NURSING 3002 - Human Sciences 3B

North Terrace Campus - Semester 2 - 2015

This course will further facilitate students' learning of complex illnesses. It will contain three modules. Nursing the Patient with Mental Health Problems which will facilitate the students learning in the therapeutic care of the mentally ill patient. Nursing the Patient with Cancer will facilitate the students learning in the specialty of oncology nursing. Nursing the patient with special needs will facilitate the student's learning in the nursing of patients with chronic illness or disability and those who require palliation. 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 3002
    Course Human Sciences 3B
    Coordinating Unit Adelaide Nursing School
    Term Semester 2
    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 & NURSING 3000
    Restrictions Available to B Nurs students only
    Course Description This course will further facilitate students' learning of complex illnesses. It will contain three modules. Nursing the Patient with Mental Health Problems which will facilitate the students learning in the therapeutic care of the mentally ill patient. Nursing the Patient with Cancer will facilitate the students learning in the specialty of oncology nursing. Nursing the patient with special needs will facilitate the student's learning in the nursing of patients with chronic illness or disability and those who require palliation. 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 mental health problems, cancer or special needs.
    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 mental health problems, cancer, chronic illness, death and dying and intellectual and physical disabilities.
    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 mental health problems, cancer or with special needs.
    7 Understand and relate anatomy and physiology, pathophysiology and pharmacology to care of patients with mental health problems, patients with cancer or patients with special needs.
    8 Develop a greater understanding for the treatment modalities initiated in disorders of mental health, cancer and for patients with special needs.
    9 Justify the choice of treatment modalities for disorders of mental health, cancer and for patients with special needs.
    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. 4, 8-9
    A proficiency in the appropriate use of contemporary technologies. 4, 9
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 4
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4, 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. 8-9
  • Learning Resources
    Required Resources
    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.

    Evans, J. and P. Brown 2012. Videbeck's Mental Health Nursing. Sydney, Lippincott Williams & Wilkins.

    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.

    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 Modes
    As mentioned previously Human Science 3B is presented in four modules, that is, nursing a patient with mental health problems, nursing a patient with cancer and nursing a patient with special needs. Each module will be presented as a series of lectures and tutorials. The material presented in the Human Science 3B course will also support student’s progress 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 (hrs) 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 (hrs) Total hours
    Online Quiz 1 12 12
    Voiced Over Presentation 1 24 24
    Final Examination 1 70 70

    Non-Contact (semester)
    Type Number of sessions Anticipated time (hrs) 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 (hrs/semester)                290.5

    Workload/week (hrs)                              24.2


    Learning Activities Summary
    Nursing a Patient with Mental Health Problems Introduction to theories of mental illness Introduction of management strategies: CBT/ECT
    Common mental health disorders Part 1: low prevalence disorders Addictive behaviours and substance use

    Motivational interviewing
    Common mental health disorders Part 2: high prevalence disorders Co-morbid cardio-metabolic risk management in mental health Drug Calculation Test
    Mental Health Medications Aboriginal mental health issues
    Nursing a Patient with Cancer Cancer aetiology and epidemiology Cancer pathophysiology Online Quiz due
    Cancer treatment modalities Part 1: Chemotherapy and Targeted therapies Cancer treatment modalities Part 2: Radiotherapy
    Cancer; Primary prevention and screening
    Cancer treatment modalities Part 3: Haematopoetic Stem Cell Transplant and Surgery Cancer Survivorship
    Cancer Emergencies Cancer: Late Effects
    Complementary therapies for cancer
    Mid-Semester Break
    Mid-Semester Break
    Nursing a Patient with Special Needs Introduction to common physical and intellectual disabilities Myths about Disabilities
    Disability and the multidisciplinary team Physical Manifestations of the body before death Voiced-over PowerPoint due
    Chronic Illness in today’s healthcare system - epidemiology Review of common chronic diseases
    Chronic disease prevention Chronic Disease Self-Management
    SWOT Weeks
    Exam Weeks Final Exam
  • 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
    Voiced Over Powerpoint Presentation Summative 50% 1-9
    Final Examination Summative 50% 1-9
    Assessment Detail
    Due Date: Monday 25 August 2014 at 1700
    Weighting: none
    Length: 1000 word equivalent


    This online summative assessment will consist of a series of questions pertaining to the patient with mental health problems as explored in the module.

    Due Date: Monday 13 October 2014 at 1700
    Weighting: 50%
    Length: 2000 word equivalent


    Students are required to select an aspect of the Patient with Cancer or
    a Patient with Special Needs that has been highlighted in the
    module‘s lectures and tutorials. The purpose of this assessment is for
    you to produce a voiced over PowerPoint presentation that is suitable
    for use as a teaching resource for either first or second year Bachelor
    of Nursing Students.

    A maximum of 6 slides are to be included in the presentation. Notes pages are also to be constructed and submitted with the CD on which the voiced over PowerPoint presentation has been saved.

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

    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.
    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 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
    If you have difficulty submitting your assignment, you can call the MyUni helpdesk from 8am to 6pm 08 8313 3335.

    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
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