toUses a lifelong learning approach for continuing professional development of self and others

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toAccepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toIdentifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toComprehensively conducts assessments

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toConducts assessments that are holistic as well as culturally appropriate

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toUses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toWorks in partnership to determine factors that affect, or potentially affect, the health and wellbeing of people and populations to determine priorities for action and/ or for referral, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toAssesses the resources available to inform planning.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toDevelops a plan for nursing practice

    Relevant Learning OutcomeLO2, LO3, LO4, LO5, LO6

  • Relating toUses assessment data and best available evidence to develop a plan

    Relevant Learning OutcomeLO2, LO3, LO4, LO5, LO6

  • Relating toDocuments, evaluates and modifies plans accordingly to facilitate the agreed outcomes

    Relevant Learning OutcomeLO2, LO3, LO4, LO5, LO6

  • Relating toProvides safe, appropriate and responsive quality nursing practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toProvides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toEvaluates outcomes to inform nursing practice

    Relevant Learning OutcomeLO2, LO3, LO4, LO6

  • Relating toEvaluates and monitors progress towards the expected goals and outcomes

    Relevant Learning OutcomeLO2, LO3, LO4, LO6

  • Relating toRevises the plan based on the evaluation, and

    Relevant Learning OutcomeLO2, LO3, LO4, LO6

  • Relating toDetermines, documents and communicates further priorities, goals and outcomes with the relevant persons.

    Relevant Learning OutcomeLO2, LO3, LO4, LO6

Representative texts and references

Representative texts and references

Australian Institute of Health and Welfare. (2018). Australia’s health 2018. www.aihw.gov.au/getmedia/7c42913d-295f-4bc9-9c24-4e44eff4a04a/aihw-aus-221.pdf

Bullock, S. & Hales, M. (2019). Principles of pathophysiology (2nd ed.). Pearson.

Bullock, S., & Manias, E. (2017). Fundamentals of pharmacology  (8th ed.). Pearson. Chang,

Chang, E., & Johnson, A. (Eds.). (2017). Living with chronic illness and disability: Principles for nursing practice (3rd ed.). Elsevier.

Holland, K., Jenkins, J., Solomon, J., & Whittam, S. (2019). Applying the Roper-Logan-Tierney Model in practice-E-Book. Elsevier

Larsen, P. D., & Lubkin, I. M. (2019). Chronic illness: Impact and intervention (10th ed.). Jones and Bartlett.

Levett-Jones, T. (2017). Clinical Reasoning: Learning to think like a nurse. Pearson.

Tiziani, A. P.(2021). Harvard's nursing guide to drugs (11th ed.). Elsevier.

World Health Organization. (2015). Non communicable diseases. Retrieved from https://www.who.int/health-topics/noncommunicable-diseases#tab=tab_1

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