Undergraduate – Nursing Table of Contents Table of Contents ……

Undergraduate – Nursing Table of Contents Table of Contents ……………………………………………………………………………………………………………………………… 2 1 Introduction to the unit ………………………………………………………………………….. 3 1.1 Unit Details ………………………………………………………………………………………………………………………………. 3 1.2 Handbook summary ………………………………………………………………………………………………………………….. 3 1.3 Staff ………………………………………………………………………………………………………………………………………… 3 1.4 Essential requirements ………………………………………………………………………………………………………………. 4 1.5 Changes to unit as a result of student feedback …………………………………………………………………………….. 4 2 Assessment Information ………………………………………………………………………… 5 2.1 Course level learning outcomes ………………………………………………………………………………………………….. 5 2.2 Learning Outcomes …………………………………………………………………………………………………………………… 7 2.3 Engaging with the unit ……………………………………………………………………………………………………………….. 7 2.4 Assessment summary ……………………………………………………………………………………………………………….. 8 2.5 To pass this unit ……………………………………………………………………………………………………………………….. 8 2.6 Assessment details……………………………………………………………………………………………………………………. 9 Assessment 1: In class closed book multiple choice question (MCQ) quiz …………………………………………….. 9 Assessment 2: Short Answer Test (SAT) ………………………………………………………………………………………… 10 Marking criteria and standards: Assessment 2 – Short Answer Test (SAT) In Class closed book assessment based on Case History …………………………………………………………………………………………………………………. 13 Assessment 3: End of session closed book examination …………………………………………………………………… 20 2.7 Submission requirements …………………………………………………………………………………………………………. 21 Late submission …………………………………………………………………………………………………………………………… 21 Extension of due date for submission ……………………………………………………………………………………………… 21 Resubmission ……………………………………………………………………………………………………………………………… 22 Special consideration …………………………………………………………………………………………………………………… 22 3 Teaching and learning activities …………………………………………………………… 23 4 Learning resources ……………………………………………………………………………… 26 4.1 Essential library resources ……………………………………………………………………………………………………….. 26 4.2 Literacy & numeracy resources …………………………………………………………………………………………………. 27 4.3 Citing resources and referencing ……………………………………………………………………………………………….. 27 5 Important information ………………………………………………………………………….. 28 5.1 What is expected of you …………………………………………………………………………………………………………… 28 5.2 What you can expect from the teaching team ……………………………………………………………………………… 28 Staff responsibilities ……………………………………………………………………………………………………………………… 28 On-Line learning requirements ………………………………………………………………………………………………………. 28 5.3 Raising concerns …………………………………………………………………………………………………………………….. 29 5.4 Links to policy …………………………………………………………………………………………………………………………. 29 5.5 Links to other resources …………………………………………………………………………………………………………… 30 ©School of Nursing and Midwifery Page 2 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 1 Introduction to the unit 1.1 Unit Details Unit Code and Unit Name: 401010 Health Variations 1 Teaching Session and Year: Autumn 2016 Credit Points: 10 1.2 Handbook summary This unit provides the theoretical background knowledge for Professional Practice 3. It introduces the student to the fundamental principles of perioperative nursing care in supporting clients undergoing surgical interventions incorporating the related pathophysiology and pharmacology. In particular, nursing care of surgical interventions relating to the gastrointestinal, reproductive and musculoskeletal systems with a Health Priority Focus relating to Injury Control, Arthritis and Cancer Control will be the focus of case history reviews. 1.3 Staff Position Contact Details Unit Coordinator Name: Ms Kate Bell Email: kate.bell@westernsydney.edu.au Phone: (02) 4570 1674 Campus Coordinators Campbelltown Ms Sharon Jacobs s.jacobs@westernsydne y.edu.au (02) 4620 3657 Hawkesbury Ms Melissa Jansson m.jansson@westernsyd ney.eedu.au (02) 4570 1915 Parramatta Ms Jackie Dempsy jackie.dempsey@wester nsydney.edu.au (02) 9685 9022 Teaching Staff Please refer to the unit vUWS site for a full list of teaching staff. Contact Protocol Your tutor is the point of first contact for students who have queries relating to the unit. If you are unable to contact your Tutor please contact your Campus Coordinator. If the staff member is not available leave a telephone message, including your name and contact telephone number, alternatively, you can send an email. Email communication with academic staff must be via Western Sydney University student email accounts only. Emails sent from any non Western Sydney University address will not receive a response. Student Email Accounts can be activated via the Western Sydney University Home page from myc3. Student Consultation Tutors will advise of consultation times on the vUWS site or outside their offices or in the School of Nursing and Midwifery reception area. If you are unable to contact your tutor please contact your Campus Coordinator. ©School of Nursing and Midwifery Page 3 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 1.4 Essential requirements Essential equipment Access to a computer and the internet is essential in order to be able to: access course materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See http://www.westernsydney.edu.au/currentstudents/current_students/services_and_fa cilities/uwsonline_student_support for further information. Students will require a calculator for maths in tutorials and CPU; uniform for clinical placement and final skill assessment, nurses watch, stethoscope (recommended). 1.5 Changes to unit as a result of student feedback The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made: • Variations to assessments 1 and 2 • Constructive alignment with Professional Practice Experience 3 (PPE3) • Continued development of revision quizzes ©School of Nursing and Midwifery Page 4 of 30 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 2 Assessment Information 2.1 Course level learning outcomes The following shows how this unit will contribute to completion of course level outcomes, Western Sydney University graduate attributes and the NMBA Competencies. The graduate from the Bachelor of Nursing will have achieved the Generic Western Sydney University Graduate Attributes as an essential part of completion of the award. Graduates will demonstrate all of the subsets of the major attributes which are: 1. Command multiple skills and literacies to enable adaptable lifelong learning; 2. Demonstrate knowledge of Indigenous Australia through cultural competency and professional capacity; 3. Demonstrate comprehensive, coherent and connected knowledge 4. Apply knowledge through intellectual inquiry in professional or applied contexts 5. Bring knowledge to life through responsible engagement and appreciation of diversity in an evolving world 2.2 Learning Outcomes The Health Variations 1 unit is part of the Bachelor of Nursing, Bachelor of Nursing (Advanced), and Bachelor of Nursing (Graduate Entry). The unit provides the foundation for developing comprehensive, coherent and connected knowledge in the nursing discipline and introduces and develops interaction skills which will be required by graduates in their work environments. Learning outcomes for the unit are outlined below. 1. Describe the principles of perioperative nursing care 2. Explain the role of the nurse in the perioperative period with reference to the NMBA competencies standards. 3. Discuss Injury Control as it relates to pathophysiology and across the lifespan. 4. Explain how Arthritis and Musculoskeletal Conditions relate to pathophysiology and across the lifespan. 5. Describe knowledge of Cancer Control across the lifespan and related pathophysiology. 6. Discuss pharmacological concepts relevant to perioperative nursing. 7. Explain the safe and effective use of pharmacological agents in supporting people across the lifespan who are experiencing surgical interventions. 8. Discuss non-pharmacological comfort measures that may be used during the perioperative period. 9. Implement information literacy skills to access and evaluate data relevant to provision of effective nursing management of people across the lifespan who are receiving perioperative care. 2.3 Engaging with the unit Activity How will teaching activities support achievement of learning outcomes? Blended Learning Activity Blended learning activities have been embedded throughout the unit content to enhance the student learning experiences through the use of tutorials, clinical practice units, audio visual material, small group work, and online quiz material. Access to a computer and the internet is essential in order to be able to: access course materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See http://www.westernsydney.edu.au/currentstudents/current_students/services_ and_facilities/uwsonline_student_support for further information. Tutorial A tutorial is a small group activity that enables you to have lecture content explained by the tutor if required. You will then be able to apply, explore and debate the content through interactive learning activities with other students. Activity How will teaching activities support achievement of learning outcomes? Group Work Group work enhances student learning. Through planned group activities, and discussion with other students, you will have the opportunity to clarify your own thoughts and understandings of unit concepts. Group work also offers the opportunity to cooperate in a team situation and to learn skills that will assist you to work effectively in a health care team. 2.4 Assessment summary ASSESSMEN T NUMBER ASSESSMENT ITEM AND DUE DATE LEARNING OUTCOMES WEIGHTING 1. In class closed book multiple choice question (MCQ) quiz Duration: 20 minutes Due Date: Week 3 1,2,3,6,7,9 10% 2. In class closed book Short Answer Test (SAT) Duration: 90 minutes Word Count: 1000 words Due Date: Week 7 2,4,5,7,8,9 40% 3. End of session examination Duration: 2 hours Due Date: During formal Western Sydney University examination period 1-9 50% 2.5 To pass this unit • Achieve at least 50% when all assessment marks are totalled AND • Complete and submit all assessment tasks at the required time and required academic standard ? You should note that, consistent with the Criteria and Standards Based Assessment policy, the final marks and grades are subject to determination of School and University Assessment and Progression Committees. Please see Assessment policy; http://policies.uws.edu.au/view.current.php?id=00227: 2.6 Assessment details Assessment 1: In class closed book multiple choice question (MCQ) quiz Weighting: 10% Duration: 20 minutes Due Date: Week 3, in registered tutorials Submission details: This is a closed book assessment that will be completed in your tutorial class in week 3. All students are required to attend their allocated tutorial in week 3 to complete this assessment. You have an allocated time of 20 minutes to complete this task. Aim of assessment The purpose of this MCQ test in class assessment is to enable the students to demonstrate: • An understanding of the experience of pain in the perioperative period (Learning outcome 1). • An understanding of pharmacological and non-pharmacological management of pain in the perioperative period (Learning outcomes 1, 2, 6 & 8). • An understanding of the principles of perioperative nursing care (Learning outcome 1). • An understanding of alterations in body fluid homeostasis and the management of fluid balance in the perioperative period (Learning outcome 1). • An understanding of the pathophysiology of inflammatory bowel diseases – Crohn’s disease and ulcerative colitis (Learning outcome 5). • An understanding of the pharmacological concepts related to the treatment of a person who has an inflammatory bowel disease (Learning outcome 6). • An understanding of the safe and effective use of pharmacological agents (Learning outcome 7). Details This is a closed book assessment that will be completed in tutorial time. The assessment task consists of 20 multiple choice questions (MCQs). The allocated time for completion of this assessment is 20 minutes. Resources i. Examples are available on the HV1 vUWS site. ii. There are a number of textbooks and resources available through the Western Sydney University Library that may assist you. Please refer to the unit’s vUWS site for specific unit resources Assessment 2: Short Answer Test (SAT) In class closed book assessment based on a case history. Weighting: 40% Word count: 1000 words Due Date: Week 7, in registered tutorial. Submission Details: This is a closed book assessment that will be completed in your tutorial class in week 7. All students must attend their allocated tutorial to complete this assessment. You have an allocated time of 90 minutes. Marking Critieria and Standards: See page 12-17 Aim of assessment The purpose of this short answer test in-class assessment is to enable the student to demonstrate: • An understanding of the principles of perioperative nursing care in relation to a person who has Crohn’s disease (Learning outcome 1). • An understanding of alterations in body fluid homeostasis and the management of fluid balance in the perioperative period (Learning outcome 1). • An understanding of the role of the nurse in the perioperative period in relation to a person who has Crohn’s disease (Learning outcome 2). • An understanding of the pathophysiology of Crohn’s disease (Learning outcome 5). • An understanding of pharmacological agents that may be used in the perioperative care of a person who has Crohn’s disease (Learning outcome 6). • An understanding of how safe and effective administration of pharmacological agents support people in perioperative care (Learning outcome 1, 6 & 7). • An evaluation of relevant literature to support an understanding of the pathophysiology, pharmacological and nursing management of a person experiencing Crohn’s disease and express this in a clear and succinct writing style (Learning outcome 9). Details Lucy is a 19 year old university student. She has been admitted to hospital with a six (6) day history of lower right quadrant abdominal cramping pain increasing with intensity, diarrhoea with blood, anorexia, fatigue, nausea and episodes of vomiting. Lucy states that she was diagnosed with Crohn’s disease at age 15. She has had two previous hospital admissions for acute exacerbations of Crohn’s disease with clinical manifestations of diarrhoea, abdominal pain and vomiting. Her Crohn’s disease has been managed with a combination of diet, medication and medical monitoring. Remission of her Crohn’s disease was maintained by oral mesalazine (Mesasal). Lucy currently rates her pain as 9/10. On examination, Lucy was pale, her extremities were cool, and her skin was dry with poor turgor. Her abdomen was distended and tender. A mass was palpable in the lower right abdominal quadrant. Observations on admission • Blood pressure: 95/60 • Pulse rate: 110 beats/minute • Respiratory rate: 22 breaths/minute • Temperature: 37.7C • Sa02: 98% in room air • Weight: 62 kilograms • Height: 165 cm • Urinalysis: • specific gravity: 1040 • dark coloured urine • no other abnormalities noted Initial pathology results • Haemoglobin: 105 g/L (117 – 157 g/L) • Haematocrit: 49% (35 – 47%) • WBC 15000/mm3 ( 3500 – 11000 mm3) • Erythrocyte sedimentation rate (ESR): 28mm/hour (0 – 20 mm/hour) • C-reactive protein (CRP): 30mg/dl (20 mg/dl) • Albumin: 28g/L (35 – 50 g/L) The MO orders the following • fentanyl 75mcg IMI QID PRN • metoclopramide (Maxolon) 10mg IMI TDS • 1000mL 0.9% normal saline over 8 hours • nil by mouth Lucy was prepared and sent for an urgent colonoscopy, upper barium x-ray and abdominal CT scan. A bowel obstruction at the proximal end of the ascending colon at the ileocecal junction was diagnosed. A balloon dilation of the obstructed colon was attempted, but was unsuccessful. Lucy was scheduled for a surgical resection of the affected proximal ascending colon and end-to-end anastomosis of her colon. Questions Question 1. 10 marks (250 words) Explain the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon. (Learning outcome 5; NMBA competency standards 2.6, 3.1, 4.2). Question 2. 10 marks (250 words) Explain the pathophysiological processes that lead to Lucy’s conscious perception of pain in her lower right abdominal quadrant. (Learning outcomes 1, 5; NMBA competency standards 2.6, 4.2, 3.1) Question 3. 5 marks (165 words) Describe the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. (Learning outcome 1, 2; NMBA competency standards 2.6, 3.1, 4.2, 5.2, 5.3) Question 4. 5 marks (165 words) Describe the mechanism of action of fentanyl in relation to its administration to Lucy. (Learning outcome 6; NMBA competency standards 1.1, 2.6, 3.1, 4.2) Question 5. 5 marks (165 words) Prioritise the nursing responsibilities and associated rationales related to the administration of fentanyl to Lucy. (Learning outcome 7; NMBA competency standards 1.1, 1.2, 1.3, 2.2, 2.5, 2.6, 5.2, 5.3, 6.1, 7.4) END OF QUESTIONS NOTE – WORD LIMIT There is a total word limit of 1000 words for the SAT . If you exceed the word limit by more than 10% the marker will stop marking at 1100 words (word limit of 100 words + 10%). This assessment does not require in text citations or a reference list. Marking criteria and standards: Assessment 2 – Short Answer Test (SAT) In Class closed book assessment based on Case History Criteria Mark High Distinction Distinction Credit Pass Fail Q 1. Accurately, clearly and comprehensively explains the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon. /10 Provides an accurate, clear and comprehensive explanation of the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon. Provides an accurate and clear explanation of the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon. Provides an accurate explanation of the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon. The information may be incomplete or lack clarity in explaining the pathogenesis of Crohn’s disease and the development of Lucy’s obstruction of the proximal ascending colon. Provides a basic explanation of the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon. There may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow in explaining the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon. Provides a superficial explanation of the pathogenesis of Crohn’s disease that has led to the development of Lucy’s obstruction of the proximal ascending colon. Explanation does not accurately identify the events that occur in the pathogenesis of Crohn’s disease and the development of Lucy’s obstruction in her proximal ascending colon. Response does not demonstrate an understanding of the pathogenesis of Crohn’s disease and the development of a bowel obstruction. 8.5-10 7.5-8 6.5-7 5-6 =4.5 Criteria Mark High Distinction Distinction Credit Pass Fail Q 2. Accurately, clearly and comprehensively explains the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. /10 Provides an accurate, clear and comprehensive explanation of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. Provides an accurate and clear explanation of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. Provides an accurate explanation of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. The information may be incomplete or lack clarity in explaining the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. Provides a basic explanation of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. There may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow in explaining the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. Provides a superficial explanation of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. Explanation does not accurately identify the events that occur in the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. Response does not demonstrate an understanding of the pathophysiological processes that led to Lucy’s conscious perception of pain in her lower right abdominal quadrant. 8.5-10 7.5-8 6.5-7.0 5-6 =4.5 Criteria Mark High Distinction Distinction Credit Pass Fail Q 3. Accurately, clearly and comprehensively describes the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. /5 Provides an accurate, clear and comprehensive description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. Provides an accurate and clear description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. Provides an accurate description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. Some information may be incomplete or lack clarity. Provides a basic description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. There may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow. Provides a superficial description of the characteristics of the intravenous fluid that was ordered for Lucy, and the specific rationale, related to the details of the case study, for the administration of this intravenous fluid to Lucy. Response does not demonstrate an understanding of the characteristics of the intravenous fluid and/or the specific rationale, related to the details of the case study, for its administration to Lucy. 4.5-5 4 3.5 2.5-3 =2 Criteria Mark High Distinction Distinction Credit Pass Fail Q 4. Accurately, clearly and comprehensively describes the mechanism of action of fentanyl in relation to its administration to Lucy. /5 Provides an exceptionally accurate, clear and comprehensive description of the mechanism of action of fentanyl in relation to its administration to Lucy. Provides an accurate and clear description of the mechanism of action of fentanyl in relation to its administration to Lucy. Provides an accurate description of the mechanism of action of fentanyl in relation to its administration to Lucy. However, the response may lack some relevant information or clarity. Provides a basic description of the mechanism of action of fentanyl in relation to its administration o Lucy. Description may contain minor inaccuracies, omission of relevant information, repetition or lack clarity. Provides a superficial description of mechanism of action of fentanyl in relation to its administration to Lucy. Response does not show an understanding of the mechanism of action of fentanyl in relation to its administration to Lucy. 4.5-5 4 3.5 2.5-3 =2 Criteria Mark High Distinction Distinction Credit Pass Fail Q 5. Accurately, clearly and comprehensively prioritises the nursing responsibilities and associated rationales in relation to the administration of fentanyl to Lucy. /5 Comprehensively, clearly and accurately prioritises all relevant nursing responsibilities related to the administration of fentanyl to Lucy. Provides detailed and accurate rationales for each of these actions. Accurately prioritises all relevant nursing responsibilities related to the administration of fentanyl to Lucy. Provides accurate rationales for each of these actions. Accurately prioritises most relevant nursing responsibilities related to the administration of fentanyl to Lucy. Provides accurate rationales for each of these actions. Identifies most relevant nursing responsibilities related to the administration of fentanyl to Lucy. Nursing interventions may not be presented in a prioritised order. Provides superficial rationales for these actions. Some nursing actions may lack specific rationales. Identifies minimal relevant nursing responsibilities related to the administration of fentanyl to Lucy. Does not provide associated rationales for these actions. Rationales may be inaccurate, incomplete and not related to specific nursing actions. 4.5-5 4 3.5 2.5-3 =2 Criteria Mark High Distinction Distinction Credit Pass Fail Academic Writing Style. /5 Writes in an advanced style exhibiting highly coherent and logical flow of ideas. No errors in spelling, grammar, punctuation or sentence structure. Writes clearly and succinctly with a coherent, logical flow of ideas exhibiting advanced clarity. No errors in spelling, grammar, punctuation or sentence structure. Ideas are clearly expressed. Use of language enables effective flow of ideas. Minor errors in spelling, grammar, punctuation or sentence structure that do not impede the logical flow of ideas and meaning. Writes in a reasonably clear style, but limited use of language sometimes hinders the effective flow of ideas and meaning. Minor, frequent errors in spelling, grammar, punctuation or sentence structure sometimes impede meaning and the flow of ideas. Writes in an elementary style with basic use of language and poor articulation of ideas. Organisation of material and main points are unclear, confused or disorganised Multiple errors in spelling, grammar, punctuation and sentence structure. 4.5-5 4 3.5 2.5-3 =2 Comments: Assessment 3: End of session closed book examination Weighting: 50% Duration: 2 hours Due Date: Western Sydney University formal examination period Aim of assessment The aim of this examination is to assess student’s understanding of the topics and applications of the unit. Details This MCQ examination is a closed book exam. This will comprise 100 multiple choice questions. ? Note: The exam includes all the material covered from the textbook readings, tutorial materials, and online lectures. ? Note: Resubmission of assessment items will not normally be considered. ? Note: Dictionaries and translators a will not be allowed into the examination room. 2.7 Submission requirements Due to the nature of assessments for this unit, and there being no requirement to submit a written assessment submission details for this unit can be found on each Assessment page. ? Note: In some cases, the tutor or lecturer may not be the marker for the given assignment Late submission If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will be penalised by 10% per calendar day up to 10 days. In other words, marks equal to 10% of the assignment’s weight will be deducted from the mark awarded. For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late day Days = week days and weekends. Saturday and Sunday each count as one calendar day Assessments will not be accepted after the marked assessment task has been returned to students This is consistent with Clause 50 of the Western Sydney University’s Assessment Policy – Criteria and Standards-Based Assessment. Extension of due date for submission Extensions are only granted in exceptional circumstances. To apply for an extension of time: 1. Locate an application form via the Western Sydney University homepage or copy the following link:https://charteredessay.com/learning-resources-required-readings-mcg/ http://www.westernsydney.edu.au/currentstudents/current_students/forms 2. Application forms must be submitted to the Campus Co-ordinator 3. Requests for extension may be submitted before the due date of the assignment and no later than 5:00pm two working days after the due date of an assignment or other assessment task including web-based quizzes 4. Extensions will be awarded for exceptional circumstances only and would typically be supported by verified documentation such as medical certificate or letter from counselling services. The exceptional circumstance would be unpredictable, sudden and a disruption to one’s ability to study and complete the assessment item. 5. The documentation provided must indicate that the student requires an extension for the assignment or has not been able to complete the assessment task due to extenuating circumstances or words to that effect. 6. Extensions will only be granted when the completed application form has been submitted with the appropriate and supporting documentation attached. 7. An application for an extension on the correct form with the appropriate documentation attached within the time-frames specified will be approved. 8. No more than 4 days extension will be granted by a Campus Coordinator. 9. If you require a further extension this can only be approved by the Unit Coordinator. 10. You must show your work in progress to date, to the Unit Coordinator or their delegate if requested (Campus Coordinator) for a further extension of 2 days maximum. The further 2 days extension carries on directly from the original extension due date. 11. Where an extension is approved the new due date for submission is calculated from the original due date of the assessment and not from the date of the extension application, submission or approval No more than a total of 6 days extension will be awarded to any student without further approval of the Unit coordinator who will consult with an Academic Course Advisor. Resubmission Resubmission of assessment items will not normally be granted if requested Special consideration It is strongly recommended that you attend all scheduled learning activities to support your learning. If you have suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented your attendance at class or your completion and submission of assessment tasks you may need to apply for Special Consideration via the Western Sydney University website http://www.westernsydney.edu.au/currentstudents/current_students/services_and_fa cilities/special_consideration2 or the Student Centre. Special Consideration is not automatically granted. It is your responsibility to ensure that any missed content has been covered. Your lecturer will give you more information on how this must be done. 3 Teaching and learning activities The timetable related to unit activities can be found at http://platformweb.uws.edu.au/pweb_tt/start.asp Please also see the following link for important dates related to unit activities: http://www.westernsydney.edu.au/currentstudents/current_students/managing_your_study/dates/2016_academic_year_dateline All Campuses Week (beginning) Lecture (online) Tutorial Online

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Admissions

Admission and Business Papers

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Editing

Editing and Proofreading

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Coursework

Technical Papers

Assignments are part of the learning process and one may not have the knowledge of the correct answers, this should not stress you as we have qualified scholars to help you.

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Different assignments are confusing as they may involve different skills that you are not familiar with. This is not an issue to our skilled professional writers as they provide the correct answers for any essay type despite the intricacy. Stop stressing about your homework by ordering assignment help at Mycoursewriter and go have fun!

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