NURSING 3001 - Nursing Practice 3A
North Terrace Campus - Semester 1 - 2014
General Course Information
Course Code NURSING 3001 Course Nursing Practice 3A Coordinating Unit School of Nursing Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Approximately 2 Lectures and 2 Tutorials, Plus 24 hours of Clinical Placement per week over an extended academic year Prerequisites NURSING 2001 & NURSING 2003 Restrictions Available to B Nurs students only Course Description This course will build on the human and technical skills learned in the first two years of the program. It will be comprised of the four modules. Nursing as a Profession 3A which describes the professional and legal issues associated with the role of the Registered Nurse. Health Assessment 3A which introduces the skills necessary for a thorough nursing assessment such as interview, inspection and auscultation. Therapeutics of Clinical Nursing 3A which is a practical 'hands on' subject. Communication & Psychosocial Care 3A which facilitates the learning of the psychosocial care of patients with particular needs - in this semester this refers to patients in critical care, Perioperative and paediatric environments. Clinical Cycle will be a placement in critical care, Perioperative and paediatric environments. The students will have the opportunity to apply the theory from the speacialist areas of critical care, Perioperative and paediatrics to the clinical setting.
Course Coordinator: Suzanne SharradCourse Coordinator: Sue Sharrad
Phone: +61 8 8313 3643
Location: Room EH3-60, Eleanor Harrald Building, Royal Adelaide Hospital Campus
Phone: +61 8 8313 3593
Location: Level 3, Eleanor Harrald Building, RAH
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Establish an understanding of the legal and ethical issues surrounding professional nursing practice in the specialty setting. 2 Further develop patient assessment skills. 3 Understand and relate anatomy and physiology, pathophysiology and pharmacology to care of patients in specialised clinical setting. 4 Further develop understanding of self-concept and extend an understanding of communication and application of various techniques of facilitation to the hospital environment. 5 Develop nursing skills compliant with the ANMC standards required to provide competent care to patients in specialised settings
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, 3-5 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2-5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2-3 Skills of a high order in interpersonal understanding, teamwork and communication. 4-5 A proficiency in the appropriate use of contemporary technologies. 4 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 4-5 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 4
Required ResourcesBall, J. W., R. C. Bindler, et al. (2014). Pediatric Nursing: Caring for Children. Boston, Pearson.
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.
Kozier, B., G. Erb, et al. (2010). Kozier and Erb's Fundamentals of Nursing. Frenchs Forest, Pearson Australia.
Tollefson, J. (2012) Clinical Psychomotor Skills: Assessment tools for nursing students 5th edition Cengage Learning South Melbourne.
Recommended ResourcesBarnes, 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.
Hamlin, L., M. Richardson-Tench, et al. (2009). Perioperative nursing: an introductory text. Chatswood, Mosby.
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.
Learning & Teaching Activities
Learning & Teaching ModesCOURSE METHODS AND PROCESSES
A weekly two (2) hour lecture will be presented. The program of lectures appears later in this study guide.
Students will be required to attend a weekly tutorial.
Problem Based Learning Tutorials (PBL) will run concurrently with lectures and tutorials. Students will undertake one 2 hour PBL tutorial each week. All PBL tutorials will be conducted Thursday 1410 – 1600. Groups and venues for PBL tutorials are found later in this study guide, please check the timetable, alternatively this information will be available on MyUni.
The PBL tutorials will be supported by the developing module lecture and tutorial material.
An introductory session for PBL will be conducted in week 1. Details for this session will be available on MyUni.
A program for PBL classes will be found in the Nursing Practice 3A weekly timetable which can be accessed in this Study Guide or via MyUni.
Attendance to PBL tutorials is compulsory and a medical certificate is required for non-attendance.
Clinical Skills Sessions
Finally student will be required to attend a weekly clinical skills session. All clinical skills sessions will be conducted Friday afternoon. Group allocations for the clinical skills sessions will be available on MyUni.
These sessions are to be conducted in either the Robin Warren Clinical Skills Laboratory (Medical School South Building, Level 1) or the Adelaide Health Simulation and Skills Centre (Medical School North Building, lower ground level). A program for clinical skills sessions will be found in the Nursing Practice 3A weekly timetable which can be accessed in this Study Guide or via MyUni.
Attendance to Clinical Skills sessions is compulsory.
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 (hrs) Total hours Lectures 1 2 2 Tutorial 1 1 1 PBL Tutorial 1 2 2 Clinical Skills Session 1 2 2 Drug Calculation Test 1 1 1 Written SCA 2 2 10
Assessment Tasks (semester)
Type Number of sessions Expected preparation time (hrs) Total hours Clinical Skills Portfolio 12 12 12 PBL Attendance 12 22 22 Construction of a Concept Map 1 5 5 Drug Calculation Test 1 1 1 Written SCA 1 24 24 64
Type Number of sessions Anticipated time (hrs) Total hours Preparation for clinical and objectives 14 9 126 Weekly reading and other study (hour/lecture) 12 2 24 Preparation for tutorial 12 1 12 Preparation for PBL 12 1 12 Preparation and Participating in Clinical Skills Sessions 12 1 12 Completion of Assessments 20 Exam preparation 24 24 230
Total workload (hrs/semester) 304
Workload/week (hrs) 25.3
Learning Activities Summary
LECTURE TUTORIAL CLINICAL SKILLS SESSION PBL TUTORIAL ASSESSMENT Medico-legal aspects of perioperative nursing practice Scrutiny of the perioperative environment Asepsis Workshop
Introductory Session for PBL Classes Assessment of the preoperative patient Patient safety in the perioperative environment Preoperative Checking
Monitoring of the patient intraoperatively
PBL Case 1
Perioperative Patient Session 1
Management of the patient intraoperatively Drug Calculation Test Care of the patient in the Postanaesthetic Recovery Unit (PARU) PBL Case 1
Perioperative Patient Session 2
Drug Calculation Test Management of the patient post operatively Complex wounds; assessment and management Complex Wound Management PBL Case 1
Perioperative Patient Session 3
Safe and Therapeutic Practice Legalities and Ethics in Critical Care Areas Respiratory System Session – assessment and care of the ventilated patient/Tracheostomies
PBL Case 2
Critically Ill Patient Session 1
Assessment of the critically ill patient
Monitoring and diagnostics in critical care environments
Essential care of the critically ill patient
Rehabilitation following critical illness
CV System Assessment and Support
Basic Life Support
PBL Case 2
Critically Ill Patient Session 2
Mid-Semester Break Mid-Semester Break Psychosocial and Culturally Competent Care of the critically ill patient. Expense of Critical Care Therapies Renal Dialysis
PBL Case 2
Critically Ill Patient Session 3
Organ Donation Assessment of the Trauma Patient ICP Monitoring
Primary and secondary survey
Preparation of patient for organ harvesting
PBL Case 2
Critically Ill Patient Session 4
The Concept of Family Centered Care in a Paediatric Environment Communication Issues with Infants and Children
Clinical Assessment of an Infant or Child
Pain Assessment in Infants and Children
Management of Paediatric Patients
• Vital signs
• Nappy changing
PBL Case 3
Child and Youth Patient Session 1
Safe Administration of Medications to Children Advocacy in a Paediatric Environment Preparation and administration of paediatric medications
Administration of DDAs
PBL Case 3
Child and Youth Patient Session 2
Social inequities and their impact on access to healthcare Mental Health History
Development of Action Plan
Mental health histories in paediatric patients PBL Case 3
Child and Youth Patient Session 3
CAREERS FORUM CAREERS FORUM No clinical skills session No PBL Session this week SWOT Weeks Exam Weeks SCA (Written)
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.
Item No. Item Learning Outcome(s) being addressed Weighting Due Date 1 Drug Calculation Test 1, 5 NGP 21 March 2014 2 Construction of a Concept Map ALL 40% 19 May 2014 3 PBL Participation and Attendance ALL 10% 26 May 2014 4 Clinical Skills Portfolio ALL 10% 2 June 2014 5 NCAS Semester 1 Competencies and Summative Assessments ALL NGP 2 June 2014 6 Structured Clinical Assessment (written) ALL 40% Exam week
Assessment DetailASSESSMENT 1: DRUG CALCULATION TEST
Due Date: Friday 21 March 2014
Length: 20 items (1000 word equivalent)
Attendance to this Tutorial is Mandatory.
A Drug Calculation Test of 20 items will be undertaken by students in the NP 3A tutorial time. Students will be provided with repeated opportunities to achieve 100% accuracy in this tutorial.
However, 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.
No calculators will be permitted to be used in this test.
ASSESSMENT 2: CONSTRUCTION OF A CONCEPT MAP
Due Date: Monday 19 May 2014 at 1700
Length: Map + 1000 word paper (Total 2500 word equivalent)
Construction of a concept map and discussion paper. Creation of a concept map is described by Wheeler and Collins (2003) as a way to stimulate learning and enhance the reasoning process. You are required to select either the Critical Care Case or the Perioperative Case from the PBL series for this semester and using the single case as a central theme, create a concept map.
Students are encouraged to include concepts and information that pertain to the 4 modules of Nursing Practice 3A. That is;
Therapeutics of Clinical Nursing 3A,
Nursing as a Profession 3A,
Health Assessment 3A,
Communication and Psychosocial Care 3A.
A 1000 word briefing paper is to accompany the concept map. The briefing paper is an analysis of how the concept map was constructed rather than a description of the case you have chosen. The briefing paper should therefore provide a description of how your data has been integrated into the map.
ASSESSMENT 3: PBL PARTICIPATION AND ATTENDANCE
Due Date: Monday 26 May 2014 at 1700
Length: Not applicable
Students will be required to sign a weekly attendance record. Attendance to PBL tutorials is compulsory and a medical certificate is required for non-attendance. An assessment of participation will be conducted, by the PBL Tutor weekly for students to be able to earn the allocated percentage for this assessment item.
ASSESSMENT 4: ASSESSMENT OF CLINICAL SKILLS PORTFOLIO
Due Date: Monday 2 June 2014 at 1700
Length: 2000 word equivalent
Each week students will be required to attend mandatory clinical skills session in the Robin Warren Clinical Skills Laboratory or the Bioskills laboratory (please refer to weekly timetable). In these sessions students will be required to complete a worksheet which pertains to the weekly activities. In each worksheet, students will also need to document a passage of self reflection which is no more than 250 words in length. These worksheets are to be used to formulate a portfolio of activities for the semester. This portfolio is to be submitted at the end of the semester for assessment. Satisfactory completion of the weekly worksheets and compulsory attendance to the sessions will earn students the allocated percentage for this assessment item.
ASSESSMENT 5: NCAS SEMESTER 1 COMPETENCIES AND SUMMATIVE ASSESSMENTS
Due Date: Monday 2 June 2014 at 1700
Length: Not applicable
Each student is to obtain a completed NCAS (National Competency Assessment Schedule) at the end of each placement. There are a total of 8 competencies to be completed over the 3 year program. A written Summative Assessment must also be obtained at the end of each placement which will be completed by the supervising Registered Nurse and Clinical Tutor.
ASSESSMENT 6: STRUCTURED CLINICAL ASSESSMENT (WRITTEN)
Due Date: Exam Week, date and time to be advised
Length: 2000 word equivalent
Structured Clinical Assessment – a two (2) hour written assessment of a patient scenario, which will follow the same process as conducted in PBL and include all the lecture, tutorial and PBL content of Nursing Practice 3A.
Assessments, unless otherwise stated in your Study guide, are to be submitted electronically via Assignments, using Turnitin in MyUni on the due date identified in this Study guide. Instructions for using Turnitin are supplied below.
An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file. If submitting a PowerPoint presentation for marking, the .ppt or .pptx must be submitted as .pdf file. It is also important to submit your file under your name, such as surname.firstname. MyUni stamps all the other details against your filename once you submit your assessment.
An Assignment Coversheet must be submitted with each assessment. The coversheet should be the first page of your assessment. A word version of the Assignment Coversheet is available to download at http://health.adelaide.edu.au/nursing/current-students/. The Plagiarism Statement must be signed and dated for your assessment to be marked (please note the details stated on the Assignment Coversheet). More information on avoiding Plagiarism is available at www.adelaide.edu.au/writingcentre/plagiarism/.
If you have difficulty submitting your assignment, you can call the MyUni helpdesk from 8am to 6pm 08 8313 3335.
Go to this webpage for step-by-step instructions for submitting an assignment using Turnitin: http://www.adelaide.edu.au/myuni/tutorials/content/Turnitin_submitting_as_a_Student.html
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 http://www.turnitin.com/en_us/products/originalitycheck 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.
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.
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.
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