NURSING 3003 - Nursing Practice 3B
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code NURSING 3003 Course Nursing Practice 3B Coordinating Unit School of Nursing Term Semester 2 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 & NURSING 3001 Restrictions Available to B Nurs students only Course Description This course will further build on the human and technical skills learned in the first years of the program. It will be comprised of four modules.
Module 1 - Therapeutics of Clinical Nursing 3B - a practical 'hands on' oriented subject. This module will allow the student to consolidate theirlearning of nursing that when integrated with theory and professional attitudes, provide the foundation for competent nursing practice. Module 2 - Nursing as a Profession 3B - facilitates the learning of the professional issues related to nursing practice including occupational health and safety, regulation of practice, nurses and their role in the changing structure of health care. This module will also assist the studentto explore the issues relating to their transition from a student to registered nurse. Module 3 - Health Assessment 3B - this module facilitates the student in improving their assessment skills for a more comprehensive nursing assessment including interviewing and carrying out appropriate physical assessments of patient with mental health problems, with cancer or with special needs. Module 4 - Communication and Psychosocial Care 3B - facilitates the learning of the psychosocial care of patients with particular needs. In this semester it refers to patients with mental health problems, patients with cancer and again patients with special needs.
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 which pertains particularly to patients with mental health problems, patients with cancer or patients with special needs. 2 Discuss professional, legal and regulatory frameworks that influence the delivery of nursing care. 3 Recognise the qualities that contribute to effective leadership and teamwork in nursing. 4 Understand the importance of innovations in nursing, for example, Quality and Risk Management Programs and their impact on positive patient outcomes. 5 Further develop patient assessment skills that relate more particularly to patients with mental health problems, patients with cancer or patients with special needs. 6 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. 7 Further develop understanding of self concept and extend an understanding of communication and delivery of psychosocial care, through the application of various techniques, to patients with mental health problems, patients with cancer and patients with special needs. 8 Develop nursing skills compliant with the ANMC standards required to provide competent care to patients in specialised settings. 9 Develop strategies that will facilitate a personal transition from student nurse to registered nurse and understand the transformation in skill acquisition and responsibility from student nurse to registered nurse. 10 Demonstrate an understanding of the importance of ongoing professional development. Construct a personal plan for the development of a professional portfolio.
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, 2, 5, 7, 8 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 6, 7, 10 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4, 8 Skills of a high order in interpersonal understanding, teamwork and communication. 1, 3, 7 A proficiency in the appropriate use of contemporary technologies. 4 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 9-10 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 8, 10 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 2, 10
Required ResourcesBerman A, Snyder S J, Kozier B, Erb G, Levett-Jones T, Dwyer T, Hales M, Harvey N, Luxford Y, Moxham L, Park T, Parker B, Reid-Searl K, Stanley D, 2011 Kozier and Erb’s Fundamentals of Nursing First Australian Edition, Vol 1-3, Pearson, Frenchs Forest.
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.
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.
Tollefson, J. 2012 Clinical Psychomotor Skills: Assessment tools for nursing students 5th edition Cengage Learning South Melbourne.
Recommended ResourcesEvans, 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.
Learning & Teaching Activities
Learning & Teaching ModesThis course uses a blend of lectures, tutorials and workshops (some are delivered online) to identify situations that inform and are informed by clinical practice. The opportunity for students to recognise aspects of clinical care issues and consider these in the light of lecture material is significant. Student observations reinforce aspects of nursing theory and contribute to the wider development of the group. Differences between hospitals and other health care settings also form an educational aspect to support the lecture content.
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 3 hour lecture / week
• 1 x 2 hour tutorial / week
• 2 x 2 hour SLE
Non-contact hours for assessment and tutorial preparation will be 12 hours per week
Learning Activities Summary
Lecture Tutorial Clinical Skills Session PBL Tutorial Assessment Health Assessment of a patient with mental health problems Alcohol, Tobacco and Other Drugs (ATOD) Assessment Mental Health History Taking and Management PBL Case 4
Mental Health Problem Session 1
Therapeutics – screening and early intervention Therapeutics – social and occupational functioning Brief Interventions; solution focussed therapies PBL Case 4
Mental Health Problem Session 2
SA Mental Health Care Plan Care Planning, the nursing process in mental health (scenario based) PBL Case 4Mental Health Problem Session 3 Online Quiz Communication and Psychosocial Care – management of a patient who is overdosing or withdrawing Carers in mental health Management of a patient who is overdosing or withdrawing (Bioskills Lab) PBL Case 4
Mental Health Problem Session 4
Health Assessment of the patient with cancer Therapeutics – psychosocial impact of living with a diagnosis of cancer PBL Case 5 Oncology Case
Living with cancer – supportive therapies and symptom management Culturally appropriate care - oncology Cytotoxic safety and handling PBL Case 5
Cytotoxic safety and handling Oncology support services Management of the patient who has died PBL Case 5
Nursing Care Plan due Core principles of palliative care
Palliation beyond oncology
Counselling strategies for death and dying Management of Cancer Emergencies PBL Case 5
Mid-Semester Break Mid-Semester Break Health assessment of the patient with special needs Health assessment of the patient with special needs Therapeutics & Communication and Psychosocial Care – patient with special needs PBL Case 6
Special Needs Case
Transition to the Registered Nurse Role, Part l
Transition to the Registered Nurse Role, Part ll - medications
Transition to the Registered Nurse Role, Part lll – professional standards and the development of a professional portfolio PBL Case 6
Special Needs Case
Role of the registered nurse in influencing social policy Self-care Management of a code black PBL Case 6
Special Needs Case Session 3
Leadership in Nursing PBL Case 6
Special Needs Case
Reflective Essay due Swot weeks Clinical Skills portfolio due 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 1 Online Quiz Formative 1-4 N/A 2 Nursing Care Plan Formative/Summative 4-7 20% 3 Reflective Essay Summative 1-4, 9-11 20% 4 PBL Attendance Summative ALL 10% 5 Assessment of Clinical Skills Portfolio Summative 8 10% 6 Structured Clinical Assessment (written) Summative 5-8 40%
Assessment DetailOnline quiz – an online quiz to helps students gauge their progress in the course. This quiz will be hosted in MyUni
ASSESSMENT : NURSING CARE PLAN
Due Date: Monday 8 September 2014 at 1700
Length: 2000 word equivalent
You are required to construct a ‘nursing care plan’ to produce a 2000 word (equivalent) paper.
Each day in the clinical setting, students are required to organise information about their patients and apply the nursing process. This semester you will study patients with;
• A mental health problem
• Or special needs.
In this assessment students will construct a nursing care plan for one patient with either a mental health problem, cancer or special needs. In the nursing care plan, students are required to address the following sections only; perhaps the sections can be used a subheadings for the plan.
For one of the above mentioned patient groups:
Identify three patient needs
List the nursing interventions for each need,
Justify the nursing interventions listed. The discussion that is required here should provide the rationale for the choice of the nursing intervention and be evidence based.
ASSESSMENT : REFLECTIVE ESSAY
Due Date: Monday 27 October 2014 at 1700
Length: 1500 words
You are required to complete a 1500 word paper.
In this essay you will address the issue of transitioning from the student nurse role to that of graduate nurse.
You are required to write a reflective paper on the following topic;
“All graduates of nursing courses experience some degree of culture shock as they transition from the role of student nurse to registered nurse. Discuss the factors which cause this shock and reflect on the strategies you will use to overcome it.”
ASSESSMENT : PBL ATTENDANCE
Due Date: Friday 31 October 2014
Length: (work produced in classes)
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 if required.
ASSESSMENT : ASSESSMENT OF CLINICAL SKILLS PORTFOLIO
Due Date: Monday 3 November 2014 at 1700
Length: 2000 word equivalent
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 100-150 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 : 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 3B.
SubmissionAssessments, 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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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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