Outline

Overview

This unit of study uses a blended-learning format to focus on the different ways in which individuals subjectively experience health, illness and care across the lifespan. Attention will be drawn to factors arising in illness and lived experiences, such as issues of self-identity and biographical disruption. Social attitudes to illness and mental health issues including stigma and discrimination, and how these can impact on the individual experience will also be explored. With this knowledge, the nurse-patient, nurse-family/carer relationships and the culture of nursing will be critically examined in terms of the impact on the care of people who come from diverse social and cultural backgrounds and age groups, as partners in their own care. These include Aboriginal and Torres Strait Islander peoples, people from low-socioeconomic backgrounds, people from diverse cultural backgrounds and people living with mental health issues or dementia. Person-centred and family/carer and community centred frameworks of care will be explored. Central to these are an understanding of emotional intelligence, cultural safety, therapeutic communication, compassion and empathy, and the application of these in clinical nursing practice to respond to patients, families, carers and communities experiencing illness, distress or hardship. Communication and shared decision-making in interdisciplinary healthcare teams will be addressed. Students will also consider theories and approaches to managing conflict in nurse-patient or nurse-family/carer relationships.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	NURS1002
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Karen Elliott, karen.watson@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-person practical, skills, or performance task or test	Assessment 1 Tutorial Quiz Multiple choice/short answer quiz, weeks 2(EFT), 7 and 8 with weighting of 10% each	30%	Multiple weeks	Three (3) quizzes of 15 minutes each	AI prohibited
Outcomes assessed:
Peer or expert observation or supervision	Assessment 5: Off-campus clinical placement Clinical skills evaluation	0%	Multiple weeks	80 hours	AI prohibited
Outcomes assessed:
In-person practical, skills, or performance task or test	Assessment 2A: Research Search Skills Develop a search strategy to identify appropriate case study literature	5%	Week 03	30 Minutes	AI prohibited
Outcomes assessed:
Case studies	Assessment 2B: Application of Search Skills Application of evidence to structure patient communication	15%	Week 03	Tutorial time	AI allowed
Outcomes assessed:
Out-of-class quiz	Assessment 3A: Mental Health First Aid Pre-workshop Mental Health First Aid online modules.	0%	Week 04	2 hours	AI allowed
Outcomes assessed:
Out-of-class quiz	Assessment 3B: Mental Health First Aid Post-workshop quiz and upload of completion certificate	0%	Week 06 Due date: 11 Sep 2026 at 23:59	30 minutes	AI allowed
Outcomes assessed:
In-person written or creative task	Assessment 2C: Application of Communication Skills Team simulation assessment	10%	Week 09	12 minutes plus 3 minutes time out	AI prohibited
Outcomes assessed:
Presentation	Assessment 4: Final Report Written work that critically analyses First Nations healthcare experiences in screen media	40%	Week 10 Due date: 14 Oct 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Assessment 1: Tutorial Quizzes

Three online, in-class quizzes consisting of multiple-choice and short-answer questions. That assess understanding of foundational unit content, including lectures, workbooks, and tutorial activities. Requires a single, 15-minute live attempt during scheduled tutorials.

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Assessment 2: Application of Illness Experience Skills (Clinical Team Challenges)

Individual and collaborative group tasks designed to build nursing teamwork, evidence application, and communication skills.

Part A: Individual in-class open-book task testing qualitative literature searching skills for a clinical case.

Part B: Team application of literature searching to collaboratively complete a structured clinical scenario template.

Part C: Live clinical team simulation applying evidence-based communication strategies with an actor portraying a person in distress.

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Assessment 3: Mental Health First Aid (MHFA) Micro-Credential

Students complete a blended delivery micro-credential, a compulsory hurdle requirement for course progression.

Part 3A: Pre-requisite online learning modules required to qualify for the practical component.

Part 3B: Attendance at a mandatory face-to-face workshop, completion of a post-training certification quiz, and official certificate upload.

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Assessment 4: Lived Experience Analysis of First Nations Healthcare

An individual written critical analysis of a prescribed screen media text exploring a First Nations person or community's healthcare journey. Students apply the frameworks of person-centered care and cultural safety, supported by qualitative research literature, to draw clear implications for nursing practice.

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Assessment 5: Clinical Placement

80 hours clinical placement

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Please note:听Each student is required to submit all assessment items, and each submission needs to be of an assessable standard, in order to be eligible to pass this unit. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Grade	Mark range	Description
High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard
Fail	0 - 49	When you don鈥檛 meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the听Academic Integrity Policy.

Visit the听Current Students website听for more information on AI in assessments, including听details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website听provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the听Academic Honesty Education Module (AHEM)听which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the听Current Students website听for more information on AI in assessments, including听details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a听simple extension.鈥� The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can鈥檛 complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for听special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students,听听includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy听reflects the University鈥檚 commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to Evidence: Navigating the Qualitative Landscape	Tutorial (2 hr)
Week 01	Foundations of Inquiry: Evidence-Based Paradigms in Nursing	Lecture (2 hr)
Week 02	The Patients Story: Unpacking Lived Experience and Holistic Needs	Tutorial (2 hr)
Week 02	The Relational Space: Holding Trauma, Hope and Lived Experience	Lecture (2 hr)
Week 03	Evidence in Action: The Clinical Literature and Search Challenge	Tutorial (2 hr)
Week 03	The Rogerian Core: Empathy, Interpersonal Skills, and the Nurses Emotional Intelligence Quotient	Lecture (2 hr)
Week 04	Safety and Power: Implementing Trauma-Informed Care (TIC)	Lecture (2 hr)
Week 05	Mental Health First Aid face-to-face component	Workshop (4 hr)
Week 05	Communication in Crisis: Navigating Neurocognitive and Environmental Barriers	Lecture (2 hr)
Week 06	From Screen to Story: Analysing Lived Experience and Health Narratives in Screen Media	Lecture (2 hr)
Week 07	Indigenous Communication Frameworks (Yatdjuligin text, Clinical Yarning, Ngungkari)	Tutorial (2 hr)
Week 07	The Empathy Effect (Compassion and Self-Compassion)	Lecture (2 hr)
Week 08	Simulation Practice Lab and Advanced Synthesis (Integrating TIC & Yarning)	Tutorial (2 hr)
Week 08	From Evidence to Practice: Essay Writing Guide	Lecture (2 hr)
Week 09	Clinical Team Challenge (Live Simulation with Actor)	Tutorial (2 hr)
Week 09	The Nurse in Practice: Synthesising Evidence, Theory, and Clinical Wisdom.	Lecture (2 hr)

Attendance and class requirements

Attendance:听It is expected that all students participate and fully engage with this unit of study by attending all teaching-related activity (e.g. lectures, tutorials, laboratories, workshops), being prepared for tutorials and laboratories or workshops, contributing to discussions in class and online,听and providing and receiving feedback in a respectful and professional manner.

In line with the Australian Nursing and Midwifery Accreditation Council (ANMAC) approved curriculum, students are required to attend a minimum of 90% of all tutorials and 100% of any clinical simulation laboratories or workshops, and should engage with lecture content synchronously or asynchronously, in line with delivery mode and timetable. Students who are absent for more than 10% of classes in a particular unit of study in any one semester, without permission or approval from the Unit of Study Coordinator, are likely to be deemed to have failed that unit of study.听

Please note: Clinical placement is required to be completed within 8 months of the theoretical component or you will receive an absent fail for the Unit of Study, see:

Clinical Placement Provisions

10(7) Students who do not satisfactorily complete a unit specific clinical placement within eight months of completion of the theoretical component of the associated unit of study will receive an absent fail grade for the unit of study.听

This means your non-attendance for this allocated placement will result in an Absent Fail grade for the unit. The rules relating to your degree are externally accredited by ANMAC so there is little flexibility, and these are designed to support application of theory to practice and ultimately patient safety.

Referencing style: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 7th Edition, 2020 as its official referencing style.听This is an author-date style of referencing.

Assignment submission and formatting guidelines: Please note:听Each student is required to submit all assessment items, and each submission needs to be of an assessable standard, in order to be eligible to pass this unit. Detailed information for each assessment can be found on Canvas.

Unless the unit coordinator has indicated otherwise, please make sure your submitted assessments are formatted as follows:

font: use Calibri or Times New Roman in 11 - 12 point
double line spacing
margins: 2.5cm each side
use page numbers
refer to assessment instructions for use of title and headings

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

These are listed on the canvas site

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. appraise and engage in research and critically examine evidence - both quantitative and qualitative, in order to determine evidence-based conclusions to support beginning level practice.
LO2. demonstrate information literacy in the searching out and appraising of the qualitative research literature on illness and lived experience to determine evidence based and person-centred and family/carer and community centred approaches to care.
LO3. consider features of nursing and midwifery professional culture, as well as clinical practice and service delivery factors, that impact on Aboriginal and Torres Strait Islander health.
LO4. identify and explore the relationship between ethical reasoning, illness experience and person-centred and family-centred practice within a cultural safety framework that recognises and engages with the values, beliefs and illness experience of individuals, families, and communities as partners in care in a socially and culturally diverse healthcare context.
LO5. demonstrate an ability to think critically about the ways in which patients, families and nurses can relate to, and interact with, each other, and an understanding of the relationship between trust, accountability and vulnerability and the associated professional responsibilities of a registered nurse.
LO6. demonstrate beginning skills in therapeutic listening and micro-skills in communication and conflict management with socially and culturally diverse patients, families/carers and communities, and within interprofessional healthcare teams.

Graduate qualities

The graduate qualities are the qualities and skills that all 爆料王 graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one鈥檚 personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	National Practice Standards for Nurses in General Practice - 1.4.RNAP5. Participates in the generation of evidence to support the effectiveness of nursing in general practice. 2.6. Standard 6: Demonstrates the knowledge and skills to provide safe, effective and evidence-based nursing care 2.6.RN7. Using evidence-based principles, evaluates the ongoing care requirements of consumers.
	National Practice Standards for Nurses in General Practice - 1.4.RNAP5. Participates in the generation of evidence to support the effectiveness of nursing in general practice. 2.6. Standard 6: Demonstrates the knowledge and skills to provide safe, effective and evidence-based nursing care 2.6.RN7. Using evidence-based principles, evaluates the ongoing care requirements of consumers.
	National Practice Standards for Nurses in General Practice - 2.10.RN2. Provides nursing care in a respectful and culturally safe manner for Aboriginal and Torres Strait Islander people. Aboriginal and Torres Strait Islander Health Curriculum Framework - 6.3. Incorporate knowledge and skills of culturally safe communication when interacting with Aboriginal and Torres Strait Islander individuals and family members (ETP)
	National Practice Standards for Nurses in General Practice - 2.6.RN7. Using evidence-based principles, evaluates the ongoing care requirements of consumers. 4.20.RN2. Uses effective communication and interpersonal skills to build trust, promote confidence and satisfaction, and empower consumers, their families and support persons. 4.20.RN3. Creates and maintains a safe physical and/or psychosocial environment for consumers, their families and support persons.
	National Practice Standards for Nurses in General Practice - 4.20.RN2. Uses effective communication and interpersonal skills to build trust, promote confidence and satisfaction, and empower consumers, their families and support persons. 4.20.RN3. Creates and maintains a safe physical and/or psychosocial environment for consumers, their families and support persons. 4.20.RN4. Critically reflects on strategies used to engage with consumers, their families and support persons.
	Standards of Practice for Australian Mental Health Nurses - Standard 1. The mental health nurse acknowledges diversity in culture, values and belief systems and ensures his/her practice is nondiscriminatory, and promotes dignity and self-determination. National Practice Standards for Nurses in General Practice - 4.20.RN1. Practises in a manner that recognises the importance and maintenance of professional and therapeutic relationships in the general practice setting. 4.20.RN2. Uses effective communication and interpersonal skills to build trust, promote confidence and satisfaction, and empower consumers, their families and support persons. 4.20.RN3. Creates and maintains a safe physical and/or psychosocial environment for consumers, their families and support persons. 4.20.RN4. Critically reflects on strategies used to engage with consumers, their families and support persons.

AMC Domains 2024 -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2		Apply whole-person care principles in clinical practice, including considering a patient鈥檚 physical, mental, developmental, emotional , social, economic, environmental, cultural and spiritual needs and their geographic location.

Aboriginal and Torres Strait Islander Health Curriculum Framework -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2		Analyse the impact of historical events on Aboriginal and Torres Strait Islander health and health service access, and the implications of these events on building trust and relationships with individuals, families and communities in health practice (I)
1.3		Incorporate strategies for delivering health care that builds trust and relationships with Aboriginal and Torres Strait Islander individuals, families and communities (ETP)
2.2		Examine Aboriginal and Torres Strait Islander key concepts of health and wellbeing and the influence of culture, family and connection to country in health practice (I)
2.3		Design strategies to incorporate knowledge of Aboriginal and Torres Strait Islander culture and concepts of health and wellbeing into health care practice to enhance cultural safety (ETP)
6.2		Analyse differences between own verbal and non-verbal communication and Aboriginal and Torres Strait Islander clients, and the implications for health care (I)
6.3		Incorporate knowledge and skills of culturally safe communication when interacting with Aboriginal and Torres Strait Islander individuals and family members (ETP)
7.3		Formulate strategies for incorporating strengths-based communication approaches into health practice with Aboriginal and Torres Strait Islander clients (ETP)

Australian Medical Council's Graduate Outcome Statements -

Competency code	Taught, Practiced or Assessed	Competency standard
4.2		Demonstrate professional values including commitment to high quality clinical standards, compassion, empathy and respect for all patients. Demonstrate the qualities of integrity, honesty, leadership and partnership to patients, the profession and society.

NESA Priority Area Elaborations -

Competency code	Taught, Practiced or Assessed	Competency standard
1b-ATSICO.04		how media representations and personal histories and experiences shape and influence perceptions of and assumptions about Aboriginal and/or Torres Strait Islander Peoples and their community life

National Practice Standards for Nurses in General Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
1.4.RNAP5		Participates in the generation of evidence to support the effectiveness of nursing in general practice.
2.10.EN1		Demonstrates respect for consumers regardless of their native language, cultural/ethnic background, sexual orientation, gender identity, socio-economic status, physical or mental capacity, values or beliefs in the delivery of primary nursing care.
2.10.RN1		Demonstrates respect for consumers regardless of their native language, cultural/ ethnic background, sexual orientation, gender identity, socio-economic status, physical or mental capacity, values or beliefs in the delivery of primary nursing care.
2.10.RN2		Provides nursing care in a respectful and culturally safe manner for Aboriginal and Torres Strait Islander people.
2.10.RN3		Recognizes and respects the impact of diversity on consumers accessing primary care services.
2.11.RN4		Uses appropriate communication skills and resources to deliver health information to individual consumers.
2.6		Standard 6: Demonstrates the knowledge and skills to provide safe, effective and evidence-based nursing care
2.6.RN1		Articulates an understanding of evidence based practice and its application within nursing.
2.6.RN7		Using evidence-based principles, evaluates the ongoing care requirements of consumers.
3.18.RNAP03		Analyses and interprets current population health data to inform improvements in nursing care and/or service delivery in the Practice.
4.20.RN2		Uses effective communication and interpersonal skills to build trust, promote confidence and satisfaction, and empower consumers, their families and support persons.
4.20.RN3		Creates and maintains a safe physical and/or psychosocial environment for consumers, their families and support persons.
4.20.RN4		Critically reflects on strategies used to engage with consumers, their families and support persons.
4.20.RNAP05		Provides mentorship to other members of the general practice team to support communication and relationship building.

Registered Nurses Standards for Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice
2.3		Recognises that people are the experts in the experience of their life
5.1		Uses assessment data and best available evidence to develop a plan

Standards of Practice for Australian Mental Health Nurses -

Competency code	Taught, Practiced or Assessed	Competency standard
Standard 1		The mental health nurse acknowledges diversity in culture, values and belief systems and ensures his/her practice is nondiscriminatory, and promotes dignity and self-determination.
Standard 2		The Mental Health Nurse establishes collaborative partnerships that facilitate and support people with mental health issues to participate in all aspects of their care.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This year we have shortened the duration of the workshops and reduced the number of students in the class in line with student feedback

Additional information

Sensitive materials in teaching:听Please note that in this Unit of Study sensitive and potentially distressing or disturbing content might be presented and/or discussed from time to time. This may include reference to for example, discrimination, assault, suicide, illness, death and dying or culturally sensitive issues. These topics are relevant to your learning and your knowledge and skill development for nursing practice.

You will be advised before the information/topic is presented. If you are participating in the teaching session/activity online, you are advised to use headphones and ensure that anyone not participating in the session cannot see images that you may be watching on your device. If the nature of the content makes you feel uncomfortable or distressed, it is important that you contact the unit coordinator or another member of the academic team to discuss this with them. 听

Disclaimer

Important: the 爆料王 regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an .

爆料王

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

NURS1006: Understanding Experiences of Illness

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Unit details and rules

Teaching staff

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Additional information

Disclaimer

On this page

Useful links