NURSING 7146 - Specialised Perioperative Nursing Practice

North Terrace Campus - Semester 2 - 2016

The course information on this page is being finalised for 2016. Please check again before classes commence.

This course provides the clinician with the specialty-focused skills and knowledge to function at an advanced perioperative nurse level within the perioperative environment. The course builds upon the knowledge and skills acquired along the patient's perioperative pathway and how these are applied to the numerous subspecialties of surgery and the implications on perioperative nursing practice, specifically the instrument and circulating nurse roles. The course examines and investigates the advanced knowledge and skills required to competently manage these patients. There is a strong focus on the skills acquirement within the student's clinical environment. The completion of this course will enable the clinician to function at an advanced clinical level within all areas of perioperative nursing.

  • General Course Information
    Course Details
    Course Code NURSING 7146
    Course Specialised Perioperative Nursing Practice
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Flexible delivery mode with online classroom contact
    Available for Study Abroad and Exchange N
    Prerequisites NURSING 7145
    Restrictions Available to M.NursSc students only
    Course Description This course provides the clinician with the specialty-focused skills and knowledge to function at an advanced perioperative nurse level within the perioperative environment. The course builds upon the knowledge and skills acquired along the patient's perioperative pathway and how these are applied to the numerous subspecialties of surgery and the implications on perioperative nursing practice, specifically the instrument and circulating nurse roles. The course examines and investigates the advanced knowledge and skills required to competently manage these patients. There is a strong focus on the skills acquirement within the student's clinical environment. The completion of this course will enable the clinician to function at an advanced clinical level within all areas of perioperative nursing.
    Course Staff

    Course Coordinator: Mrs Jo Perry

    Course Coordinator: Jo Perry
    Phone: +61 8 8313 2010
    Email: jo.perry@adelaide.edu.au
    Location: School of Nursing, University of Adelaide

    Tutor: Liz Kraft
    Phone: +61 8 8222 5525
    Email: liz.kraft@adelaide.edu.au
    Location: Level 3, Eleanor Harrald Building, Royal Adelaide Hospital

    School Office
    Phone: +61 8 8313 3595
    Email: nursing.studentliason@adelaide.edu.au
    Location: Level 3, Eleanor Harrald Building, Royal Adelaide Hospital
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Describe surgical subspecialty anatomy, pathology and corresponding perioperative variances in patient care.
    2 Investigate a unique patient situation from a perioperative patient journey
    3 Explain how the nursing process applies across all perioperative practice sub-speciality settings
    4 Demonstrate competency in a range of surgical subspecialties
    5 Present a complex surgical procedure from within a surgical subspecialty
    6 Design a surgical plan of care for patients undergoing surgery from 2 sub-specialties
    7 Compare perioperative patient journeys across a variety of surgical sub-specialties
    8 Build upon the core knowledge base from “7145 – Introduction to Perioperative Nursing”, and apply it to any surgical subspecialty clinical setting
    University Graduate Attributes

    No information currently available.

  • Learning Resources
    Required Resources
    This course will require the following texts and other resources:

    Prescribed texts
    Rothrock 2010, Alexander’s care of the patient in surgery, 14th edition, Mosby, St. Louis.

    Resources
    Online Classroom though Blackboard Collaborate, accessed through MyUni
    Recommended Resources
    Perioperative Practice
    Australian College of Operating Room Nursing (ACORN), 2010, ACORN standards for perioperative nursing, ACORN, Adelaide.

    Phillips, N & Sedlak, PK 2010, Surgical instrumentation, Delmar Cengage, Clifton Park.

    Anaesthetic Practice

    Aitkenhead, AR Smith, G & Rowbotham, DJ 2007, Textbook of anaesthesia, (5th edition) Churchill Livingstone, Edinburgh.

    Postanaesthesia Recovery Practice

    Schick, L & Windle, PE 2010, Perianesthesia nursing core curriculum: preprocedure, phase I and II PACU nursing, (2nd edition), WB Saunders, St. Louis.

    Note: You are not required to buy recommended texts. However, they provide valuable supplementary reading on various aspects of the material covered within this course and you are encouraged to have a look at them.
    Reader: The readings for this course are available electronically via MyUni.
    Please note: it is your responsibility to organise printing should you prefer a hard copy of the reader.
    Online Learning
    Online Lecture Content
    The lecture content associated with this course is accessible from within the lecture content section of this course available via the MyUni website.
    Please note that the required lecture content for this course will be made available within MyUni. Each week’s sessions are designed to go ‘live’ on the Friday immediately prior to the academic week (i.e. if the week starts on Monday 10 March 2014, then that week’s content will be available from Friday 7 March 2014).

    Please listen to the content as presented and look at the associated handouts and websites to develop your own notes for this course. You are strongly advised to have completed all preparatory requirements prior to all Online Classroom sessions to gain maximum benefit.
    Please remember to be selective in your learning. For example, it is better to spend more time learning about the information that you don’t fully understand rather than what you know extremely well.

    Online Classroom

    The online classroom (OC) technology will be used for tutorial discussions on a weekly basis each Tuesday from 1830-2030 (SA time) during this semester. Some information on the OC should have been provided to you, you need to familiarise yourself with this technology to become reasonably comfortable with using it prior to the start of the semester.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will be delivered through the following means:

    1. Flexible delivery mode with Online Classroom contact
    2. Lecture content will be self running online presentations linked to relevant electronic resources such as professional documents, websites and e-books.
    3. Online Classroom contact will be to discuss the content for the week and to discuss how students would apply the knowledge into their clinical practice setting.
    Workload

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

    It is expected that you will need to invest about 24 hours per week of study to successfully complete this course. This includes all study activities, virtual classrooms, 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
    The course content will include the following:

    Overview:
    Within each week, the specific perioperative sub speciality concerns will be presented. These concerns will address the key points (including relevant assessment & clinical management) for the sub specialities, and will build upon the knowledge & skills from ‘Introduction to Perioperative Nursing’.

    Detailed weeks:
    01 – General Surgery
    02 – Breast and Endocrine Surgery
    03 – Gynaecological/Obstetric Surgery
    04 – Renal & Urological Surgery
    05 – ENT / Head & Neck Surgery
    06 – Ophthalmology Surgery
    07 – Orthopaedic Surgery
    08 – Vascular Surgery
    09 – Cardiothoracic Surgery
    10 – Neurosurgery
    11 – Plastics & Thermal Injury Surgery
    12 – Oromaxillo facial Surgery
  • 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
    Case Study Brief Formative 0% 2
    Learning Portfolio Summative 30% 6, 7
    Case Study Summative 40% 2
    Poster Summative 30% 5
    Clinical Skills Handbook Summative NGP/NGF 4
    Assessment Detail
    ASSESSMENT 1: LEARNING PORTFOLIO
    Due Date: Part A (first specialty) – Week 7
    Part B (second specialty) – Week 13
    Weighting: 25%
    Length: 2,500 words (approx)

    Topic
    Students are expected to submit a portfolio of activities. Students must choose TWO surgical specialties from the 12 weeks within the course. You are encouraged to plan your work and complete your activity of choice on a weekly basis. The portfolio is to be submitted in two parts; Part A covering one chosen surgical specialty, and Part B covering the other chosen surgical specialty. This will be much more conducive to your learning than grouping activities together.


    ASSESSMENT 2: CASE STUDY BRIEF
    Due Date: Week 3
    Weighting: 0% (Formative)
    Length: 500 words
    This assessment is scheduled early in the semester to assist in the planning and development of your case study, so that you can receive feedback on your work before handing in your final assignment.

    Topic

    Select a patient you have cared for, relating actual events in which you were involved and critiquing the clinical events based upon the literature.

    Once you have selected the patient:

    Identify the relevant part of the patient’s hospital journey, whilst being careful not to identify the patient or your institution in any way. Provide a brief paragraph which situates the patient, providing background, identifying the significance to perioperative nursing and any limitations or boundaries of your intended work (this is designed to assist in the development of the introduction for your final case study assignment).

    Provide a rough plan (in dot point form) of your case study identifying headings that demonstrate the logical sequence and structure for your proposed paper.

    Outline the key points to be discussed using headings identified above and the issues to be critiqued (this is designed to assist in the development of the content of the paper ensuring the patient selection and significant issues are covered appropriately, and from a variety of perspectives).

    Describe the search strategy undertaken to identify preliminary references including key works and databases used (this is to ensure contemporary and reliable resources are used).

    Provide a reference list containing 5 preliminary references relevant to your case study which complies with the School of Nursing’s School Academic Manual.

    A high academic writing standard is required with key points in text referenced appropriately.


    ASSESSMENT 3: CASE STUDY
    Due Date: Week 9
    Weighting: 40%
    Length: 2,500 words

    Topic

    Full text journal articles available through electronic databases.
    Each student is required to complete a 2,500 word nursing case study of a high academic standard. Case studies allow clinical episodes and practices to be articulated and explored. The case study should be about a patient you have cared for, relating actual events in which you were involved and critiquing the clinical events based upon the literature. You may write in the first person to convey actual conversations. Please also ensure patient anonymity is maintained.

    It will be of more interest for you to explore a case where an event actually happened rather than a case where everything went perfectly as planned. You can then analyse what policy or system factors contributed to the event and put forward strategies for future prevention of repeat events.

    Structure of the Case Study

    The following areas should be considered:
    Introduction to the case and explanation of the reason for selection.
    Body of text that covers the following areas:
         • present the patient’s story - including clinical presentation, diagnosis, any relevant history and the pathophysiology of the patient’s condition
         • outline of the clinical progress of the patient through the perioperative environment, including interdisciplinary interventions (with an emphasis on nursing)
         • critique the nursing management of the patient and interpret the outcomes of interventions, supported with relevant (and appropriate) literature.
    Conclusion that summarises the patient case study.

    The School Academic Manual has further information on writing case studies and referencing your work. Further information can also be found at Appendix I.

    Confidentiality
    The patient’s anonymity must be maintained. Always use a pseudonym so that the patient is not identifiable and state in the case study that this is what you are doing. Do not include any other information that may potentially identify the patient including palaces, dates, times or events.


    ASSESSMENT 4: POSTER

    Due Date: Poster due: Week 12
    Presentation actually on Tuesday (Week 13)
    Weighting: 30%
    Length: 2,500 word equivalence

    Topic

    This Perioperative Practice Poster must be submitted no later than the nominated date. If you follow the suggested guidelines then the 2500 word length will be achieved. High academic standard continues to be expected.
    The poster must be on a clinical procedure covered within this semester's lecture / tutorial program. The information must be presented as a poster, using the marking guide as outlined below. Therefore students are expected to follow the guidelines as suggested for advice.

    Poster Design - Suggestions

    Select your surgical procedure.
    Procedure must be relevant to the Graduate Diploma and your area of practice.
    Discuss your idea with your CNC, Clinical Title Holder or coordinator.
    Use diagrams, pictures and photos rather than text.
    Use colours sparingly added only to emphasise.
    One colour should dominate 70% of the poster.
    Light backgrounds are generally better.
    Try not to use more than 2 font types:
    Times-Roman is good for text
    Arial / Helvetica for headings
    Font size should be approx minimum of 36 points for titles and 24 for text.
    Try not to use upper case for all script as it can be difficult to read.
    Highlight text with bold or underline.
    Always ask someone to double-check your spelling and grammar.

    Poster format
    This is a suggested format if using PowerPoint to create the poster.
       • Slide 1 - Title page
    title of poster
    your name
    program details (e.g. Specialised Perioperative Nursing Practice, Master of Nursing Science (Perioperative Nursing) – Stage 1 and The University of Adelaide)
       • Slide 2 - Introduction
    outline of procedure selected
    how common is this procedure? (e.g. in terms of patients, your health care facility’s incidence)
       • Slide 3 to 7 - Content
    as per description of clinical procedure (e.g. clinical presentation, important perioperative considerations, etc.)
       • Slide 8 - Referencing
    refer to the marking guide for referencing


    ASSESSMENT 5: CLINICAL SKILLS HANDBOOK

    Due Date: Week 12
    Weighting: NGP / NGF
    Length: Not applicable

    Topic
    The assessment of skills will occur over the two academic semesters (Semester 1, 2014 and Semester 2, 2014). Each of the competencies for the course has been given a level that must be achieved as part of the assessment. Students are required to complete at least 50% of the competencies for this semester. Which competencies are completed is dependent upon the clinical rotations of the students.

    Students will be assessed by their preceptor / clinical title holder that they work with. It is essential that students who do not have exposure to particular skills, negotiate with the course coordinator with enough time to arrange for clinical experience to occur. Clinical skills assessment books must be submitted to the Course Coordinator by the due date in Semester 2.

    In addition, students should consider having an appraisal undertaken for each clinical area allocated that they have completed during the semester. Whilst it is not a requirement of this course, it is recommended for your own ongoing professional development. This assessment should include the student, their preceptor / clinical title holder and the nurse who is in charge of the area.

    Diaries should be submitted via post or in person by 1630hrs on the due date to:
    Postal Address:
    Course Coordinator: Perioperative Nursing
    School of Nursing
    The University of Adelaide
    Australia 5005

    In Person:
    Course Coordinator: Perioperative Nursing (c/o Reception)
    School of Nursing
    The University of Adelaide
    Level 3, Eleanor Harrald Building
    Royal Adelaide Hospital
    Frome Road, North Terrace
    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/.
    If you have difficulty submitting your assignment, you can call the MyUni helpdesk from 8am to 6pm 08 8303 3335.
    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.

    Marking Guide - Learning Portfolio
    Structure and Presentation 20%
    Structure (15%)
    • Each section of the portfolio is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the portfolio).

    • Where appropriate introduces/outlines/situates the activity/discussion.

    • Where appropriate each section of the portfolio ends with a cogent, defendable conclusion that summarises the discussion within the body of the paper.

    Writing Style (5%)
    • The portfolio is written with clear sentence structure and the spelling and grammar are correct.
    Content 70%
    • Demonstrates an understanding of the activities/discussions chosen by identifying the main components/issues/focus of the topic area.

    • Provides evidence of support from contemporary literature to support argument/points of view.

    • Where appropriate for the activity demonstrates critical thought.

    • Has completed all activities/discussion points.
    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.


    Marking Guide - Case Study Plan and Search Strategy
    Structure and Presentation 25%
    Structure (15%)
    • introduces/outlines/situates the topic of the case study

    • provides a clear justification for the patient choice and its significance

    • the case study plan is structured in a logical sequence so that the content flows

    Writing style (10%)
    • the case study plan is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.
    Content/Critique 40%
    • the key points for the topic/issue have been identified

    • the proposed content has clear links to contemporary nursing practice

    • the student’s case study plan demonstrates an understanding of the significant issues surrounding the topic/question

    • the key points identified demonstrates the student has considered the topic from alternative perspectives.
    Search Strategy 20%
    • relevant databases and sources of evidence clearly identified in search strategy

    • key words / phrases clearly identified that are appropriate and relative to the search strategy and question

    • evidence of conduct of search with appropriate application of Boolean logic (‘and’, ‘or’, ‘not’) and search limiters.
    Referencing 15%
    • the referencing style used throughout the paper is congruent with the School of Nursing’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 of Nursing’s Student Handbook and Style Guide

    • the references cited are contemporary (i.e. less than 10 years old unless seminal papers).


    Marking Guide - Case Study
    Structure and Presentation 25%
    Structure (15%)
    • introduces the patient structure of the study

    • clearly describes the way in which the case study will proceed (follows the suggested outline within the Study Guide)

    • the case study is structured according to the suggested outline with headings used to indicate the sections

    • the case study summaries the case details and recommendations are made for enhancement of care.

    Writing Style (10%)
    • the case study is written with clear sentence structure, clarity of argument, precision of expression and the spelling and grammar are correct.
    Content and Critical Analysis 60%
    Content (30%)
    • the case study has been presented logically

    • the case study’s content has clear links to contemporary nursing practice

    • the student’s paper demonstrates a depth of understanding of the topic and related nursing issues

    Critical Analysis (30%)
    • the case study demonstrates a high degree of critical thought and insight into the patient's condition and nursing care provided by:

    • providing a justification/rationale for the argument/discussion (or analysis) pertaining to nursing care

    • demonstrating they have reflected on the complex issues surrounding the nursing care

    • discussing the nursing care from differing perspectives, thereby providing a balanced argument/discussion.
    Referencing 15%
    • the referencing style used throughout the summary paper is congruent with the School of Nursing’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 of Nursing’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.
    Confidentiality
    The patient’s anonymity must be maintained. Always use a pseudonym so that the patient is not identifiable and state in the case study that this is what you are doing. Do not include any other information that may potentially identify the patient including palaces, dates, times or events.


    Marking Guide - 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 is 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 concise overview of the chosen topic.
    Referencing 10%
    • The referencing style used throughout the poster is congruent with the School of Nursing’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 of Nursing’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 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.

    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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