NURSING 7201 - Fundamental of Nursing Practice I

Course Details

Course Code	NURSING 7201
Course	Fundamental of Nursing Practice I
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 7 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Master of Clinical Nursing
Assessment	Group presentation, inquiry based learning participation, case study

Course Staff

Course Coordinator: Mr Alexander Gerrie

Course Coordinator: Paul McLiesh
Phone: +61 8 8313 6286
Email: paul.mcliesh@adelaide.edu.au
Location: Adeliade Nurisng School Level 4 AHMS, University of Adelaide

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

1	Integrate and apply knowledge from nursing science and evidence based practice to health care needs of an individual with simple acute health problems
2	Integrate biological, physiological and pharmacological sciences with nursing the patient with an acute illness
3	Identify relevant activities of daily living for a patient with a selected health problem
4	Articulate considerations of varying needs of patients who are ill across the lifespan
5	Identify nutritional requirements for a patient with an acute illness
6	Identify and explain diagnostic tests relevant to selected health problems
7	Identify and describe pharmacokinetics for selected health problems

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 5, 7
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 5, 7
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	2,3
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	6
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	4
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	3
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	6
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1-7

Required Resources

Bryant, B, Knights, K, Darroch, S & Rowland, A 2019, Pharmacology for health professionals, 5th edn, Elsevier, Chatswood, NSW

Craft, J., Gordon, C., Tiziani, A., Huether, S., McCance, K., Brashers, V. and Rote, N., 2019, Understanding pathophysiology, 3rd edn, Elsevier, Chatswood, NSW.

Tollefson, J & Hillman, E 2019, Clinical Psychomotor Skills Assessment Tools For Nurses, 7th edn, Cengage Learning, South Melbourne, Vic.

Recommended Resources

Betts, G.J, Desaix, P, Johnson, E, Johnson, J.E, Korol, O, Kruse, D, Poe, B, Wise, J.A., Womble, M & Young, K.A. 2012, Anatomy and physiology, OpenStax resource.

Bullock, I, Macleod-Clark, J & Rycroft-Malone, J 2012, Adult nursing practice using evidence in care, Oxford University Press, Oxford, United Kingdom.

Harris, P, Nagy, S & Vardaxis, N (eds) 2016, Mosby's Dictionary of Medicine, Nursing & Health Professions, 10th edn, Mosby, Sydney.

Learning & Teaching Modes

This course uses a blend of interactive module activities and readings, face to face tutorials and face to face problem based learning sessions. These teaching and learning modes are used to develop students understanding about common health conditions that impact the Australian population. Students are encouraged to do self-directed learning to prepare for tutorials by working through module activities.

Tutorial activities require applying knowledge gained from module readings within a small group. During face to face tutorials students develop teamwork skills, collaborate and discuss concepts in relation to tutorial activities. Students present group understanding of learnt concepts and develop public speaking skills.

In problem based learning sessions case studies focus on common health conditions, nursing assessments, nursing interventions and care as well as pharmacological management of people with these health conditions. Students work in allocated small groups to discuss case studies using the Clinical Reasoning and Decision Making Cycle, to develop skills in critical think, identifying important information within a case through analyse case information. These face to face sessions use knowledge gained through self directed learning and tutorials. Students identify nursing assessments, patient care needs, create nursing care plans, in primary, acute and rural health care settings. Students rotate group roles of chair person, time keeper and scribe throughout the semester. This learning mode assist students to develop confidence in nurisng skills including clinical reasoning, leadership and teamwork that are valuable in the clinical environment.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The workload for this course requires attendance at:
• 2 x 2 hour lecture / week
• 2 x 1 hour tutorial / week
• 1 x 3 hour problem based learning workshop / week

Non contact hours for assessment and tutorial preparation will be 6-9 hours per week.

Learning Activities Summary

The tables below indicate the lecture, tutorial and I based workshop outlines for Fundamentals of Nursing Practice 1. A body systems approach is taken. Simple health problems based on of the top illnesses experienced in Australian society are studied as a series of case presentations. Other tutorials may be provided as required.

Fundamentals of Nursing Practice I

Lecture & Tutorial Series

1. Concepts of Nursing Assessment & Nursing Standards & National Health Priority Areas
2. Covid-19 & Preventing and Controlling Infections in the Healthcare Setting
3. Integumentary Conditions & Medication Routes & Medication Safety
4. Diabetes & Diabetic Medications
5. Obesity & Metabolic Syndrome
6. Cardiac Disorders & Cardiac Medications
7. Neurological Disorders & Neurological Medications
8. Respiratory Disorders & Respiratory Medications

Workshop Series - Problem Based Learning

Problem based learning is an active process involving application of knowledge to weekly case studies on health issues. It requires students to analyse the case study and work in small groups to identify important information from the case, required nursing assessements to identify patients care needs and discussing nursing care they would provide to the case patient. The format of case analysis will follow the Clinical Reasoning Cycle and key group discussion points communicated to the whole class.

Students will work in groups to apply their knowledge of pathophysiology, pharmacology, fundamentals of nursing, patient education, healthcare standards to the health problems from each weekly topic.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Outline of Case Study	Formative	NGP	1-6
Seminar Presentation (video)	Summative	30%	1-2, 7
Case Study	Summative	50%	1-6
Medication Portfolio	Summative	20%	1-2, 7

Assessment Detail

ASSESSMENT 1: Outline of Case Study Assignment
The purpose of the outline of case study assignment is to demonstrate your understanding of the assignment instructions and develop a plan for completing the major Case Study assignment. Students will be required to fill in a template document with dot points of information they will include in their major Case Study assignment. You will be provided with feedback on this assignment to assist you with the major Case Study assignment that is worth 60% of your total grade for Fundamentals of Nursing Practice 1.

ASSESSMENT 2: Seminar Presentation Video Assignment
The purpose of this 10 minute seminar presentation video assignment is to teach a fellow Masters of Clinical Nursing 1 (MCN1) student about one of the medication listed below. Therefore, the education session will need to be targeted at a MCN1 student commencing their degree in nursing. Any terminology used will need to be both defined and explained.

1. Clindamycin

2. Apremilast

3. Salbutamol

4. Budesonide

5. Perindopril

6. Digoxin

7. Gliclazide

8. Metformin

9. Levodopa

10. Nimodipine

Introduce your chosen medication and outline the topics that you will discuss throughout your seminar presentation video to the student you are teaching
Describe what the medication used for and what body system it effects
Describe the mode of action
Explain the pharmacokinetics of your chosen medication (Absorption, Distribution, Metabolism, Excretion) making sure to explain any terms so that the student understands
Identify whether the medication is an agonist/antagonist and explain each of these terms
Discuss the required nursing assessments (before, during and after administering the medication)
Outline the common side effects that patients may experience when taking this medication
Discuss the National Safety and Quality Health Service Standards (NSQHSS) that govern the practice of nurses to safely administer this medication to a patient
Summarise all key points made in the presentation that you would like your student to understand

ASSESSMENT 3: Case Study Assignment

The purpose of this case study assignment is to demonstrate your knowledge and understanding about being a Registered Nurse (RN), who is caring for a patient with one presenting health condition. It is important that all RNs have knowledge/understanding of common health conditions as well as recognise early signs and symptoms, to prevent health deteriorations in patients’, being cared for in various health care settings.

The RN from the early shift has provided you with an ISBAR handover. You are the RN on the late shift and have accepted responsibility to care for the case patient. Firstly, you will consider the patient situation by reading through all the case study information. Secondly, from this information you will identify cues/information that have been collected by the RN. Identify and give rationales for missing information, specifically two nursing assessments and two nursing interventions. Recall knowledge anatomy, physiology, pathophysiology and nursing interventions/care from Fundamentals of Nursing Practice 1. Thirdly, the assignment will require you to process information by analysing the case information and identify two nursing diagnoses. Establish two nursing interventions to meet the care needs of the patient. Evaluate the nursing interventions that you have identified with literature. Explain what National safety and quality health service standards (NSQHSS) you would use as a RN to govern your nursing care for this case patient. Finally, reflect on what you have learnt and how you will improve to be competent in caring for a patient with this health condition.

ASSESSMENT 4: Medication Portfolio Assignment

The purpose of this Medication Portfolio assignment is to demonstrate your knowledge and understanding about 5 medications. Choose one medication from each module listed below. It is important that all RNs have knowledge/understanding of common medications, to safely administer these to patient’s receiving care in a health care setting. Please select a different medication than the medication chosen in your Assessment 3.

Module 3: Clindamycin OR Apremilast
Module 4: Salbutamol OR Budesonide
Module 5: Perindopril OR Digoxin
Module 6: Gliclazide OR Metformin
Module 7: Levodopa OR Nimodipine

1. Introduce the medication that you have chosen and identify the health condition this treats.
2. Describe the use of this medication and the body system that it effects
3. Outline the common side effects that patients may experience when taking this medication and how the nurse would recognise and assess these

Submission

Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted.

Extensions are generally awarded for no more than 10 working days unless there are exceptional circumstances.

To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline. You will find this on the School of Nursing Website or use the link provided here.

See the Modified Arrangements for Coursework Assessment Policy http://www.adelaide.edu.au/policies/3303/

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

The following marking guides will be used for assignments:

Marking Guide - PBL Student Evaluation

Student performance will rated as competent, partially demonstrated or not demonstrated in relation to the following:

PBL Process Skills

• Identify relevant information in the case presentation

• Develop Hypotheses

• Discuss hypotheses in terms of mechanisms

• Use evidence to support reasoning

• Develop specific/concise learning issues

• Links learning issues to aspects of case

• Identify and uses appropriate resources

Knowledge Base Development

• Identify relevant knowledge required for the problem

• Apply anatomical knowledge to the problem

• Apply and integrate lecture material into discussion

• Synthesise new information and present in discussion without notes

• Apply existing and new knowledge to the problem and is able to discuss/test hypotheses with appropriate information from learning issues

• Comment on student’s knowledge base

Reasoning

• Presents ideas in a logical stepwise manner

• Re-evaluates hypotheses in response to new information or discussion

• Asks questions which help to clarify the problem

• Links ideas to contribute to drawing pu a concept map as a summary

Personal, Professional and Collegial Behaviour

• The student has demonstrated an ability to work effectively in a group and contribute to discussions with peers

• Actively participating in group discussions

• Using professional language at all times

• Displaying respect for colleagues, patients who are the basis of cases, staff and tutors

• Respecting and valuing other group members contributions

• Dealing with difference of opinion without conflict or confrontation

• Providing constructive feedback to tutor and other group members

• Having strategies for involving other group members in the discussion

• Prepares well for sessions

• Self-evaluates own learning needs for further development

• Demonstrates good interpersonal and communication skills

• Self-evaluates own personal abilities, the task and group issues

• Demonstrates a professional behaviour and attitude appropriate to the context of the case

Verbal Interactions

• Pronunciation (clarity of speech and volume of speech)

• Style of interaction (contributes and responds freely, asks questions)

• Vocabulary and grammatical correctness

Marking Guide - Seminar Presentation

Structure 25%

• Introduces the topic and states aims of the presentation.

• Clearly describes the way in which the presentation will proceed.

• The presentation is structured in a logical sequence so that the content flows.

• The presentation ends with a brief cogent, defendable conclusion that summarises the discussion within the presentation.

• The time for the presentation is managed well, allowing adequate time for questions/debate at the conclusion of the presentation.

Content and Critical Analysis 60%

Content (30%)
• The presentation has covered the topic sufficiently.

• The presentation content has clear links to contemporary nursing theory and clinical practice.

• The student's presentation demonstrates a depth of understanding of the topic and associated significant issues.

Critical analysis (30%)
• The presentation demonstrates a high degree of critical thought and insight by:
- providing justification/rationale for the discussion
- demonstrating they have reflected on the complex issues surrounding the topic
- discussing the topic from differing perspectives, thereby providing a balanced discussion

Referencing 15%

• Material is presented in an interesting manner.
• The student uses learning resources appropriately.
• The group's interest is maintained by the student.
• The student:
- is audible
- faces the audience
- responds to questions in an appropriate fashion
- leads an interactive discussion that challenges the group to issues related to their nursing practice

Marking Guide - Case Study

Structure and Writing Style 25%

Structure (15%)
• introduces the patient structure of the study

• clearly describes the way in which the case study will proceed (follows the suggested outline within the Study Guide)

• the case study is structured according to the suggested outline with headings used to indicate the sections

• the case study summaries the case details and recommendations are made for enhancement of care.

Writing style (10%)
• the case study is written with clear sentence structure, clarity of argument, precision of expression and the spelling and grammar are correct.

Content and Critical Analysis 60%

Content (30%)
• the case study has been presented logically

• the case study’s content has clear links to contemporary nursing practice

• the student’s paper demonstrates a depth of understanding of the topic and related nursing issues.

Critical analysis (30%)
• the case study demonstrates a high degree of critical thought and insight into the patient's condition and nursing care provided by:
- providing a justification/rationale for the argument/discussion (or analysis) pertaining to nursing care
- demonstrating they have reflected on the complex issues surrounding the nursing care
- Discussing the nursing care from differing perspectives, thereby providing a balanced argument/ discussion.

Referencing 15%

• the referencing style used throughout the paper is congruent with the School's Student Handbook and Style Guide

• the reference list is accurate (i.e. no missing page numbers, volumes, correct title, etc.), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with School’s Student Handbook and Style Guide

• the references cited are contemporary (i.e. less than 10 years old unless seminal papers)

• primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)

• there is evidence in the paper that the student has searched widely for information related to the topic/issue

• the student has acknowledged all sources of information

• Direct quotations are only used to make crucial points or to support the discussion/argument.

Final results for this course will be made available through Access Adelaide.

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

Student feedback from SELTs and ongoing through the delivery of the course were considered to improve student learning and understanding of course content.

To improve student assessment instructions, guidelines were rewritten to improve clarity and understanding of requirements. This also included the revision of marking rubrics in the course.
To improve the relatability of course content in lectures to nursing practice.
Tutorial activities were designed to apply theoretical knowledge to clinical practice.
Inquiry based learning case study questions were designed to apply knowledge learnt in self directed learning and tutorials to improve understanding of how this knowledge will be applied in clinical practice to improve patients health related conditions.
New assessments and content to improve understanding of fundamental pharmacological principles. This new content provides students with knowledge to understand the medical managment of patients while on clinical placements.

Student feedback from SELTs will be considered each year to continually revise the relevance of teaching and learning modes.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator