NURSING 3010 - Nursing in Complex Settings (Critical Care)

North Terrace Campus - Semester 2 - 2024

This course describes the professional and legal issues associated with the role of the Registered Nurse in the critical care setting. It introduces the skills necessary for a thorough nursing assessment such as interview, inspection, palpation, percussion and auscultation for patients in the critical care setting. It facilitates the learning of the psychosocial care of patients with particular needs in critical care environments. It is a practical `hands on' oriented course where theory, clinical skills and practice based learning are intertwined.

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Course Details

Course Code	NURSING 3010
Course	Nursing in Complex Settings (Critical Care)
Coordinating Unit	Adelaide Nursing School
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 6 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	NURSING 2011
Restrictions	Bachelor of Nursing
Assessment	Online quiz, Case Study, Attendance and participation, Medication Calculation test, Reflective writing piece

Course Staff

Course Coordinator: Elyce Pate

Elyce Pate
RN BN, Grad Cert (Nurs Ed), Grad Dip Paed Child & Yth Health Nursing

Lecturer-Course Coordinator
Adelaide Nursing School

Level 4, Adelaide Health &
Medical Sciences Building
Cnr North Terrace & George Street
ADELAIDE SA 5005 I KAURNA LAND

T: +61 8 83136016
E: elyce.pate@adelaide.edu.au http://health.adelaide.edu.au/
https://www.adelaide.edu.au/directory/elyce.pate

Course Timetable

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

Course Learning Outcomes

1. Understand and relate anatomy, physiology, pathophysiology and pharmacology to care for critically ill patients.
2. Apply nursing assessment skills to complex patients.
3. Describe the nursing and nutritional care needs for the critically ill patient.
4. Identify methods for haemodynamic monitoring and support in critical care.
5. Describe the care of a critically ill patient requiring either invasive or non-invasive form of ventilation.
6. Discuss the nursing managment of a deteriorating patient.
7. Articulate the legal, ethical and cultural issues surrounding professional nursing practice in critical care environments.

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, 2, 3, 4, 5, 6, 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, 2, 3, 4, 6, 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, 6, 7
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.	2, 6, 7
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.	6, 7
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.	2, 6, 7
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	4, 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.	5, 7

Learning Resources

Required Resources

Brown, D, Edwards, H, Buckley, T, Aitkin, R 2017, Lewis's Medical-Sugical Nursing: Assessment and Management of Clinical Problems Australia and New Zealand Edition, 5th edn, Elsevier, New South Wales.

Recommended Resources

Elliott, D., Aitken, L. and Chaboyer, W. 2015 ACCCN's Critical Care Nursing. 3rd Edn. Elsevier, Chatswood.

Gilbert, J. and Coyne, E. 2018 Acute Care Nursing. Cambridge, Sydney.

Lewis, P. and Foley, D. 2020 Weber & Kelly's Health Assessment in Nursing. 3rd Australian edn, Broadway, Wolters Kluwer Health | Lippincott Williams & Wilkins.

Tollefson, J. & Hillman, E. 2018 Clinical Psychomotor Skills: Assessment tools for nursing students 7th edition Cengage Learning South Melbourne.

Online Learning

There are quizzes that can be accessed via the online platform for students to undertake as additional learning to classroom learning.
Learning & Teaching Activities
Learning & Teaching Modes
1. Online lectures – Online lectures offer asynchronous learning opportunities that enable students to access material at their leisure. Much of the content for this course is supported by textbooks with web page and e-learning supports. The Adelaide Nursing School supports the audio and video capture of lecture content as an aid to revision
2. Problem Based Learning (PBL) workshop sessions – PBL session enable small group discussion and peer interaction around a particular case. The PBL facilitator manages a staged release of information regarding the case at hand of which students need to formulate hypotheses and suggest interventions. The student group drives the direction of the inquiry. The facilitator will encourage and develop students to apply critical thinking of the scenario
3. Clinical Skills sessions - The Simulation Suites provide a state of the art clinical training venue with dedicated nursing lecturers with expertise in simulation. Students will perform skills such as assessment of haemodynamic and ventilation support systems, conduct a primary and secondary survey and relate the fundamentals of care to the critical care nursing environment. Establishing effective communication exchanges using ISBAR and principles of Team Stepps will be very relevant for student’s clinical placement. This course provides skills and knowledge that enable students to participate at a level commensurate with their progression. Students work closely staff to reinforce learning and ensure consistency of course objectives.
4. Clinical placement - This course provides skills and knowledge that enable students to participate at a level commensurate with their progression. Students work closely with university Lecturer A staff (Clinical Lecturers) and clinicians to reinforce learning and ensure consistency of course objectives. The objective of the professional experience associated with this course is to extend students skills in the advanced assessment of adult populations. Students may get the opportunity of a paediatric critical care placement and a sound understanding of psychosocial development and pathophysiology is expected of students placed within a paediatric setting.
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:

· 1 x 2 hour online lecture / week
· 4 x 3 hour clinical skills sessions / semester
· 3 x 2 hour PBL tutorials / semester

Non contact hours for assessment and tutorial preparation will be 5 hours / week

Learning Activities Summary

No information currently available.

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 No.	Assessment Task Name	Assessment Type	Weighting
1	Online quiz	Formative	0%
2	Online quiz on Semester content x 1	Summative	20%
3	Clinical reasoning case study (Group Assignment)	Summative	30%
4	Patient-centered care reflective writing piece	Summative	40%
5	PBL attendance and participation	Summative	10%
6	Clinical skills attendance and participation	Summative	HUDRLE
7	Intellilearn drug calculations test	Summative	HURDLE

Assessment Related Requirements

All rubrics and marking guides for each assessment item will be found in the study guide and on MyUni.

Assessment Detail

Assessment 1: Formative online quiz (0%)
A multiple-choice quiz covering content from module 1 of the course.

Assessment 2: Online Quiz (20%)
There will be one online quiz this semester in which students will be able to demonstrate their understanding of the key concepts covered in the course. The quiz will take the form of MCQ's, short answer and case study type questions.

Assessment 3: Clinical Reasoning Case Study Group Assignment (30%)
Working in their PBL groups, students will work through a case study of an ICU patient and determine a care plan utilising the clinical reasoning cycle. Students will be required to outline all aspects of the case and care plan in a 1500 word paper. Students will be graded on their group work and the final piece of work prodcued.

Assessment 4: Patient-centered care Reflective Writing Piece (40%)
Students will utilise Borton's Model of Reflection to guide their discussion around patient and family centered care in the critical care environment. This allows students to not only think about the "doing" of nursing, but the "art" of nursing as well. Students should not only know how to assess patients in the critical care setting, they should also understand and reflect on what it means to care for them and their families as well.

Assessment 5: Active participation in Problem-based Learning (PBL) workshop (10%)
Students will be pre-allocated into groups and will work together to work through a case relevant to the module content. Attendance at PBL tutorials is compulsory. Students will be required to sign an attendance record for each session. A
medical certificate is required for non-attendance.

Assessment 6: Clinical Skills Attendence and Participation (HURDLE)

Students will be guided through clinical scenarios based on the module content. Attendance at clinical skills sessions is compulsory. Students will be required to sign an attendance record for each session. Students must attend all allocated clinical skills sessions in order to successfully pass this course.

Assessment 7: Intellilearn Drug Calculation Test (HURDLE)
The drug calculation test is a hurdle requirement. This test will be conducted at a timetabled time and all students must achieve 100% accuracy during this time. Failure to meet 100% accuracy will preclude students from administering medication in the clinical environment and will necessitate the implementation of an ‘Early Intervention Strategy’ for remedial work in drug calculations. Failure to receive 100% accuracy will result in a fail grade for this course. Calculators will be permitted to be used in this test.

Submission

No information currently available.

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.

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

Student Feedback

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.

The following are some quotes from some of our fabulous students who completed this class in 2022.

"I really enjoyed critical care this semester as I was able to learn and gain better insight into the area of nursing that I would like to work in one day. The course was well organised with regular communication ensured between teaching staff and the student cohort. The subject material was interesting and relevant, and the assessments were intellectually challenging. The simulation classes were engaging and helped build my confidence over the course of the semester; giving me valuable tools and feedback."

"Both the tutors and the course coordinator are very good at providing support to students and are very understanding of our situation. They are also very good at developing intellectually–stimulating, practical and informative simulation sessions to add on to our knowledge."

"I like the variety that this course offers. PBL, quiz's, skills sessions and a case study were all great ways to learn and build knowledge."

"The PBL sessions were amazing allowed for involved and interactive learning as well as having the in–site from guest speakers. The program is clearly laid out and the assessments are understandable and have clear outlines on what is required."
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

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