Applied Clinical Diabetes Education
\nApplied Clinical Diabetes Education
\nEffective clinical diabetes education requires healthcare professionals to stay up to date with the latest evidence and best practices. Clinical placements are a key component of the Graduate Certificate of Diabetes Education at James Cook University, allowing students to gain hands-on experience in diverse settings. During these placements, students apply their knowledge of contemporary diabetes management and care.
\nClinical placements take place in both urban and rural locations across Northern Australia. This exposes students to the challenges of providing diabetes services across varied communities and environments (Dugdill et al., 2020). Students work under the supervision of credentialed diabetes educators and other qualified healthcare professionals. Through clinical practice, students refine their skills in areas such as individualized self-management education, insulin therapy training, and lifestyle modification support (Australian Diabetes Educators Association, n.d.).
\nPlacements also provide opportunities for interprofessional collaboration. Students learn from other members of the diabetes healthcare team, including dietitians, podiatrists, ophthalmologists, and general practitioners (Bracken et al., 2019). This experience equips graduates to work as part of a multidisciplinary network delivering integrated diabetes care. Clinical placements thus play a vital role in preparing students for careers as accredited diabetes educators across diverse practice settings.
\nSubject Code NS5382
\nCredit Points 3
\nStudy Period Study Period 85, 2023
\nAttendance Mode External
\nCampus JCU Online
\nPrerequisite\/s N\/A
\nSubject Coordinator Fleur Kelly
\nCollege College of Healthcare Sciences
\nAt James Cook University, we acknowledge the Australian Aboriginal and Torres
\nStrait Islander peoples of this nation. We acknowledge the Traditional Owners of the lands on which our campuses and study centres are located and where we conduct
\nour business. We pay our respects to ancestors and Elders, past, present and future.
\nJCU is committed to honouring Australian Aboriginal and Torres Strait Islander
\npeoples\u2019 unique cultural and spiritual relationships to the land, waters and seas andtheir rich contribution to JCU and society.
\n\u00a9 Copyright 2023
\nThis publication is covered by copyright regulations. Apart from any fair dealing for the
\npurpose of private study, research, criticism, or review as permitted under the Copyright
\nAct, no part may be reproduced by any process or placed in computer memory without
\nwritten permission (including file sharing websites).
\nPage 2 of 20
\nContents
\n1 Subject details………………………………………………………………………………………….. 3
\n1.1 Student participation requirements……………………………………………………………………………………3
\n1.2 Teaching Staff contact details……………………………………………………………………………………………3
\n1.3 Subject description………………………………………………………………………………………………………….4
\n1.4 Subjectlearning outcomes and course learning outcomes……………………………………………………..4
\n1.5 Student feedback on subject and teaching…………………………………………………………………………..4
\n1.6 Subjectresources and special requirements ………………………………………………………………………..5
\n2 Assessment details……………………………………………………………………………………. 6
\n2.1 Key dates ………………………………………………………………………………………………………………………6
\n2.2 Requirementsforsuccessful completion of this subject …………………………………………………………6
\n2.3 AccessAbility Services and Support…………………………………………………………………………………….7
\n2.4 Assessmentitems……………………………………………………………………………………………………………8
\n3 Submission and return of assessment…………………………………………………………. 17
\n3.1 Submission of assessment………………………………………………………………………………………………17
\n3.2 Late submissions…………………………………………………………………………………………………………..17
\n3.3 Special Consideration (including deferrals and extensions)……………………………………………………17
\n3.4 Academic Integrity ………………………………………………………………………………………………………..17
\n3.5 Return of assessment…………………………………………………………………………………………………….18
\n3.6 Review of assessment…………………………………………………………………………………………………….18
\n4 Learning and teaching in this subject………………………………………………………….. 19
\n4.1 Subject calendar……………………………………………………………………………………………………………19
\n4.2 Learning and teaching activities\/expectations…………………………………………………………………….20
\nThis Subject Outline has been prepared by Jennifer Elson for the College of Healthcare Sciences, James Cook
\nUniversity. Version 1 updated 18 August 2023.
\nThe information provided in this subject outline is correct as at the time of completion and may change in
\nresponse to changing University resources. Any changes will be approved by the College Dean or representative
\nand will be communicated to students by the LearnJCU subject site.
\nPage 3 of 20
\n1 Subject details
\n1.1 Student participation requirements
\nThe JCU Learning, Teaching and Assessment Procedures (2.1.2d) indicates a typical student workload for a three
\n(3) credit point subject requires a 130 hour workload of study related activities, including attendance,
\nassessment and self-directed study over the duration of the subject with equivalency across all attendance
\nmodes. Note that attendance at specified classes will be a mandatory requirement for satisfactory completion of
\nsome subjects (Learning, Teaching and Assessment Procedures, 3.1.8e) and that additional hours may be required
\nper week for those students in need of English language, numeracy or other learning support.
\nKey subject activities
\n\u2022 60 hours \u2013 Online accelerated program
\n10 hours\/week for 6 weeks
\n\u2022 Assessment and self-directed study
\nRefer to your LearnJCU subject site; and
\nStudy Period 85 2023 Academic Calendar
\nOther requirements:
\nStudents are expected to participate in the LearnJCU padlets and online learning activities. E-activities are the
\nonline equivalent of attendance at tutorials for an on-campus subject. The padlets give you a place to interact
\nwith staff and other students about subject content and topic (sample nursing essay examples by the best nursing assignment writing service)s and help students to clarify and extend their
\nunderstanding of key content. These are a forum for students to present their thoughts\/ideas in an online
\nversion of an in-person classroom discussion and therefore the same courtesy rules apply.
\nWhile attendance in the Subject Room (Collaborate tutorial) sessions is not mandatory, it is highly
\nrecommended. These sessions will provide you with the opportunity to have synchronous (at the same time)
\nconversations with your Subject Co-ordinator (or your tutor) and with your fellow students from across the
\nsubject, to have your questions answered and to receive further clarification about any concerns or questions
\nyou may have.
\nLearning and teaching activities may be recorded for this subject. Personal Information in the form of images and
\naudio may be collected by JCU during the recording. This Personal Information may appear as part of the
\nrecording which is accessible to students and staff in this subject on LearnJCU.
\n1.2 Teaching Staff contact details
\nTeaching
\nteam Staff member Phone Email Consultation
\ntimes*
\nSubject
\nCoordinator Fleur Kelly via Subject
\nRoom GCDE@jcu.edu.au Tuesday 6-7pm
\nCourse
\ncoordinator Jennifer Elson via Subject
\nRoom jenniferelson@jcu.edu By appointment
\nCourse
\nManager Andrea Grimes via email andreagrimes@jcu.edu.au By appointment
\nPage 4 of 20
\nTeaching
\nteam Staff member Phone Email Consultation
\ntimes*
\nStudent
\nSuccess
\nAdvisor
\nOnline 1300 535423 studentsuccess@online.jcu.edu.au
\nM-T: 9-5pm**
\nW-Th: 9-7pm**
\nF: 9-4pm**
\n**(AEST)
\nLearning
\nAdvisors The Learning Centre n\/a Online contact form
\nVisit Learning
\nAdvice Desk \u2013
\nJCU Library
\nLibrarian Your Liaison Librarian n\/a Library contacts By appointment
\n*Other consultation times by appointment only.
\n1.3 Subject description
\nThis subject expands on foundation clinical diabetes knowledge and explores the typical management of diabetes
\nas well as special groups: paediatrics, pregnancy, elderly, Culturally and Linguistically Diverse, high risk foot and
\nin-patient care. The impact of diabetes across the lifespan and across cultures is covered including the particular
\nneeds of Indigenous populations as well as the psychosocial implications of diabetes are discussed.
\n1.4 Subject learning outcomes and course learning outcomes
\nOn successful completion of this subject, you will be able to:
\n\u2022 Evaluate and apply advanced clinical skills in the identification and management of disease progression.
\n\u2022 Analyse the differences in diabetes management in a range ofsettings and populations and apply best
\npractice guidelines.
\n\u2022 Critically appraise and integrate chronic disease self-management frameworksinto clinical diabetes
\neducation practice.
\n\u2022 Apply knowledge of the key drug classes used to manage diabetic presentations.
\nThese outcomes will contribute to your overall achievement of course learning outcomes.
\n1.5 Student feedback on subject and teaching
\nStudents are at the heart of JCU and as part of our commitment to improving the quality of oursubjects and
\nteaching, we regularly seek feedback on the JCU student experience. YourJCU Surveys are available to all
\nstudents through LearnJCU. You will receive an email invitation when the survey opens.
\nIn response to previous student feedback and other data, the following enhancements to this subject have been
\nmade:
\nAn extensive review of the subject including:
\n\u2022 Assessmentitems
\n\u2022 Learning outcomes
\n\u2022 Course content
\n\u2022 Pass requirements amended to include \u201cAchieve a cumulative score of at least 50% after the application
\nof any penalties such as late penalties\u201d.
\nPage 5 of 20
\n1.6 Subject resources and special requirements
\nAll subject readings and resources, including journal articles, book chapters, websites, videos, print and
\neTextbooks, are available to view online from your Readings list via your LearnJCU subject site.
\nPrescribed Texts
\n\u2022 Dunning, T. (2013). Diabetes education: Art, science and evidence. Wiley Blackwell.
\n\u2022 Dunning, T., & Sinclair, A. (2020). Care of people with diabetes: A manual of nursing practice (5th ed.).
\nWiley Blackwell.
\nPurchasing details are available at the Booktopia website.
\nTechnology requirements
\nIn order to engage in this subject, students are expected to have a fast, reliable computer with the latest
\noperating system. Students will also need reliable internet connections and the latest version of Google Chrome
\n(preferred browser). Students are expected to have access to Microsoft Office applications: including Word, Excel
\nand PowerPoint equivalent. To enable participation, students should make sure their computer has a built-in
\nwebcam, microphone and speakers or use a headset. In some subjects, students will be required to download
\nspecific software applications to complete the subject content and assessment successfully.
\nPage 6 of 20
\n2 Assessment details
\n2.1 Key dates
\nKey dates Date
\nStudy Period 85 commences Monday 28 August 2023 (O-week)
\nInteractive meet& greet and Q&A time Tuesday 1900h (AEST) August 29th
\nCensus date and Last date to withdraw without financial
\npenalty
\nThursday 14 September 2023
\n(See 2023 Study Period and Census Dates)
\nLast date to withdraw without academic penalty Friday 22 September 2023
\n(See 2023 Study Period and Census Dates)
\nAssessment item 1: Test\/Quiz [First quizis a hurdle
\nrequirement, must attempt] [30%]
\nQuiz 1
\n[5%]
\nOpens Friday 8th September 1800h (AEST)
\nCloses Sunday 10th September 1800h (AEST)
\nQuiz 2
\n[10%]
\nOpens Friday 22nd September 1800h (AEST)
\nCloses Sunday 24th September 1800h (AEST)
\nQuiz 3
\n[15%]
\nOpens Friday 13th October 1800h (AEST)
\nCloses Sunday 15thOctober (AEST) 1800h
\nAssessment item 2: Written Case Study Analysis
\n[30%]
\nDue: Friday 29th September 1800h (AEST)
\nAssessment item 3: Oral Presentation
\n[40%]
\nDue: Friday 6th October 1800h (AEST)
\n2.2 Requirements forsuccessful completion of this subject
\nIn order to pass this subject, you must:
\n\u2022 Complete and submit all assessment items.
\n\u2022 Achieve a cumulative score of at least 50% after the application of any penalties such as late penalties.
\nFinal results for this subject will be graded as described in the Student Results Policy. Graded = HD, D, C, P, F etc.
\nSupplementary examinations\/assessments are not available for thissubject.
\n2.2.1 Authentication of assessment
\nAs per Learning Teaching and Assessment Procedure clause 3.2e the Subject Manager may nominate any piece of
\nwritten assessment submitted in this subject for authentication of authorship. Any written assessment
\nsubmission requiring verification of authorship may be selected for oral examination. Students whose
\nassessment requires authentication will receive an email invitation to an oral examination meeting, to be held
\neither in person or via Zoom\/Teams\/subject Collaborate room.
\nPage 7 of 20
\n2.2.2 How do I track my progress in this subject?
\nFeedback exists in any process, activity or information that enhances learning. It provides you with the
\nopportunity to reflect on your marks and understand your strengths as well as identify areas requiring
\nimprovement.
\nFormative feedback is provided to the student throughout the semester via the LearnJCU discussion board, Grade
\nCentre and through email correspondence. Feedback is also provided in direct response to assessment
\nsubmissions.
\nOnce feedback is received, it is equally important to reflect on the feedback. This is a learning opportunity. Please
\nreflect and, if needed, ask additional questions. This communication needs to be undertaken with respect and
\nconsideration.
\n2.3 AccessAbility Services and Support
\nReasonable adjustments may be made to assist you to manage additional circumstances impacting on your
\nstudies provided these do not change the academic integrity of a degree. Reasonable adjustments do not alter
\nthe need to be able to demonstrate the inherent requirements of the course.
\nIf you believe you will experience challenges completing your degree or course because of a disability, health
\ncondition or other reason, you should discuss your concerns with AccessAbility Services.
\nYour course inherent requirements can be found here.
\nPage 8 of 20
\n2.4 Assessmentitems
\nASSESSMENT ITEM 1: WRITTEN > TEST\/QUIZ (3)
\nAligned subject learning
\noutcomes
\n\u2022 Evaluate and apply advanced clinical skillsin the identification and management of disease
\nprogression.
\n\u2022 Analyse the differencesin diabetes management in a range of settings and populations
\nand apply best practice guidelines.
\n\u2022 Critically appraise and integrate chronic disease self-management frameworksinto clinical
\ndiabetes education practice.
\n\u2022 Apply knowledge of the key drug classes used to manage diabetic presentations.
\nGroup or individual Individual
\nWeighting and due date
\nQuiz 1 [5%]
\nOpens Friday 8th September 1800h (AEST)
\nCloses Sunday 10th September 1800h (AEST)
\nQuiz 2 [10%]
\nOpens Friday 22nd September 1800h (AEST)
\nCloses Sunday 24th September 1800h (AEST)
\nQuiz 3 [15%]
\nOpens Friday 13th October 1800h (AEST)
\nCloses Sunday 15thOctober 1800h (AEST)
\nRequirements for
\nsuccessful completion of
\nthis assessment item
\nAll students must access and complete all quizzes during the allocated time. Failure to access
\nand complete will be considered a missed assessment task. You do not have to pass all quizzes
\nto continue the subject.
\nWord count \/ Time limit
\nQuiz 1 \u2013 8 minutes
\nQuiz 2 \u2013 15 minutes
\nQuiz 3 \u2013 30 minutes
\nASSESSMENT ITEM 1: DESCRIPTION
\nThis assessment task comprises of three online quizzes: the first is worth 5%, the second is worth 10%, and the
\nthird is worth 15%, combining for an accumulative total of 30%. You will have access to complete each of the
\nthree e quizzes for 48 hours, within the dates outlined above. You may attempt each quiz once. Before you start
\nyour quiz, please be sure that you can work uninterrupted for the period specified for each quiz as you cannot
\ncome back to the quiz once you have commenced it.
\nFailure to access all quizzes (that is, log in to LearnJCU and start the quiz within the open period) will be
\nconsidered a missed assessment task, and you will receive an F or X (fail) grade at the end of the study period.
\nYou do not have to pass all quizzes to continue in this subject.
\nQuiz 1 is comprised of 8 multiple choice questions that address the application of your pharmacology learning
\nfrom week 1 content. Once you begin quiz 1, you will have 8 minutes to complete your attempt and submit your
\nresponses. A timer will indicate your time remaining to complete the quiz. After 8 minutes, you will be locked out
\nof your attempt and any responses up until that point will be submitted as your attempt.
\nQuiz 2 is comprised of 15 multiple choice questions that address the application of your pharmacology learning
\nfrom weeks 2 and 3. Once you begin quiz 2, you will have 15 minutes to complete your attempt and submit your
\nPage 9 of 20
\nresponses. A timer will indicate your time remaining to complete the quiz. After 15 minutes, you will be locked
\nout of your attempt and any responses up until that point will be submitted as your attempt.
\nQuiz 3 is comprised of 30 multiple choice questions that address the application of your pharmacology learning
\nacross all six weeks. Once you begin quiz 3, you will have 30 minutes to complete your attempt and submit your
\nresponse. A timer will indicate your time remaining to complete the quiz. After 30 minutes, you will be locked out
\nof your attempt and any responses up until that point will be submitted as your attempt.
\nAt JCU the use of Artificial Intelligence (AI) in learning and assessment must be ethical, transparent, and
\npurposeful. You may engage in the use of AI only where your engagement upholds the principles of Academic
\nIntegrity. For example, you may use AI such as ChatGPT to ask for research guidance, to brainstorm general ideas,
\nto ask questions to help you better understand your study materials or to proofread your work. However, be
\naware that an AI could also produce incorrect information or produce work that is inherently biased. You cannot
\nuse generative AI tools like ChatGPT to write or plan your assessment or any parts of your assessment. Submitting
\nassessment that is not entirely your original work is a form of academic misconduct and is strictly prohibited (see
\nprocedure). If you use text directly from ChatGPT or other generative AI tools, you must reference this as a block
\nquote and include the reference in APA 7th style (see instructions here).
\nPage 10 of 20
\nASSESSMENT ITEM 2: WRITTEN > CASE STUDY ANALYSIS
\nAligned subject learning
\noutcomes
\n\u2022 Evaluate and apply advanced clinical skills in the identification and management of disease
\nprogression.
\n\u2022 Analyse the differences in diabetes management in a range of settings and populations
\nand apply best practice guidelines.
\n\u2022 Critically appraise and integrate chronic disease self-management frameworks into clinical
\ndiabetes education practice.
\nGroup or individual Individual
\nWeighting and due date
\n30%
\nDue: Friday 29th September 1800h (AEST)
\nRequirements for
\nsuccessful completion of
\nthis assessment item
\nTo passthis assessment item you must complete and submit it, and achieve aminimum of
\n50%, after the application of any penalties such as late penalties.
\nWord count \/ Time limit
\n1200 words
\nWord counts more than 10% above the required word limit on one or more of the parts of this
\nassessment will be penalised by 10% deduction of the marks available. The word count must
\nbe accurately stated at the end of each part. Every printed element between spaces is to be
\ncounted including quotations and in-text references (but not including reference list or
\nappendices).
\nASSESSMENT ITEM 2: DESCRIPTION
\nEach person with diabetes has unique needs, priorities, and circumstances that must be considered. Tailoring
\ndiabetes management to meetspecific needs increases clients’sense of ownership and involvement in their care,
\nultimately leading to improved outcomes. Targets play a crucial role in diabetes management by providing
\nindividuals with specific goals to aim for in their care. These targets encompass blood glucose levels, HbA1C
\nresults, dietary patterns, and physical activity. They serve as a guide, helping individuals navigate their self-care
\nefforts and make informed decisions.
\nFor this assessment, choose one of the case studies from week one content, such as Elmo (topic (sample nursing essay examples by the best nursing assignment writing service) 1), Lei (topic (sample nursing essay examples by the best nursing assignment writing service) 2),
\nor Florence (topic (sample nursing essay examples by the best nursing assignment writing service) 3). You must address the two questions below in a way that considers the individual’s unique
\nneeds and circumstances.
\n1. Download, concisely complete, and submit the critical thinking questions associated with the chosen case
\nstudy.
\n2. Identify one (1) additional key consideration specific to your chosen case study and justify why this
\nconsideration would be included in your plan of care for the client.
\nRelevant critical thinking questions and your justification of additional key consideration should be supported
\nwith contemporary literature and demonstrate your advanced understanding of diabetes management. The total
\nword count for this assessment does not include the critical thinking questions. A reference list must be provided,
\nusing correct APA 7th edition style formatting. For guidance on standards for assessment preparation, including
\nreferencing, please see Assessment Preparation Guidelines.
\nPage 11 of 20
\nAt JCU the use of Artificial Intelligence (AI) in learning and assessment must be ethical, transparent, and
\npurposeful. You may engage in the use of AI only where your engagement upholds the principles of Academic
\nIntegrity. For example, you may use AI such as ChatGPT to ask for research guidance, to brainstorm general ideas,
\nto ask questions to help you better understand your study materials or to proofread your work. However, be
\naware that an AI could also produce incorrect information or produce work that is inherently biased. You cannot
\nuse generative AI tools like ChatGPT to write or plan your assessment or any parts of your assessment. Submitting
\nassessment that is not entirely your original work is a form of academic misconduct and is strictly prohibited (see
\nprocedure). If you use text directly from ChatGPT or other generative AI tools, you must reference this as a block
\nquote and include the reference in APA 7th style (see instructions here).
\nPage 12 of 20
\nASSESSMENT ITEM 2: MARKING RUBRIC
\nCriteria HD D C P F
\nCompletion of
\ncritical
\nthinking
\nquestions
\nWeight 50%
\nExceptionalresponsesto critical
\nthinking questions that
\ndemonstrate a superior
\nunderstanding of the issues
\nrelating to the selected case
\nstudy.
\nAppropriate use of a compelling
\nrange of relevant and scholarly
\nliterature.
\nVery good responsesto critical
\nthinking questions that
\ndemonstrate a proficient
\nunderstanding of the issues
\nrelating to the selected case
\nstudy.
\nAppropriate use of a
\ncomprehensive range ofrelevant
\nand scholarly literature.
\nGood responsesto critical thinking
\nquestions that demonstrate a
\nsound understanding of the
\nmajority of issues relating to the
\nselected case study.
\nAppropriate use of a sound range
\nof relevant and scholarly
\nliterature.
\nSatisfactory responsesto critical
\nthinking questions that
\ndemonstrate a basic
\nunderstanding of some of the
\nissues relating to the selected
\ncase study.
\nAppropriate use of a satisfactory
\nrange of relevant and scholarly
\nliterature.
\nUnsatisfactory responsesto the
\ncritical thinking questions that
\ndemonstrate a limited
\nunderstanding of the issues
\nrelating to the selected case
\nstudy.
\nresponses are not supported by
\nrelevant and scholarly literature.
\nIdentification
\nand justification
\nof additional key
\nconsideration.
\nWeight 35%
\nA sophisticated analytical
\ndiscussion of the selected case
\nstudy, which includes a critical
\nand comprehensive argument
\njustifying an additional key
\nconsideration in relation to the
\nperson\u2019s understanding of their
\ndiabetes.
\nJustification is supported by a
\ncompelling range of relevant and
\nscholarly literature.
\nA convincing analytical discussion
\nof the selected case study, which
\nincludes substantial and detailed
\nargument supporting an
\nadditional key consideration in
\nrelation to the person\u2019s
\nunderstanding of their diabetes.
\nJustification is supported by a
\ncomprehensive range ofrelevant
\nand scholarly literature.
\nA sound analytical discussion of
\nthe selected case study, which
\nincludes a detailed argument
\nsupporting an additional key
\nconsideration in relation to the
\nperson\u2019s understanding of their
\ndiabetes.
\nJustification is supported by an
\nappropriate range of relevant and
\nscholarly literature.
\nA satisfactory analytical discussion
\nof the selected case study, which
\nincludes a basic argument
\nsupporting an additional key
\nconsideration in relation to the
\nperson\u2019s understanding of their
\ndiabetes.
\nJustification is supported by a
\nsatisfactory range of relevant and
\nscholarly literature.
\nLimited or no analysis of the
\nselected case study. Vague and\/or
\ninsufficient argument supporting
\nan additional key consideration in
\nrelation to the person\u2019s
\nunderstanding of their diabetes.
\nJustification is supported by an
\ninadequate range of relevant and
\nscholarly literature.
\nWriting, format and
\npresentation
\nWeight 10%
\nArticulate, accurate and concise
\nwording throughout. Highly
\neffective sequencing and
\nstructure of paragraphs is used
\nwith very well-constructed
\nsentences and flawlessspelling,
\ngrammar and punctuation.
\nAn expertintroduction and
\nconclusion used.
\nArticulate and accurate wording
\nthroughout. Effective sequencing
\nand structure of paragraphs is
\nused with well-constructed
\nsentences and rare, minor errors
\nin spelling, grammar and
\npunctuation.
\nA very good introduction and
\nconclusion used.
\nEffective and accurate wording
\nthroughout. Logical sequencing
\nand structure of paragraphs is
\nused with soundly constructed
\nsentences and some minor errors
\nin spelling grammar and
\npunctuation.
\nA good introduction and
\nconclusion used.
\nSuitable wording throughout.
\nMostly logical sequencing and
\nstructure of paragraphs is used
\nwith satisfactorily constructed
\nsentences and some errors in
\nspelling, grammar and
\npunctuation that do not detract
\nfrom meaning conveyed.
\nA satisfactory introduction and
\nconclusion used.
\nInaccurate wording throughout.
\nInconsistent sequencing and
\nstructure of paragraphs is used
\nwith poorly constructed sentences
\nand significant errors in spelling,
\ngrammar and punctuation which
\ndetract from meaning conveyed.
\nNo\/poor use of introduction
\nand\/or conclusion.
\nReferencing
\nWeight 5%
\nAPA 7th edition referencing
\nconventions in both in-text
\nreferencing and reference list
\nhave been applied accurately and
\nconsistently.
\nAPA 7th edition referencing
\nconventions in both in-text
\nreferencing and the reference list
\nhave been used almost always
\naccurately and consistently.
\nAPA 7th edition referencing
\nconventions in both in-text
\nreferencing and the reference
\nlist are used with few errors or
\nminor inconsistencies.
\nAttempt made to adhere to APA
\n7th edition referencing
\nconventions in both in-text
\nreferencing and the reference
\nlist, but with some errors and
\ninconsistencies.
\nAdherence to APA 7th edition
\nreferencing conventionsin both
\nin-text referencing and the
\nreference list is minimal or nonexistent.
\nPage 13 of 20
\nASSESSMENT ITEM 3: ORAL > PRESENTATION
\nAligned subject learning
\noutcomes
\n\u2022 Analyse the differencesin diabetes management in a range of settings and populations
\nand apply best practice guidelines.
\n\u2022 Critically appraise and integrate chronic disease self-management frameworksinto clinical
\ndiabetes education practice.
\nGroup or individual Individual
\nWeighting and due date
\nOral Presentation 40%
\nDue: 1800 (AEST) Friday 6th October
\nRequirements for
\nsuccessful completion of
\nthis assessment item
\nTo passthis assessment item you must complete and submit it, and achieve aminimum of
\n50%, after the application of any penalties such as late penalties.
\nWord count \/ Time limit
\n8 minutes
\nPresentation duration more than 10% over the maximum time limit will be penalised by 10%
\ndeduction of the marks available. The reference list is not included in this timing.
\nASSESSMENT ITEM 3: DESCRIPTION
\nIn this unit, we have explored the role of diabetes educators in providing support and education to teachers who
\nassume the care for children with diabetes while they are in school. Teachers are a crucial part of many children\u2019s
\njourney with diabetes, and their role encompasses promoting a safe environment and supporting emotional wellbeing whilst also assuming their academic responsibilities. Collaboration between teachers, parents and
\nhealthcare providers is essential to facilitate positive outcomes for children with diabetes. For this assessment,
\nyou will create a narrated PowerPoint demonstrating your ability to apply education and self-management
\nprinciples and appropriate clinical guidelines to the case study below.
\nCase study: Brent
\nBrent is a seven-year-old child who was diagnosed with T1DM at age four. He has just started a new school year,
\nand although he has been wearing a t:slim X2 insulin pump and G6 CGM for the past 12 months, his new teachers
\nare not confident with the technology. They have concerns regarding him bolusing off his CGM and would like him
\nto finger prick prior to meals. His timetable includes sports on Friday following recess when he has most of his
\ncarbohydrates. This is Brent’s favourite class of the week; however, he has been experiencing hypos during class.
\nThis has limited his ability to participate, and a change in his behaviour has been noted. As his CDE, the school has
\narranged for you to educate his teachers regarding Brent’s management and what is best practice in this
\nsituation.
\nCreate an oral presentation to provide to Brent\u2019s school teachers. The following criteria must be addressed in
\nyour presentation:
\n\u2022 Analyse the case study above and examine two key issues regarding his diabetes that his teachers need to
\nbe aware of.
\n\u2022 Utilising appropriate clinical guidelines and contemporary literature for one of the key issues you have
\nexamined, recommend and rationalise the use of;
\n-One long term strategy to facilitate positive outcomes for Brent and his teachers.
\n-One short term strategy to facilitate positive outcomes for Brent and his teachers
\nPage 14 of 20
\nRecommendations should be supported by appropriate clinical guidelines and contemporary literature.
\nGuidelines and literature should be cited using APA 7th conventions. A DOI must be provided for all references in
\nthe reference list. You should cite all images in your presentation as per the JCU Library guides for APA 7th edition.
\nFor guidance on preparing a narrated PowerPoint, consider viewing this helpful Voice over PowerPoint video.
\nThe firstslide must contain your name, student number, subject code NS5382, study period 85, 2023, and
\ntiming\/duration of the presentation. The last slide must contain a reference list.
\nSubmission of this assessment
\nThe method to deliver your presentation should be in the form of a YouTube video
\nPreparing the Video for Viewing and Submission
\n\u2022 The presentation video must be converted to a format that is able to be uploaded to YouTube. It is
\nrecommended that the YouTube clip is \u2018unlisted\u2019, meaning it is essentially private and will only be visible
\nto those with whom the URL is shared (the markers).
\n\u2022 Instructions on how to create an unlisted and unsearchable YouTube video can be found here:
\nhttps:\/\/www.youtube.com\/watch?v=PrNwVDmKVaY https:\/\/www.youtube.com\/watch?v=JOr7JluzEOM
\nSubmission guidelines
\n\u2022 A Word document listing the YouTube clip URL and the presentation and reference list.
\n\u2022 The reference list must adhere to APA 7th edition guidelines.
\n\u2022 For technology support please contact the IT help desk on 4781 5500.
\nMake careful consideration of the marking rubric on the following page as you plan, prepare and edit your
\nassignment to ensure you have addressed the required criteria.
\nPlease refer to the CHS Assessment Preparation Guidelines for details on assessment criteria, referencing, Safe
\nAssign reports, presentation and submission.
\nAt JCU the use of Artificial Intelligence (AI) in learning and assessment must be ethical, transparent, and
\npurposeful. You may engage in the use of AI only where your engagement upholds the principles of Academic
\nIntegrity. For example, you may use AI such as ChatGPT to ask for research guidance, to brainstorm general ideas,
\nto ask questions to help you better understand your study materials or to proofread your work. However, be
\naware that an AI could also produce incorrect information or produce work that is inherently biased. You cannot
\nuse generative AI tools like ChatGPT to write or plan your assessment or any parts of your assessment. Submitting
\nassessment that is not entirely your original work is a form of academic misconduct and is strictly prohibited (see
\nprocedure). If you use text directly from ChatGPT or other generative AI tools, you must reference this as a block
\nquote and include the reference in APA 7th style (see instructions here).
\nPage 15 of 20
\nASSESSMENT ITEM 3: MARKING RUBRIC
\nCriteria HD D C P F
\nAnalysis of case
\nstudy and
\nexamination of key
\nissues
\nWeight 40%
\nA sophisticated analytical
\ndiscussion of the case study,
\nwhich includes critical and
\ncomprehensive detail to highlight
\ntwo key issues for the person in
\nthe case study.
\nAn extensive range of relevant
\nliterature from appropriate clinical
\nguideline\/s and scholarly
\nliterature has been used to
\nsupport the presentation content.
\nA convincing analytical discussion
\nof the case study, which includes
\nsubstantial detailto highlighttwo
\nkey issues for the person in the
\ncase study.
\nAn in-depth range of relevant
\nliterature from appropriate clinical
\nguideline\/s and scholarly literature
\nhas been used to support the
\npresentation content.
\nA sound analytical discussion of
\nthe case study, which includes
\nsufficient detailto highlighttwo
\nkey issues for the person in the
\ncase study.
\nA sound range of literature from
\nappropriate clinical guideline\/s
\nand scholarly literature has been
\nused to support the presentation
\ncontent.
\nA satisfactory analytical discussion
\nof the case study, which includes
\nbasic detail to highlight two key
\nissues for the person in the case
\nstudy.
\nA satisfactory range of literature
\nfrom varied sources, some of
\nwhich are not credible orrelevant,
\nhave been referred to support
\nthe presentation content
\nLimited or no analysis of the case
\nstudy. Vague and\/or insufficient
\ndetail to highlight two key issues
\nfor the person in the case study.
\nLiterature from sources is largely
\nirrelevant and\/or not credible OR
\nno literature has been used to
\nsupportthe presentation content.
\nRecommendation
\nand rationalisation
\nof short-term
\nstrategy for chosen
\nkey issue
\nWeight 20%
\nInsightfulrecommendation of
\none short-term strategy to
\nfacilitate positive outcomes for
\nthe case study. Compelling
\nrationalisation with clear links to
\nthe case study, Key issue,
\nlearners, and their context.
\nAn extensive range of relevant
\nliterature from appropriate clinical
\nguideline\/s and scholarly
\nliterature has been used to
\nsupport the presentation content.
\nConsidered recommendation of
\none short-term strategy to
\nfacilitate positive outcomesfor
\nthe case study. Comprehensive
\nrationalisation with clear links to
\nthe case study, Key issue,
\nlearners, and their context.
\nAn in-depth range of relevant
\nliterature from appropriate clinical
\nguideline\/s and scholarly literature
\nhas been used to support the
\npresentation content.
\nSound recommendation of one
\nshort-term strategy to facilitate
\npositive outcomes for the case
\nstudy. Logical rationalisation with
\nclear links to the case study, Key
\nissue, learners, and their context.
\nA sound range of literature from
\nappropriate clinical guideline\/s
\nand scholarly literature has been
\nused to support the presentation
\ncontent.
\nSatisfactory recommendation of
\none short-term strategy to
\nfacilitate positive outcomesforthe
\ncase study. basic rationalisation
\nwith clear links to the case study,
\nKey issue, learners, and their
\ncontext.
\nA satisfactory range of literature
\nfrom varied sources, some of
\nwhich are not credible orrelevant,
\nhave been referred to support
\nthe presentation content
\nUnsatisfactory or no
\nrecommendation for short-term
\nstrategy to facilitate positive
\noutcomesfor the case study.
\npoor rationalisation with no clear
\nlinks to the case study, Key issue,
\nlearners, and their context.
\nLiterature from sources is largely
\nirrelevant and\/or not credible OR
\nno literature has been used to
\nsupportthe presentation content.
\nRecommendation
\nand rationalisation
\nof long-term
\nstrategy for chosen
\nkey issue
\nWeight 20%
\nInsightfulrecommendation of
\none long-term strategy to
\nfacilitate positive outcomes for
\nthe case study. Compelling
\nrationalisation with clear links to
\nthe case study, Key issue,
\nlearners, and their context.
\nAn extensive range of relevant
\nliterature from appropriate clinical
\nguideline\/s and scholarly
\nliterature has been used to
\nsupport the presentation content.
\nConsidered recommendation of
\none long-termstrategy to facilitate
\npositive outcomes for the case
\nstudy. Comprehensive
\nrationalisation with clear links to
\nthe case study, Key issue, learners,
\nand their context.
\nAn in-depth range of relevant
\nliterature from appropriate clinical
\nguideline\/s and scholarly literature
\nhas been used to support the
\npresentation content.
\nSound recommendation of one
\nlong-term strategy to facilitate
\npositive outcomes for the case
\nstudy. Logical rationalisation with
\nclear links to the case study, Key
\nissue, learners, and their context.
\nA sound range of literature from
\nappropriate clinical guideline\/s
\nand scholarly literature has been
\nused to support the presentation
\ncontent.
\nSatisfactory recommendation of
\none long-termstrategy to
\nfacilitate positive outcomes for
\nthe case study. basic
\nrationalisation with clear links to
\nthe case study, Key issue,
\nlearners, and their context. A
\nsatisfactory range of literature
\nfrom varied sources, some of
\nwhich are not credible or
\nrelevant, have been referred to
\nsupport the presentation content
\nUnsatisfactory or no
\nrecommendation long-term
\nstrategy to facilitate positive
\noutcomesforthe case study.
\npoor rationalisation with no clear
\nlinks to the case study, Key issue,
\nlearners, and their context.
\nLiterature from sources is largely
\nirrelevant and\/or not credible OR
\nno literature has been used to
\nsupportthe presentation content.
\nPage 16 of 20
\nCriteria HD D C P F
\nSlide creation and
\nmechanics
\nWeight 10%
\nPresents highly polished and
\nvisually appealing slides. Excellent,
\nlogical structure and sequence of
\nideas that is clear and easy to
\nfollow. Text is easy to read,
\ngraphics enhance understanding
\nof ideas. No spelling, punctuation,
\nor grammatical errors.
\nPresents effective visually
\nattractive slides. Effective, logical
\nstructure and sequence of ideas
\nthat is clear and easy to follow.
\nText is easy to read, graphics
\nenhance readability. Minimal
\nspelling and\/or punctuation
\nand\/or grammatical errors.
\nPresents good clear slides. Mostly
\ncoherent structure and sequence
\nof ideasthat is able to be
\nfollowed. Text is occasionally
\ndifficult to read due to
\novercrowding and\/or too many
\nideas per slide. Some spelling
\nand\/or punctuation and\/or
\ngrammatical errors.
\nSatisfactory slides where choice of
\ncolours and\/or fonts and\/or
\nimages and\/or bullets and\/or
\ngraphics occasionally detract from
\nthe content. Basic structure and
\nsequence of ideas that at times
\nmay not be logical or easy to
\nfollow. Several spelling and\/or
\npunctuation and\/or grammatical
\nerrors.
\nUnreadable slides, layout
\nconfusing and\/or crowded where
\nthe choice of colours and\/or font
\nand\/or images and\/or bullets
\nand\/or graphics detract from the
\ncontent. Numerous spelling,
\npunctuation and\/or grammatical
\nerrors.
\nPresentation
\nstyle Weight 5%
\nDemonstrates advanced spoken
\ncommunication skills, with
\nevidence of:
\nSophisticated and highly
\narticulate, engaging speaking
\nvoice evidenced by a highly
\neffective use of volume, pitch,
\npace, and prose.
\nDemonstrates very good spoken
\ncommunication skills, with
\nevidence of:
\nHighly articulate, engaging
\nspeaking voice evidenced by
\neffective use of volume, pitch,
\npace and prose.
\nDemonstratessound spoken
\ncommunication skills, with
\nevidence of:
\nClear, solid speaking voice
\nevidenced by sound use of volume,
\npitch, pace, and prose. Good use of
\nspeaking voice to maintain
\naudience engagement.
\nDemonstratessatisfactory spoken
\ncommunication skills, with
\nevidence of:
\nSatisfactory speaking voice
\nevidenced by adequate use of
\nvolume, pitch, pace and proses,
\nwith some fluctuation in parts.
\nSpeaking voice requires some
\nattention to maintain audience
\nengagement.
\nDemonstrates poor
\nspoken communication
\nskills, with evidence of:
\nSpeaking voice difficult to
\nunderstand evidenced by limited
\nuse volume, pitch, pace, and
\nprose and\/or distracting
\nbackground noise. Unable to
\nmaintain audience engagement
\nthroughout.
\nReferencing
\nWeight 5%
\nAPA 7th edition referencing
\nconventions in both in-text
\nreferencing and reference list have
\nalways been applied accurately and
\nconsistently.
\nAPA 7th edition referencing
\nconventions in both in-text
\nreferencing and the reference list
\nhave been used almost always
\naccurately and consistently.
\nAPA 7th edition referencing
\nconventions in both in-text
\nreferencing and the reference list
\nare used with few errors or minor
\ninconsistencies.
\nAttempt made to adhere to APA 7th
\nedition referencing conventions in
\nboth in-text referencing and the
\nreference list, but with some errors
\nand inconsistencies.
\nAdherence to APA 7th edition
\nreferencing conventions in both intext referencing and the reference
\nlist is minimal or non-existent.
\nPage 17 of 20
\n3 Submission and return of assessment
\n3.1 Submission of assessment
\nStudents must submit final assessment items (including reference list, and any appendices) by the due date and
\ntime. There is only one final submission for each assessment item. Resubmissions are not allowed, therefore
\nstudents should check that the correct file is uploaded, as this file will constitute a submission and will be the only
\ndocument marked and graded. No clearing of incorrect submissions will be carried out by staff, so please ensure
\nthe correct file is uploaded.
\nStudents are responsible to ensure the upload is successful and to save a copy of the SafeAssign report for their
\nown records. The date and time of online submission is recorded by LearnJCU, and this is accepted as being the
\nequivalent to a date stamp on a hard copy submission. All assessment items will undergo an automatic plagiarism
\ncheck by SafeAssign. If system-wide technical problems occur with SafeAssign or LearnJCU on the due date, your
\nSubject Coordinator will advise you by email and\/or via announcement on LearnJCU of any necessary changes to
\nthe normal processes of assessment submission.
\n3.2 Late submissions
\nThe Learning, Teaching and Assessment Procedure (3.1.8d) outlines a uniform formula of penalties imposed for
\nsubmission of an assessment item after the due date. This formula is 5% of the total possible marks for the
\nassessment item per day including part-days, weekends, and public holidays. If submitted after 20 days, the
\nassessment item thus would be awarded 0 marks (i.e. 5% x 20 = 100% of total possible marks in penalties).
\nFor assessment items weighted 0%, and submitted after 10 days a DNS (Did Not Submit) grade is awarded.
\n3.3 Special Consideration (including deferrals and extensions)
\nYou are encouraged to access equity measures if you are affected by extenuating circumstances while
\nundertaking the subject. JCU\u2019s Learning, Teaching and Assessment Procedure 3.1 requires that you must make
\nyourself available for assessments and examinations atthe scheduled times and extensions or deferrals for an
\nassessmentitem due to previously scheduled commitments such as weddings or holidays, will not be granted.
\nAll Special Consideration requests can be applied for through the Special Consideration application form. The
\nform is linked to the Special Consideration Procedure and also available on the Student Forms webpage.
\nBecause of the intensive nature of this program, extensions of greater than 48 hours cannot be given.
\nPossible equity measures for Special Circumstances that occurred during the study period that specifically
\nimpacted performance or completion of on-course assessments or examinations but did not prevent submission
\norsitting of the assessments or examinations forsubjects administered by College of Healthcare Sciences include:
\n\u2022 Supplementary examination or assessment;
\n\u2022 Special examination or assessment.
\nAmendment of final subject grade is not available as an outcome for College of Healthcare Sciences subjects.
\nSee Student Special Circumstances Policy, Special Consideration Procedure and Withdrawal from Subjects without
\nFinancial and Academic Penalty Procedure.
\n3.4 Academic Integrity
\nAs outlined in the Coursework Academic Integrity Policy and Procedure, you are required to complete the
\nCoursework Academic Integrity Modules available in your LearnJCU site. Penalties for non-completion may be
\napplied.
\nPage 18 of 20
\nAll non-examination items of assessment are required to be submitted with the Assessment Declaration available
\nthrough LearnJCU. The Assessment Declaration contains statements relating to academic integrity under the
\nCoursework Academic Integrity Policy and Procedures. All instances of academic misconduct are treated very
\nseriously by the University and students may be severely penalised for committing any form of academic
\nmisconduct.
\nFor more information regarding academic integrity, see
\nhttps:\/\/www.jcu.edu.au\/students\/learningcentre\/academic-integrity
\nAt JCU the use of Artificial Intelligence (AI) in learning and assessment must be ethical, transparent, and
\npurposeful. You may engage in the use of AI only where your engagement upholds the principles of Academic
\nIntegrity. For example, you may use AI such as ChatGPT to ask for research guidance, to brainstorm general ideas,
\nto ask questions to help you better understand your study materials or to proofread your work. However, be
\naware that an AI could also produce incorrect information or produce work that is inherently biased. You cannot
\nuse generative AI tools like ChatGPT to write or plan your assessment or any parts of your assessment. Submitting
\nassessment that is not entirely your original work is a form of academic misconduct and is strictly prohibited (see
\nprocedure). If you use text directly from ChatGPT or other generative AI tools, you must reference this as a block
\nquote and include the reference in APA 7th style (see instructions here).
\n3.5 Return of assessment
\nThe requirements for an assessment\u2019s return date, time and manner will be determined by the Subject
\nCoordinator in line with the JCU Learning, Teaching and Assessment Procedures. Feedback will be given, as per
\nclause 3.5 of the Learning, Teaching and Assessment Procedures. You will be informed of your grade for every
\ncomponent of assessment as per clause 3.5.1 and 3.5.2 of the Learning Teaching and Assessment Procedures. You
\ncan also request written or verbal feedback from the marker (see Learning, Teaching and Assessment Procedures
\n3.5).
\n3.6 Review of assessment
\nAssessment items and final grades will be reviewed through moderation processes (Learning, Teaching and
\nAssessment Procedures, 3.6). It is important to be aware that assessment results \u201cmust always undergo final
\nratification for each study period. No single grade or mark represents a final result in a subject\u201d (Learning,
\nTeaching and Assessment Procedures, 3.7.4.).
\nAudio and\/or video recording of assessment (e.g. oral assessment) may be used in this subject as per the Learning
\nTeaching and Assessment Procedure (3.1.5f) and will be securely stored in line with Learning Teaching and
\nAssessment Procedure (3.8.1).
\nStudents can seek a review of individual assessment pieces through the process identified in clause 3.8 of the
\nLearning, Teaching and Assessment Procedures.
\nStudents can seek a review of the final subject result through the process contained in the Review and Appeal of a
\nFinal Subject Result Procedure.
\nPage 19 of 20
\n4 Learning and teaching in this subject
\n4.1 Subject calendar
\nPlease note, the sequence of some topic (sample nursing essay examples by the best nursing assignment writing service)s may change due to staff availability, resourcing, or due to unforeseen
\ncircumstances. Please monitor announcements made via LearnJCU. Refer to your Study Period Academic
\nCalendar for important dates.
\nWeek Module Topic \/ Subject Activity Readings \/
\nPreparation Relationship to assessment
\nO
\n28-Aug-23
\nOrientation
\nSelf-directed learning, practical online activities and
\ndiscussion board interactions
\nLearnJCU
\nO-Week:Getting
\nstarted folder
\n1
\n4-Sep-23
\nTargetsfor adults acrossthe lifespan
\nReadings, practical online activities(videos and associated
\nE-tivities) and discussion board interactions
\nAssessment 1 due (Quiz 1) (must attempt hurdle)
\nLearnJCU
\nWeek 1 folder
\nActivities and readings
\nsupport preparation for
\nAssessment Item 1.
\n2
\n11-Sep-23
\nTeaching principals of blood glucose monitoring
\nReadings, practical online activities(videos and associated
\nE-tivities) and discussion board interactions
\nAssessment 2 due
\nLast date to withdraw without financial penalty Thu 14 Sep
\nLearnJCU
\nweek 2 [Essay writing service – your education, our expertise: Get any assignment done with our professional essay writers before your deadlines – Zero AI, Human experts and Fast delivery.] folder
\nActivities and readings
\nsupport preparation for
\nAssessment Item 2.
\n3
\n18-Sep-23
\nGestational diabetes and diabetes in pregnancy
\nReadings, practical online activities(videos and associated
\nE-tivities) and discussion board interactions
\nLast date to withdraw without academic penalty Fri 22 Sep
\nAssessment 1 due (Quiz 2)
\nLearnJCU
\nWeek 3 folder
\nActivities and readings
\nsupport preparation for
\nAssessment Item 3
\n4
\n25-Sep-23
\nEducating children and adolescents with diabetes
\nReadings, practical online activities(videos and associated
\nE-tivities) and discussion board interactions
\nLearnJCU
\nWeek 4 (your nursing study bay) folder
\nActivities and readings
\nsupport preparation for
\nAssessment Item 3
\n5
\n2-Oct-23
\nInsulin regimens and adjustmentsin the management of
\ndiabetes
\nReadings, practical online activities(videos and associated
\nE-tivities) and discussion board interactions
\nAssessment 3 due
\nLearnJCU
\nWeek 5 folder
\nActivities and readings
\nsupport preparation for
\nAssessment Item 1- quiz 3
\n6
\n9-Oct-23
\nEducation for all
\nReadings, practical online activities(videos and associated
\nE-tivities) and discussion board interactions
\nAssessment 1 due (Quiz 3)
\nLearnJCU
\nWeek 6 folder
\nActivities and readings
\nsupport preparation for
\nAssessment Item 1- quiz 3
\nSV
\n16-Oct-23
\nSTUDY VACATION \u2013 Results published Friday 27October 2023
\nPage 20 of 20
\n4.2 Learning and teaching activities\/expectations
\nThis subject has been developed using a \u2018blended learning\u2019 model, therefore there are a variety of technologies
\nutilised to enhance your learning.
\nThis subject will be delivered in distance education mode utilising the LearnJCU online delivery platform. Students
\nare required to have internet access to access study modules, complete learning tasks, submit assessments and
\naccess online resources.
\nA key learning and teaching strategy in this subject is the use of E-tivities, which allow students to be active\/
\ninteractive learners by fully engaging with the content and with each other through the use of the various Etivities located within the LearnJCU subject website.
\nStudents are expected to participate in the LearnJCU discussion boards and online learning activities. E-tivities are
\nthe online equivalent of attendance at tutorials for an on-campus subject. The discussion boards give you a place
\nto interact with staff and otherstudents about subject content and topic (sample nursing essay examples by the best nursing assignment writing service)s, and help students to clarify and extend
\ntheir understanding of key content. These are a forum for students to present their thoughts\/ideas in an online
\nversion of an in-person classroom discussion and therefore the same courtesy rules apply.
\nWhile attendance in the Subject Room (Collaborate tutorial) sessions is not mandatory, it is highly recommended.
\nThese sessions will provide you with the opportunity to have synchronous (at the same time) conversations with
\nyour Subject Coordinator (or your tutor) and with your fellow students from across the subject, to have your
\nquestions answered and to receive further clarification about any concerns or questions you may have.<\/p>\n","protected":false},"excerpt":{"rendered":"
Applied Clinical Diabetes Education Applied Clinical Diabetes Education Effective clinical diabetes education requires healthcare professionals to stay up to date with the latest evidence and best practices. Clinical placements are a key component of the Graduate Certificate of Diabetes Education at James Cook University, allowing students to gain hands-on experience in diverse settings. During these […]<\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11575,8772,10602,10695,236,11576,8094,7850,8967,8109],"tags":[11895,11894],"class_list":["post-137099","post","type-post","status-publish","format-standard","hentry","category-online-assignment-help-australia","category-assessment-help-online-in-australia","category-assignment-writers-australia-college-student","category-australia-dissertation-writers","category-australian-essay-writers","category-best-assignment-help-australia","category-dissertation-writing-service-australia","category-new-assignment-help-australia","category-nursing-essay-help-by-australian-academic-writers","category-research-paper-writing-service-australia","tag-ns5382","tag-ns5382-applied-clinical-diabetes-education"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/assessments\/wp-json\/wp\/v2\/posts\/137099","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/assessments\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/assessments\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/assessments\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/assessments\/wp-json\/wp\/v2\/comments?post=137099"}],"version-history":[{"count":1,"href":"https:\/\/www.colapapers.com\/assessments\/wp-json\/wp\/v2\/posts\/137099\/revisions"}],"predecessor-version":[{"id":137102,"href":"https:\/\/www.colapapers.com\/assessments\/wp-json\/wp\/v2\/posts\/137099\/revisions\/137102"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/assessments\/wp-json\/wp\/v2\/media?parent=137099"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/assessments\/wp-json\/wp\/v2\/categories?post=137099"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/assessments\/wp-json\/wp\/v2\/tags?post=137099"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}