NURSING 1106NA - Knowledge Translation in Nursing II

Ngee Ann Academy - Semester 2 - 2016

This course will build on Knowledge Translation in Nursing I. It will focus on the assessment of patient safety and the quality of nursing care including the implementation of research findings. Students will systematically evaluate and compare clinical practice with the best available research evidence and engage in clinical audit. They will be encouraged to disseminate the findings of the audit within their practice area. It is anticipated that students will learn not only from their own audits but also from those presented by the other students.

  • General Course Information
    Course Details
    Course Code NURSING 1106NA
    Course Knowledge Translation in Nursing II
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Undergraduate
    Location/s Ngee Ann Academy
    Units 3
    Contact Intensive lectures in weeks 1-2, 6-7, 11-12 and tutorials in the intervening weeks
    Available for Study Abroad and Exchange N
    Restrictions Available to B Nurs (Post Registration) students in Singapore only
    Course Description This course will build on Knowledge Translation in Nursing I. It will focus on the assessment of patient safety and the quality of nursing care including the implementation of research findings. Students will systematically evaluate and compare clinical practice with the best available research evidence and engage in clinical audit. They will be encouraged to disseminate the findings of the audit within their practice area. It is anticipated that students will learn not only from their own audits but also from those presented by the other students.
    Course Staff

    Course Coordinator: Ms Tiffany Conroy

    Course Coordinator: Tiffany ConroyEmail: tiffany.conroy@adelaide.edu.au
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Identify and assess potential risks to patient safety
    2 Identify an area of their clinical practice for potential improvement
    3 Locate and describe the best available research evidence for their selected area of practice
    4 Conduct and report a clinical audit
    5 Evaluate the results of the audit
    6 Disseminate the results of the audit as appropriate
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2,3,5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4,6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    5
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will consist of intensive lecture sessions and tutorials. Please refer to the teaching schedule for the dates of these. Participation in the tutorials is vital in making this course a constructive and enjoyable learning experience. In the event that you are unable to attend the tutorials please inform the Course Coordinator (via email) prior to the session so that this can be recorded.
    Workload

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

    There will be 20 hours of face to face lectures and 20 hours of face to face tutorials. It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. It is recommended that you plan your time commitment to the course at the beginning of the semester. This includes all study activities, attendance at lectures and tutorials, readings and assessment. Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester.
    Learning Activities Summary

    Introduction to Knowledge Translation in Nursing II

                    Overview of the course and assessment activities etc

    Patient Safety

                    Why do healthcare errors happen?

                    Reliability

                    Preventing errors

                    Barriers to safe healthcare

    Sentinel events

                    What are sentinel events?

                    Root cause analysis

                    Risk reduction

    Introduction to Clinical Audit

                    The audit cycle

                    Identifying audit topics

    Identifying best clinical practice

                    “What is best practice?”

                    Evidence based practice in audit

    Clinical Audit: The audit proposal

                    Identifying stakeholders’

    Clinical Audit: Data collection

                    Sources of data

                    Sampling

    Clinical Audit: Evaluating the audit results

                    Feedback and evaluation

                    Reaudit and review

    Clinical Audit: Writing an audit report

                    Report writing

    Clinical governance

                    Principles of clinical governance

                    Continuous quality improvement

    Change management

                    Planning for improvement

                    Consumer involvement

    Theories of change management

                    Plan, Do, Study, Act

                    Emotional cycle of change

    Barriers to change

                    Indentifying barriers

                    Strategies to overcome barriers

    The role of clinical audit in practice

    Dissemination of audit results

                    Presentation skills

  • 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
    For this course you are required to select and then plan a clinical audit for one area of your nursing practice. This will entail selecting an area of your practice suitable for audit from the provided list, identifying the expected standard for that practice, and developing a clinical audit proposal and then presenting this to your fellow students. Assessment 1 is the development of the outline for the clinical audit proposal. A report of an audit implementation plan, using the provided template, is to be submitted as Assessment 2. Assessment 3 is the presentation of your proposed audit you will give to your fellow students.

    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Audit proposal outline
    Due week 6
    Formative 0% 1-3
    Audit proposal
    Due week 9
    Summative 60% 1-4
    Audit presentation
    Due week 12
    Summative 40% 1-6
    Assessment Detail
    Formative assessment is an online referencing quiz to be completed in the first 2 weeks of semester


    Audit Proposal Outline
    Weighting: 0%
    Length: 500 words

    Topic
    You are required to select ONE of the following audit topics.
    - Hand washing
    - Documentation of pain assessment
    - Medication management
    - Staff orientation
    - Pressure ulcer prevention
    - Nutrition assessment
    - Falls prevention

    Indicate your reasons for selecting this topic

    Identify and reference the standards you are using as a basis for your audit. You MUST find external evidence based standards. Your organisations policy is NOT sufficient.

    Develop FIVE (5) criteria for your audit.

    Describe the setting for your audit

    Identify the population and sample for the audit

    Use the headings in Appendix 1 to structure your assignment.

    Marking Guide - Research Proposal Outline
    Structure and Writing Style 25%
    Structure (25%)
    • Introduces the rationale for the topic of the audit
    • The outline is structured in a logical sequence so that the content flows
    • Provides a clear description of the proposed audit

    Writing Style (15%)
    • The proposal outline is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct
    Content 60%
    • The rationale for selecting the topic is clearly stated and is appropriate for the clinical setting
    • The standards for the audit topic are clearly identified and appropriate
    • The 5 criteria for the audit are appropriate, specific and measurable
    • The setting for the audit is clearly described and appropriate
    • The population and sample for the audit are clearly described and appropriate
    Referencing 15%
    • the referencing style used throughout the paper is congruent with the School Academic Manual
    • the reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School Academic Manual
    • the references cited are contemporary (i.e. less than 10 years old unless seminal papers)
    • primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)
    • there is evidence in the paper that the student has searched widely for information related to the topic/issue
    • the student has acknowledged all sources of information
    • direct quotations are only used to make crucial points or to support the discussion/argument


    Audit
    Proposal

    Weighting: 60%
    Length: 2250 words

    Topic
    Develop a proposal for a clinical audit. This clinical audit proposal should outline all that you propose to do during the conduct of the audit. The format of the audit proposal should address four main areas:
    • Introduction and Background
    • Audit question or purpose
    • Audit topic/background
    • Methods
    • References
    See Appendix 2 for more information on the recommended format of the audit proposal and Appendix 3 for information that will help you develop your proposal.

    Marking Guide - Audit Proposal
    Structure and Writing Style 25%
    Structure (15%)
    • Introduces the rationale for/outlines/situates the topic of the audit
    • The proposal is structured in a logical sequence so that the content flows
    • Provides a detailed description of the proposed audit

    Writing Style (10%)
    • The proposal is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct
    Content 60%
    • The audit question is clearly stated and is appropriate for the clinical setting
    • There is a discussion of the clinical practice to be audited
    • There is a discussion of the standard(s) against which practice is to be evaluated
    • The description of the population and setting is appropriate
    • Description of data collection includes what data is to be collected, the processes to be used and how the data will be recorded during the collection process
    • Proposed method of data analysis is described and is appropriate
    Referencing 15%
    • The referencing style used throughout the poster is congruent with the School Academic Manual
    • The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School Academic Manual
    • The references cited are contemporary (i.e. less than 10 years old unless seminal papers)
    • Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)
    • There is evidence in the paper that the student has searched widely for information related to the topic/issue
    • The student has acknowledged all sources of information and all diagrams and photos are referenced
    • Direct quotations are only used to make crucial points or to support the discussion/argument


    Audit Presentation
    Weighting: 40%
    Length: 15 minutes including 5 minutes for questions

    Topic
    You are required to give a 15 minute presentation to your fellow students and course coordinator. This presentation should cover the complete audit process. All relevant information should be covered including the justification for selecting this topic.
    Presentations will be held on the above date. A timetable will be distributed to all students.
    Students are required to provide the course coordinator with an electronic copy/disc of their presentation the Wednesday prior to enable the smooth running of the day and transition between talks.
    You must have your name and student ID number on the title slide of your presentation.
    Please be punctual, respectful and attentive to your fellow students.

    Marking Guide - Presentation
    Structure 25%
    • Introduces the topic and states aims of the presentation
    • Clearly describes the way in which the presentation will proceed
    • The presentation is structured in a logical sequence so that the content flows
    • The presentation ends with a brief cogent, defendable conclusion that summarises the discussion within the presentation
    • The time for the presentation is managed well, allowing adequate time for questions/debate at the conclusion of the presentation
    Content and Critical Analysis 60%
    Content (30%)
    • The presentation has covered the topic sufficiently
    • The presentation content has clear links to contemporary nursing theory and clinical practice
    • The student's presentation demonstrates a depth of understanding of the topic and associated significant issues

    Critical analysis (30%)
    • The presentation demonstrates a high degree of critical thought and insight by:
         • providing justification/rationale for the discussion
         • demonstrating they have reflected on the complex issues surrounding the topic
         • discussing the topic from differing perspectives, thereby providing a balanced discussion
    Discussion and Presentation Style 15%
    • Material is presented in an interesting manner
    • The student uses learning resources appropriately
    • The group's interest is maintained by the student
    • The student:
         • is audible
         • faces the audience
         • responds to questions in an appropriate fashion
         • leads an interactive discussion that challenges the group to issues related to their nursing practice
    Submission
    Assessments, unless otherwise stated in your Study guide, are to be submitted electronically via Assignments in MyUni on the due date identified in this Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/. Formatting and presentation of assignments must comply with School policy as indicated in the School Academic Manual.
    An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file (or unless otherwise specified, i.e. PowerPoint). It is also important to submit your file under your surname and id number, such as surnamestudentid (i.e. knight1234567). MyUni stamps all the other details against your filename once you submit your assessment.
    Your assessment must include an Assignment Coversheet. Your assignment should be submitted as one file, with the coversheet being the first page. A word version and rich text format 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 (signature is not required for electronic submission). More information on avoiding Plagiarism is available at www.adelaide.edu.au/writingcentre/plagiarism/.
    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.

  • Student Support
  • Policies & Guidelines
  • 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.

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