NURSING 3000 - Human Sciences 3A

North Terrace Campus - Semester 1 - 2015

This course will builds on the previous Human Sciences courses and will facilitate students' learning of nursing therapeutics for complex illnesses. It will contain three modules. Nursing a Critically Ill Patient module, which will facilitate the student's learning in the therapeutic nursing care of the critically ill patient; Nursing a patient in the Perioperative Environment module, which will facilitate the student's learning in the specialty of Perioperative nursing; Child and Youth Health module which will facilitate the students learning in the specialty of paediatric nursing. This course aims to allow the student to consolidate the synthesis of theoretical knowledge with practical nursing interventions.

  • General Course Information
    Course Details
    Course Code NURSING 3000
    Course Human Sciences 3A
    Coordinating Unit Adelaide Nursing School
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 6
    Contact Up to 8 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites NURSING 2000 & NURSING 2002
    Restrictions Available to B Nurs students only
    Course Description This course will builds on the previous Human Sciences courses and will facilitate students' learning of nursing therapeutics for complex illnesses. It will contain three modules. Nursing a Critically Ill Patient module, which will facilitate the student's learning in the therapeutic nursing care of the critically ill patient; Nursing a patient in the Perioperative Environment module, which will facilitate the student's learning in the specialty of Perioperative nursing; Child and Youth Health module which will facilitate the students learning in the specialty of paediatric nursing. This course aims to allow the student to consolidate the synthesis of theoretical knowledge with practical nursing interventions.
    Course Staff

    Course Coordinator: Suzanne Sharrad

    Course Coordinator: Sue Sharrad
    Phone: +61 8 8313 3643
    Location: Room EH3-60, Eleanor Harrald Building, Royal Adelaide Hospital Campus

    School Office
    Phone: +61 8 8313 3593
    Location: Level 3, Eleanor Harrald Building, RAH
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Investigate the relationships between normal structure and function in human cells, tissues and organs by using a systems approach.
    2 Develop an insight into the structure and function of the human body.
    3 Develop scientific curiosity and encourage the adoption of appropriate attitudes towards the human body and other individuals with critical illness, those requiring surgery or paediatric patients.
    4 Acquire and refine the skills necessary for life-long learning and the successful pursuit of a career in nursing.
    5 Correlate specific structural features of cells, tissues, organs and systems of the human body with their normal functions, and appreciate that alterations to structure affect function especially when in cases of critical illness, surgery or in paediatric populations.
    6 Apply their knowledge of the human body in the interpretation of health-related scenarios encountered in day-to-day living and pertaining to patients with critical illness, undergoing any type of surgical procedure or paediatric patients.
    7 Understand and relate anatomy and physiology, pathophysiology and pharmacology to care of patients with critical illness or undergoing any surgical procedure or for paediatric patients.
    8 Develop a greater understanding for the treatment modalities initiated in critical illness, pre/during/post surgery and for paediatric patients.
    9 Justify the choice of treatment modalities for critical illness, during pre/during/post surgical procedures and within paediatric 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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-9
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 5-9
    Skills of a high order in interpersonal understanding, teamwork and communication. 8-9
    A proficiency in the appropriate use of contemporary technologies. 4
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3-4
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 8-9
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3-4, 8-9
  • Learning Resources
    Required Resources
    Ball, J. W., R. C. Bindler, et al. (2014). Pediatric Nursing: Caring for Children. Boston, Pearson: 1164.

    Brown, D & Edwards, 2012, Lewis’s medical-surgical nursing: assessment and management of clinical problems. 3rd Edn, Mosby, Marrickville.

    Bullock, S. and E. Manias (2011). Fundamentals of Pharmacology myhealthprofessionskit with eBook. Frenchs Forest, Pearson Education Australia.

    Chang, E. and J. Daly (2011). Transitions in nursing : preparing for professional practice. Chatswood, Elsevier Australia.

    Dwyer, T., T. Levett-Jones, et al. (2010). LeMone & Burke Medical-Surgical Nursing: Critical Thinking in Client Care (Aus), Pearson Education Australia.

    Hamlin, L., M. Richardson-Tench, et al. (2009). Perioperative nursing: an introductory text. Chatswood, Mosby.

    Kozier, B., G. Erb, et al. (2010). Kozier and Erb's Fundamentals of Nursing. Frenchs Forest, Pearson Australia.
    Recommended Resources
    Barnes, M. and J. Rowe (2009). Child, youth and family health: Strengthening communities. Sydney, Churchill Livingstone.

    Evans, J. and P. Brown (2014). Videbeck's Mental Health Nursing. Sydney, Lippincott Williams & Wilkins.

    Harris, P., S. Nagy, et al. (2010). Mosby's dictionary of medicine, nursing &health professions. Chatswood, Mosby Elsevier.

    Lewis, P. and D. Foley (2011). Weber & Kelly's Health Assessment in Nursing. Broadway, Wolters Kluwer Health | Lippincott Williams & Wilkins.

    Jenkins, G., C. Kemnitz, et al. (2011). Anatomy and Physiology From Science to Life Media Pack 2011. Hoboken, John Wiley & Sons Australia Ltd.

    McIlwraith, J. and B. Madden (2009). Health Care and the Law. Rozelle, Thomson Reuters (Professional) Australia.

    Porth, C. & Matfin, G. (2009) Pathophysiology: Concepts of Altered Health States 8th edition Wolters Kluwer Health/Lippincott William and Wilkins, Philadelphia.

    Stein-Parbury, J. (2009) Patient & Person: Interpersonal Skills in Nursing 4th edition Elsevier Churchill Livingstone, Chatswood.
    Online Learning
    This course is available on the University website for online teaching and learning platform called MyUni at
    Please check the website regularly as it may contain announcements that are relevant to your study in the course.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    As mentioned previously Human Science 3A is presented in four modules, that is, nursing a patient in a perioperative environment, nursing a critically ill patient, child and youth health and integrating theory and practice. Each module will be presented as a series of lectures and tutorials. The material presented in the Human Science 3A course will also support students in Problem Based Learning (PBL) tutorials.

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

    Contact Hours
    Type Number of sessions Duration of each session (hr) Total hours
    Lectures 1 2 2
    Tutorial 1 2 2
    Final Examination 1 2.5 2.5

    Assessment Tasks (semester)
    Type Number of sessions Expected preparation time Total hours
    Participation via Discussion Board 1 6 6
    Literature Review 1 24 24
    Final Examination 1 70 70

    Non-Contact (semester)
    Type Number of sessions Anticipated time (hr) Total hours
    Weekly reading and other study (hour/lecture) 12 4 48
    Preparation for tutorial 12 2 24
    Completion of Assessments 1
    Exam preparation 70 70

    Total Workload (hours/semester): 278.5
    Total Worload (hours/week): 23.2

    Learning Activities Summary
    Wk Date Module Lecture
    Thursday: 9am-11am
    Thursday 11am-1pm
    1 3 March – 7 March Nursing a Patient in the Perioperative Environment Role of staff within the Perioperative environment Asepsis and Infection Control in the Perioperative Environment
    2 11 March (Tues) – 14 March Anaesthesia Anaesthetic Emergencies
    3 17 March – 21 March Surgical Conscience Patient Safety in the Perioperative Environment
    Scrutiny of the Perioperative Environment
    4 24 March – 28 March Post Anaesthesia Post anaesthetic Complications
    5 31 March – 4 April Nursing a Critically Ill Patient Medical Disaster Management
    Introduction to Critical Care Environments
    Respiratory System Support Discussion Board posting due
    6 7 April – 11 April Cardiovascular System Support Haemodynamic Monitoring Theory
    14 April – 18 April Mid-Semester Break
    21 April – 25 April Mid-Semester Break
    7 28 April – 2 May Renal System Support Metabolic System Support
    Nutrition in Critical Illness
    8 5 May – 9 May Neurological System Support Review of Multi-Organ Failure
    9 12 May – 16 May Child and Youth Health  ‘Children are different!’ Part 1 Children are different Part 2
    10 19 May – 23 May Recognising and managing a seriously ill child Part 1, acute care Recognising and managing a seriously ill child Part 2, chronic illness
    11 26 May – 30 May Mental Health Issues in Child and Youth Health Child and Youth Health Scenarios
    12 2 June – 6 June Careers Forum Careers Forum
    10 June (Tues) – 13 June Swot Weeks Literature Review due
    16 June – 5 July (Sat) Exam Weeks Final Examination
  • Assessment

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

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

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Online QUiz Formative N/A 1-4
    Participation via Discussion Board Summative 10% 3-4, 8-9
    Literature Review Summative 40% 4, 8-9
    Final Examination Summative 50% 1-9
    Assessment Detail
    Assessment online quiz – an online quiz on MyUni will enable students to gauge their progress with the course content.

    Due Date: Monday 31 March 2014 at 1700
    Weighting: 10%
    Length: 500 words (and replies to other students totalling 1000 words)

    Reflecting on your experience in the first series of clinical placements you have encountered in this semester, do you think that technologies, tools and automations are more highly valued than technologies that are less sophisticated. Why? What does this tell you about nursing and healthcare?

    Each discussion board posting is to be 500 words in length and incorporate 3 references.

    Due Date: Tuesday 10 June 2014 at 1700
    Weighting: 40%
    Length: 2500 - 3000 words

    In the Child and Youth Health Module students have encountered the concept that “Children are different!” In this assessment students are asked to reflect on the differences.

    Conduct a literature review on one of the differences noted in your clinical placement or on one of the aspects listed below. Students will be required to search for and select six (6) articles on their chosen topic. A literature review includes a description, a summary, an evaluation and clarification of the literature that is related to your topic of choice. The purpose of a literature review is to convey the knowledge and ideas that have been established.

    Examples of differences as mentioned above and suitable literature review topics;
         • Patient advocacy in the paediatric setting,
         • Vulnerability of a paediatric patient
         • Family centered care,
         • Medication management in paediatric settings,

    Students are encouraged to incorporate the information gathered in the module lectures and tutorials.

    Resources for writing a literature review can be found on MyUni.

    Due Date: Exam week, date and time to be advised
    Weighting: 50%
    Length: 4500 word equivalent

    The written examination is aimed at ascertaining each student‘s grasp of the principles and core course content presented during this semester and is held in the university‘s official examination period. The paper is of 3 hours duration, but most students should be able to complete it in 2.5 hours; the additional time is provided to enable planning and review of answers. Note that a range of question styles is used, which require students to provide information, apply information in defined settings, and/or integrate knowledge derived from a variety of sources in the formulation of an answer.
    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. Cover sheets are required for all assignments and can be accessed from the School of Nursing website. Extension of 1 week for submission of assignments can automatically be granted when an online request is submitted. (Please see Study Guide for details) Requests must be made before the due date of the assignment. In principle, all assignments should be submitted by the due date. Late submission without an approved extension will be penalised at the rate of 10% of available marks for each working day after the due date. Work submitted more than ten days after the due date may be returned unmarked. This action will be taken to prevent students who do get their work in on time being disadvantaged. The policy for applying for extensions is outlined in the School Manual and the Study Guides. Whenever possible staff will turn around marked assignments within 4 weeks or earlier.

    Using Turnitin
    Go to this webpage for step-by-step instructions for submitting an assignment using Turnitin:
    Turnitin is an electronic program that students can use to check that they are referencing correctly. When you submit an assignment to this program, you will receive an "originality report" and an "originality score" - these will let you know if you have accidently used the words of other authors - any areas of your work that are too close to your original resources will be highlighted. To see this report, after you have submitted your assignment, go back into the program and click on "view" - this will show you your assignment with an similar text highlighted. See for more information on Originality reports.

    Bear in mind that this program is very sensitive - don't worry too much if you seem to have a high originality score as the program includes quotes and references in the count. However, it is important that you check the text that is highlighted, if it is a correctly referenced quote or an item in your reference list that is highlighted then you can ignore it but if the highlighted text that isn't a quote or reference you will need to re-writing those sections in your own words.

    After you have successfully submitted your assignment you will receive an email confirming that your assignment has been submitted correctly. If you do not receive this email then go back and try again. Keep hold of this email, just in case there are any issues with your assignment submission as we may need to view this email to confirm your submission date and time.

    You can submit multiple times to this program - each new submission supersedes the previous, so we will only ever mark the latest version of your assignment! We encourage all students to practice with Turnitin before the final due date to make sure you know what you're doing.

    A word of warning: although the program permits multiple submissions from a single student, Turnitin has a 24hour lag between assignment submissions. For example, if you submit an assignment to the program at 10am on Sunday, you may not be able to submit again until 10am MONDAY! Be very careful to avoid a situation wherein you are unable to submit the final version of your assignment until after the final deadline. Falling into the 24hr lag window will not be grounds to avoid a lateness penalty.
    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 ( 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 Support
  • Policies & Guidelines
  • Fraud Awareness

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