NURSING 1107NA - Nursing in a Global Community

Ngee Ann-Adelaide Education Centre - Semester 1 - 2016

This course will focus on the global issues facing the profession. Topics to be considered will include, epidemiology, infection control and pandemics and the nursing role. In addition the global nursing workforce and current and future challenges for health care providers will be considered. These include the ageing population in some nations, chronic illness, and the economics of health care.

  • General Course Information
    Course Details
    Course Code NURSING 1107NA
    Course Nursing in a Global Community
    Coordinating Unit School of Nursing
    Term Semester 1
    Level Undergraduate
    Location/s Ngee Ann-Adelaide Education Centre
    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 focus on the global issues facing the profession. Topics to be considered will include, epidemiology, infection control and pandemics and the nursing role. In addition the global nursing workforce and current and future challenges for health care providers will be considered. These include the ageing population in some nations, chronic illness, and the economics of health care.
    Course Staff

    Course Coordinator: Mr Paul McLiesh

    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 Critically analyse contemporary issues in health care policy and funding delivery
    2 Debate how nurses are re-evaluating their position in the health care system
    3 Describe how nursing services may be delivered in the future
    4 Describe the impact of chronic illnesses and the ageing population on healthcare policy and practice
    5 Debate the role of epidemiology in the control and surveillance of disease
    6 Recognise and describe how epidemiological data is used to influence health care policy and impacts on global health issues.
    7 Discuss the threat to public health of the changing nature of infectious diseases. These include SARS, Hepatitis, Avian influenza, Dengue fever, HIV/AIDS, malaria, multidrug resultant TB, Chikungunya fever, Japanese encephalitis, Hand, foot and mouth disease etc.
    8 Discuss the role of nurses in the event of a pandemic.
    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)
    3, 5, 7
    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
    1, 2, 5, 6
    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
    2, 5, 8
    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, 2, 7, 8
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1,7
    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
    2, 8
  • Learning Resources
    Required Resources
    Text
    Lashley, FE & Durham, JD 2007, Emerging Infectious Diseases: Trends and Issues, 2nd edn, Springer Publishing Company.

    The prescribed text is integral to the course.

    Reader
    The readings for this course are provided in your study package.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Participation in the lectures, tutorials and laboratory session is vital in making this course a constructive and enjoyable learning experience. In the event that you are unable to attend please inform the Course Coordinator by 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 are 20 hours of face to face lectures and 20 hours of tutorial for this course. 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.
    Learning Activities Summary
    Nursing in a Global Community
    Contemporary Issues in Health Care Policy and Funding
    The Developing Role of Nurses in Health Care Systems
    Health and Health Care Disparities
    Introduction to Epidemiology
    Introduction to Infectious Diseases
    Multi-drug resistant tuberculosis, SARS, Influenza
    Hepatitis C, HIV/AIDS, Hand foot and mouth disease
    Dengue fever, Japanese encephalitis
    Malaria, Chikungunya fever
    Environmental Health
    The Nurses Role in Disease Outbreak Prevention and Management
  • 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
    Synopsis – poster topic
    Due week 3
    Formative 0%
    Poster
    Due week 6
    Summative 40%
    Exam week 13 Summative 60%
    Assessment Detail
    Assessment 1: Poster
    Posters are a means of presenting information to peers, patients or the general public in a simple yet effective manner. It is a static display of information, which can be placed in a variety of settings and read in one’s own time. The poster will be completed by the student to allow for comprehensive feedback on academic progress to assist students meet their individual learning requirements.

    In this assessment, students are required to design a poster on one of the following options:

    Option 1:
    Describe the developing role of nurses in Singaporean healthcare system and elevate the impact of these changes on the health outcomes. Your answer should also consider the potential cultural influence of implementing these new changes.

    Option 2:
    Discuss the threat to public health of the changing nature of an infectious disease outlined in this study guide. Please also illustrate and elevate the roles of nurses in the event of pandemic.

    Part 1 – Synopsis: Poster Topic
    A synopsis or briefing paper gives a succinct but comprehensive review of the topic and should include a reference list. This assessment is scheduled early in the semester to assist in the planning and development of your poster, so that you can receive feedback on your work before your final submission.

    Part 2 – Poster
    Students are encouraged to discuss their ideas for the poster design with the course coordinator. See Study Guide for poster format details.


    Assessment 2: Exam
    The written examination will include (but is not limited to) a combination of multiple choice and short answer questions. The examination will be two hours in length and will examine the contents taught in this course.

    This is the students final assessment and together with the formative assessment will determine the students overall grade.
    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/.

    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 www.health.adelaide.edu.au/nursing/students/resources. 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/clpd/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.

    Plagiarism
    Students are reminded that plagiarism and other forms of academic dishonesty constitute a serious offence and can result in disciplinary procedures. Students are advised to read the policy Academic Honesty and Assessment Obligations for Coursework Students Policy & Coursework Students: Academic Dishonesty Procedures policy, available at www.adelaide.edu.au/policies/230/. The following definitions should be noted.

    Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the School).
    Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.
    Paraphrasing: repeating a section of text using different words which retain the original meaning.
    Please note: changing just a few words does not constitute paraphrasing.

    Final results for this course will be made available through Access Adelaide (https://access.adelaide.edu.au/sa/login.asp)


    Marking Guides

    Synopsis

    Structure and Writing Style 20%
    Structure (15%)
    • introduces the topic of the poster
    • describes the significance of the topic
    • clearly describes the way in which the presentation will proceed
    • the synopsis is structured in a logical sequence so that the content flows (headings may be used to develop the structure)
    • the synopsis ends with a brief cogent, defendable conclusion that summarises the discussion within the body.

    Writing style (5%)

    • the synopsis is written with clear sentence structure and the spelling and grammar are correct.
    Content 60%
    • the synopsis paper summarises the topic/issue adequately
    • the proposed content has clear links to contemporary nursing practice.
    Referencing 20%
    • the referencing style used throughout the synopsis paper is congruent with the School’s Student handbook and style guide
    • 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’s Student handbook and style guide
    • 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 synopsis 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.


    Poster

    Structure and Presentation 30%
    • the poster fits onto an A1 sheet of cardboard
    • the poster is clear and legible from a distance
    • the chosen font is easy to read and a reasonable size
    • the title of poster is clear
    • name of the student and The University of Adelaide, study plan and course name appear on the first slide
    • the poster is presented using a logical sequence
    • the material is presented in a concise, clear and uncluttered manner
    • the poster has visual impact
    • the spelling and grammar used in the poster are correct.
    Content 60%
    • the purpose / aims of the poster are clearly presented
    • diagrams and or pictures are used effectively to present material and are referenced
    • the information is current, accurate and evidence based
    • the information presented on the poster gives a comprehensive overview of the chosen topic.
    Referencing 10%
    • the referencing style used throughout the summary paper is congruent with the School’s Student Handbook and Style Guide
    • 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’s Student Handbook and Style Guide
    • 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 summary 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.

    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.