Category | Assignment | Subject | Healthcare |
---|---|---|---|
University | Module Title | DHW 501 Aging And Disability In Healthcare |
Tasks | Topic | Learning Outcome/s | Possible Marks | Obtained Marks |
---|---|---|---|---|
1 | Definitions and theories of Ageing | 501.1 | 17 | |
2 | Definitions and theories of Disability | 501.2 | 17 | |
3 | Historical response to aging and disability in New Zealand | 501.3 | 18 | |
4 | Identify and examine impairments, conditions, rights, and needs of specific groups of aged and disabled people. | 501.4 | 20 | |
5 | International policies and service deliveries in the context of ageing and disability | 501.5 | 20 | |
Grammar, and Presentation | 4 | |||
APA Referencing | 4 | |||
Total | 100 |
This assessment covers the following learning outcomes
Students will be able to discuss and compare a range of definitions and theories of aging.
Key elements
a) Three (3) definitions and theories of aging
➢ Comparison of similarities and differences
➢ Issues associated with the definitions
b) One( 1) theory of aging
➢ Identification
➢ Explanation
c) Aspects of Diversity in relation to the theories of aging
o Age
o Gender
o Class
o Sexuality
o Sexual orientation
o Race
o Ethnicity
o Deprivation
➢ Implications of each aspect in relation to the theory/ies of aging
Students will be able to discuss and compare a range of definitions and theories of disability.
Key elements
a) Three (3) definitions and theories of disability
➢ Comparison of similarities and differences
➢ Issues associated with the definitions
d) One (1) theories of disability
➢ Identification
➢ Explanation
e) Aspects of Diversity in relation to the theories of disability
o Age
o Gender
o Class
o Sexuality
o Sexual orientation
o Race
o Ethnicity
o Deprivation
➢ Implications of each aspect in relation to the theory/ies of disability
Students will be able to identify the historical response to ageing and disability in a local context, explain terminologies, strategies & policies and identify stereotypes.
Key elements
a) Identify aged/or disabled population
b) Identify whether a regional or national situation is being analysed
c) Discuss the history of the identified population group
d) Identify and evaluate the strategies, policies, funding requirements
e) Explain what service providers are available and how to access it
f) Define terminologies
g) Identify the barriers, beliefs and attitudes
h) Distinguish stereotypes and explain barriers
Students will be able to identify and examine impairments, conditions, rights And needs of specific groups of aged and disabled people
Key elements
people
a) Identify minimum two (2) specific groups of aged/or disabled people
b) Discuss the impairments, condition (signs and symptoms), rights and needs of these groups of people
c) Explain the differing consequences of an impairment or type of disability
in relation to individual, family/ whanau and the carers.
d) Explain the way in which the Code of Rights is applied to the selected group of people
e) Compare two(2) models of assessment, planning and co-ordination practice for working with disabled, aged or a specific group of people (strength and weakness)
Students will be able to discuss and compare international policies and service delivery of policies aging and disability with those in New Zealand.
Key elements
International policies on ageing
➢ Describe two (2) international policies on ageing and disability.
➢ Comparison of similarities and differences between the 2 policies and those that operate in New Zealand.
➢ Comparisons of similarities and differences between the 2-service delivery of these policies and those that operate in New Zealand
This assessment is worth 100% of your course marks for DHW 501 Aging and Disability in Healthcare.
Your assessment must cover all elements outlined under the learning outcome above.
The presentational standard of your finished assessment is also important.
Your assessment must be typed and be representative of your own individual work.
You are required to submit your assessment to your Moodle account.
Formatting must: use font size 12 with 1.5 cm line spacing; 2.54 cm margins all around; and Times New Roman font style.
– Your assignment must be submitted using MS Word format, and not PDF format.
– All written components (including tables and figures with text) must be readable by Turnitin similarity software.
– Use APA referencing style for your citations and reference list and ensure all
sources of information are correctly referenced.
– Tables and Figures should be clear, legible and sufficiently sized to be readable. Try to format one table or figure per page, and avoid excessively long tables which break over two or more pages.
Students themselves can be excellent resources to assist the learning of fellow students, but there are issues that arise in assessments relating to the type and amount of assistance given by students, to other students.
It is important to distinguish between what types of assistance are beneficial to another’s learning and also what types of assistance are unacceptable in an assessment. Both are outlined below.
Beneficial Assistance
Study Groups.
Discussions.
Sharing reading material.
Unacceptable Assistance
Working together on one copy of the assessment and submitting it as their own work.
Giving another student your work.
Copying someone else’s work.
Changing or correcting another student’s work.
Copying from books, the Internet etc. and submitting it as their own work.
For more details refer to the plagiarism policy
This is a complex assignment requiring proficiency in all the Graduate Profile competencies as listed in the learning outcomes. Consequently, this is not an assignment to be started a few days before due date.
You could start working on your learning outcomes from week 1, which will allow you time to fully comprehend requirements as well as research of Assignment 1.
Moodle based exercises, class quizzes, lectures and presentations are vital for your success in this assignment.
Instruction Verb | Definition |
---|---|
Analyse | Break an issue into its constituent parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate to one another. |
Assess | Weigh up to what extent something is true. Persuade the reader of your argument by citing relevant research but also remember to point out any flaws and counter-arguments as well. Conclude by stating clearly how far you are in agreement with the original proposition. |
Comment upon | Pick out the main points on a subject and give your opinion, reinforcing your point of view using logic and reference to relevant evidence, including any wider reading you have done. |
Critically evaluate | Give your verdict as to what extent a statement or findings within a piece of research are true, or to what extent you agree with them. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice. |
Discuss | Essentially this is a written debate where you are using your skill at reasoning, backed up by carefully selected evidence to make a case for and against an argument, or point out the advantages and disadvantages of a given context. Remember to arrive at a conclusion. |
Evaluate | See the explanation for ‘critically evaluate’. |
Examine | Look in close detail and establish the key facts and important issues surrounding a topic. This should be a critical evaluation and you should try and offer reasons as to why the facts and issues you have identified are the most important, as well as explain the different ways they could be construed. |
Explain | Clarify a topic by giving a detailed account as to how and why it occurs, or what is meant by the use of this term in a particular context. Your writing should have clarity so that complex procedures or sequences of events can be understood, defining key terms where appropriate, and be substantiated with relevant research. |
Identify | Determine what are the key points to be addressed and implications thereof. |
Justify | Show adequate grounds for decisions, a particular view or conclusions and answer main objections likely to be made to them. |
Outline | Give a short description of the main points; give the main features or general principles; emphasise the structure, leaving out minor details. |
Are You Looking for Answer of This Assignment
Order Non Plagiarized Assignment1.1 Give a summary of your understanding of the following definitions of aging.
1.2 Comment on the similarities of the three definitions of aging (minimum of 1) and one distinct feature of each of the definitions, which makes it different from the others.
1.3 Describe three (3) from the following theories of aging and discuss two (2) strengths and two (2) weaknesses each.
2.1 Give a summary of your understanding of the following definitions of disability.
2.2 Comment on the similarities of the three definitions of disability (minimum of 1) and one distinct feature of each of the definitions, which makes it different from the others.
2.3 Describe three (3) from the following theories of disability and discuss two (2) strengths and two (2) weaknesses each.
Complete the Table Below:
(Discuss your answers on the box provided.)
1800s | 1900s | 2000-present | |
---|---|---|---|
Beliefs and attitudes around Disability | |||
Stereotypes surrounding people with disabilities | |||
Treatment options/ Health services available for people with disabilities | |||
Barriers accessing treatment options/ health services | |||
Funding availability | |||
Legislation and policies for people with disabilities |
4.1 Identify one aging population in NZ and discuss at least 1 impairment that affects this population group. Discussion of the impairment should include the signs and symptoms associated with the condition.
4.2 Discuss the consequences of the identified condition towards the aging
population, their whanau, and healthcare workers.
4.3 Explain, using two (2) examples, how the Patient Code of Rights is applied to this aged population.
4.4 Identify one disabled population in NZ and discuss at least 1 impairment that affects this population group. Discussion of the impairment should include the signs and symptoms associated with the condition.
4.5 Discuss the consequences of the identified condition towards the disabled population, their whanau, and healthcare workers.
4.6 Explain, using two (2) examples, how the Patient Code of Rights is applied to this disabled population.
5.1 Research and describe two (2) policies on ageing AND two (2) policies on disability in New Zealand
5.2 Research and describe one (1) international development on ageing and one (1) international development on Disability.
You may choose, but are not limited, to the following (International development require you to talk about a different country or an inclusive organization like the United Nations, etc.):
Disability:
Aging:
5.3 Compare the researched international developments with policies on ageing AND disability in New Zealand and analyze the similarities and differences.
Task | Maximum Possible Mark | Mark Awarded | LO |
---|---|---|---|
Task 1 | |||
1.1 Give a summary of your understanding of the following definitions of aging. | |||
(1 mark for each definition of aging for a TOTAL of 3 marks) | |||
Good: 1 mark | |||
Good, clear, and comprehensive summary of the definition | |||
Average: 0.5 marks | |||
Good, and clear summary of the definition | |||
Poor: 0 marks | |||
Failed to summarize or inadequately summarized understanding. | 17 | 501.1 501.2 |
|
1.2 Comment on the similarities of the three definitions of aging (minimum of 1) and one distinct feature of each of the definitions, which makes it different from the others. | |||
(1 mark for each similarity and 1 mark for each difference of definitions of aging researched from credible sources for a TOTAL of 2 marks) | |||
Good: 1 mark | |||
Specific examples are pointed out to illustrate a clear comparison between the definitions. | |||
Average: 0.5 marks | |||
Comparisons are clear but the supporting information is incomplete. | |||
Poor: 0 marks | |||
Failed to compare the definitions identified. | |||
1.3 Describe three (3) from the following theories of aging and discuss two (2) strengths and two (2) weaknesses each. | |||
(0.5 marks for each strength and/or weakness for a TOTAL of 6 marks) | |||
Good: 2 marks | |||
Clear and comprehensive discussion of why a human being ages or their aging experience. | |||
Average: 1 – 1.5 marks | |||
Clear indication is given that the process of aging occurs but fails to explain the process or what a person experiences. | |||
Poor: 0 – 0.5 marks | |||
Failed to describe the theory. | |||
(0.5 marks for each strength and/or weakness for a TOTAL of 6 marks) | |||
Good: 0.5 mark | |||
Clear and comprehensive discussion of strength/weakness | |||
Poor: 0 marks | |||
Identified a strength/weakness but with a vague discussion; or failed to discuss the strength or weakness |
Task | Maximum Possible Mark | Mark Awarded | LO |
---|---|---|---|
Task 2 | |||
2.1 Give a summary of your understanding of the following definitions of disability. | |||
(1 mark for each definition of disability for a TOTAL of 3 marks) | |||
Good: 1 mark | |||
Good, clear, and comprehensive summary of the definition | |||
Average: 0.5 marks | |||
Good, and clear summary of the definition | |||
Poor: 0 marks | |||
Failed to summarize or inadequately summarized understanding. | 17 | 501.3 | |
2.2 Comment on the similarities of the three definitions of disability (minimum of 1) and one distinct feature of each of the definitions, which makes it different from the others. | |||
(1 mark for each similarity and 1 mark for each difference of definitions of disability researched from credible sources for a TOTAL of 2 marks) | |||
Good: 1 mark | |||
Specific examples are pointed out to illustrate a clear comparison between the definitions. | |||
Average: 0.5 marks | |||
Comparisons are clear but the supporting information is incomplete. | |||
Poor: 0 marks | |||
Failed to compare the definitions identified. | |||
2.3 Describe three (3) from the following theories of disability and discuss two (2) strengths and two (2) weaknesses for each. | |||
(0.5 marks for each strength and/or weakness for a TOTAL of 6 marks) | |||
Good: 2 marks | |||
Clear and comprehensive discussion of why disability occurs or when a condition is considered a disability. | |||
Average: 1 – 1.5 marks | |||
Clear indication of an impairment but vaguely differentiates between an impairment, a difficulty in station or disability. | |||
Poor: 0 – 0.5 marks | |||
Failed to describe the theory. | |||
(0.5 marks for each strength and/or weakness for a TOTAL of 6 marks) | |||
Good: 0.5 mark | |||
Clear and comprehensive discussion of strength/weakness. | |||
Poor: 0 marks | |||
Identified a strength/weakness but with a vague discussion; or failed to discuss the strength or weakness. |
Task | Maximum Possible Mark | Mark Awarded | LO |
---|---|---|---|
Task 3 | |||
Completing the table: | |||
(Total possible marks is 18 marks) | |||
• 2 marks will be given for each discussion of the following components: ➢ Beliefs and attitudes ➢ Stereotypes ➢ Treatment options/healthcare services ➢ Barriers to accessing treatment options of healthcare services. ➢ Funding ➢ Legislation/policies • 1 mark will be given for correct identification of the following components if not discussed. ➢ Beliefs and attitudes ➢ Stereotypes ➢ Treatment options/healthcare services ➢ Barriers to accessing treatment options of healthcare services. ➢ Funding ➢ Legislation/policies • 0 marks will be given if the components have neither been discussed nor identified |
Task | Maximum Possible Mark | Mark Awarded | LO |
---|---|---|---|
Task 4 | |||
4.1 Identify one aging population in NZ and discuss at least 1 impairment that affects this population group. Discussion of the impairment should include the signs and symptoms associated with the condition. | |||
(1 mark for identification of an aging population, 2 marks for discussing how the impairment affects the population group, 2 marks for discussion of the signs/symptoms of the impairment for a TOTAL of 5 marks) | |||
Good: 5 marks | |||
Clearly identified an aging population; Clear, comprehensive, and detailed discussion of the identified impairment, substantial supporting data provided. | |||
Average: 3–4 marks | |||
Clearly identified an aging population; Clear, comprehensive, and detailed discussion of the identified impairment, adequate supporting data provided. | |||
Poor: 0–2 marks | |||
Failed to identify an aged population / Inadequate discussion of the impairments. | 20 | 501.4 | |
4.2 Discuss the consequences of the identified condition towards the aging population, their whanau, and healthcare workers. | |||
(1 mark for consequences to individual and 1 mark for consequences to family, and 1 mark for consequences to a healthcare worker for a TOTAL of 3 marks) | |||
Good: 3 marks | |||
Clear, comprehensive, and detailed discussion of the consequences of the impairment. | |||
Average: 1–2 marks | |||
Clear and comprehensive discussion of the consequences of the impairment. | |||
Poor: 0 marks | |||
Failed / Inadequate discussion of the consequences. | |||
4.3 Explain, using two (2) examples, how the Patient Code of Rights is applied to this aged population. | |||
(1 mark will be given for each example explained for a TOTAL of 2 marks) | |||
Good: 2 marks | |||
Clear, comprehensive, and detailed explanation of how the patient code of rights were applied. | |||
Average: 1 mark | |||
Clear explanation of the application of the Patient Code of Rights. | |||
Poor: 0 marks | |||
Failed to provide examples regarding the application of the Code of Rights. | |||
4.4 Identify one disabled population in NZ and discuss at least 1 impairment that affects this population group. Discussion of the impairment should include the signs and symptoms associated with the condition. | |||
(1 mark for identification of a disabled population group, 2 marks for discussing how the impairment affects the population group, 2 marks for discussion of the signs/symptoms of the impairment for a TOTAL of 5 marks) | |||
Good: 5 marks | |||
Clearly identified a disabled population; Clear, comprehensive, and detailed discussion of the identified impairment, substantial supporting data provided. | |||
Average: 3–4 marks | |||
Clearly identified a disabled population; Clear, comprehensive, and detailed discussion of the identified impairment, adequate supporting data provided. | |||
Poor: 0–2 marks | |||
Failed to identify a disabled population / Inadequate discussion of the impairments. | |||
4.5 Discuss the consequences of the identified condition towards the disabled population, their whanau, and healthcare workers. | |||
(1 mark for consequences to individual and 1 mark for consequences to family, and 1 mark for consequences to a healthcare worker for a TOTAL of 3 marks) | |||
Good: 3 marks | |||
Clear, comprehensive, and detailed discussion of the consequences of the impairment. | |||
Average: 1–2 marks | |||
Clear and comprehensive discussion of the consequences of the impairment. | |||
Poor: 0 marks | |||
Failed / Inadequate discussion of the consequences. | |||
4.6 Explain, using two (2) examples, how the Patient Code of Rights is applied to this disabled population. | |||
(1 mark will be given for each example explained for a TOTAL of 2 marks) | |||
Good: 2 marks | |||
Clear, comprehensive, and detailed explanation of how the patient code of rights were applied. | |||
Average: 1 mark | |||
Clear explanation of the application of the Patient Code of Rights. | |||
Poor: 0 marks | |||
Failed to provide examples regarding the application of the Code of Rights. |
Task | Maximum Possible Mark | Mark Awarded | LO |
---|---|---|---|
Task 5 | |||
5.1 Research and describe two (2) policies on ageing AND two (2) policies on disability in New Zealand. | |||
(2 marks for each correctly identified and described policy for a TOTAL of 8 marks) | |||
Good: 2 marks each | |||
Clear, comprehensive, and detailed discussion and detailed content of aging and disability policies or services in New Zealand. | |||
Average: 1 mark each | |||
Clear, and comprehensive discussion on aging and disability policies or services in New Zealand, could provide more detail. | |||
Poor: 0 marks | |||
Failed or inadequate discussion of the required policies for this task. | 20 | 501.5 | |
5.2 Research and describe one (1) international development on ageing and one (1) international development on disability in NZ. | |||
(4 marks for each correctly identified and described development for a TOTAL of 8 marks) | |||
Good: 4 marks | |||
Clear, comprehensive, and detailed discussion and detailed content of international developments on Aging and Disability. | |||
Average: 2–3 marks | |||
Clear, and comprehensive discussion on international developments on Aging and Disability, could provide more detail. | |||
Poor: 0–1 marks | |||
Failed or inadequate discussion of the required policies for this task. | |||
5.3 Compare the two researched international developments with policies on ageing AND disability in New Zealand and analyse the similarities and differences. | |||
(2 marks for the comparisons between the aging policy in NZ and the international development for Ageing, 2 marks for the comparisons between the disability policy in NZ and the international development on Disability for a TOTAL of 4 marks) | |||
Good: 4 marks | |||
Clear and comprehensive comparison of policies or services for aging/disability between New Zealand and an international development. It was critically evaluated, with detailed similarities and differences, using substantial reference in a clear and concise manner. | |||
Average: 2–3 marks | |||
Clear and comprehensive comparison of policies or services for aging/disability between New Zealand and an international development. | |||
Poor: 0–1 marks | |||
Failed or inadequate comparison of policies or services for aging/disability between New Zealand and an international development. |
Criteria | Maximum Possible Mark | Mark Awarded |
---|---|---|
Grammar and Presentation (4 marks) | ||
Good: 3–4 marks | ||
Spelling, punctuation, and grammar are correct. Prescribed format followed. | ||
Average: 1.5–2.5 marks | ||
There are some problems with grammar, inconsistent formatting. | ||
Poor: 0–1 marks | ||
The writing is almost impossible to read, instructed format not followed. | 4 | |
Correct citation and referencing (APA Format) (4 marks) | ||
Good: 3–4 marks | ||
Referencing correct, APA referencing followed correctly. | ||
Average: 1.5–2.5 marks | ||
There are some problems with in-text citations, errors with reference list. | ||
Poor: 0 marks | ||
APA referencing not followed. | 4 | |
TOTAL MARKS | 100.0 |
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