NURSING 7200 - Nursing Science
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code NURSING 7200 Course Nursing Science Coordinating Unit School of Nursing Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange N Restrictions Available to M.Clin Nurs students only Course Description This course will introduce cultural, health beliefs and practices, epidemiological, immunological, pharmacological, and psychological and social science concepts that are relevant to nursing care.
Course Coordinator: Ms Yvette SalamonCourse Coordinator: Yvette Salamon
Phone: +61 8 8313 2995
Location: Room EH3-39, University of Adelaide, School of Nursing, level 3 Eleanor Harrald Building, Frome Road Adelaide
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Effectively communicate with clients, community members, nursing colleagues and other health professionals, including managing conflict 2 Identify epidemiological terms and concepts and discuss the importance of epidemiological data in health care including how diseases can be transmitted and effective principles to control infection 3 Discuss culturally sensitive and safe health care for clients from culturally diverse backgrounds and acknowledge individual variances in beliefs and practices 4 Discuss the concepts of caring, stress and coping as it pertains to clients receiving nursing practice and identify indicators of stress and strategies to assist in their reduction 5 Discuss the concept of a person centred approach as an underlying prinicple when providing nursing care 6 Differentiate between primary health care, health promotion and illness prevention 7 Discuss primary health in an Australian healthcare context and discuss the nurse’s role in health promotion and illness prevention 8 Identify determinants of health within Australian and global populations 9 Identify the basic classifications of drugs and distinguish between pharmacodynamics and pharmacokinetics 10 Consider the administration of oral medications and recognise and respond to adverse drug reactions.
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)
2,4-5, 10 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
6-7, 9 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
1, 5 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 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
3, 8 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
Required ResourcesCrisp, J Taylor, C, Douglas, C & Rebeiro, G, 2013, Potter and Perry’s Fundamentals of Nursing 4th edn, Mosby Elsevier, Australia.
Bryant, B & Knights, K, 2014, Pharmacology for Health Professionals, 4th edn, Mosby Elsevier, Sydney.
Lee, G & Bishop, P 2012, Microbiology and Infection Control for Health Professionals, 5th edn, Pearson Prentice Hall, Frenchs Forest.
Recommended ResourcesHarris, P, Nagy, S & Vardaxis, N (eds) 2014, Mosby's Dictionary of Medicine, Nursing & Health Professions, 3rd edn, Mosby, Sydney.
McMurray, A & Clendon, J, 2014, Community Health and Wellness, 5th Edition: Primary health care in practice, Mosby Australia.
Learning & Teaching Activities
Learning & Teaching ModesThis course uses a blend of lectures, tutorials and workshops to identify situations that impact the daily environment of nursing practice. Students are encouraged to consider their ‘arrival’ at the career of nursing and to actively reflect on what they consider to be the professional skills and attributes. Role plays and self -directed learning opportunities help to facilitate the reflective nature of this course.
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:
• 2 x 1 hour lectures / week (2 hour lectures may also be provided).
• 1 x 2 hour tutorial / week
Non contact hours for assessment and tutorial preparation will be 6-9 hours per week.
Learning Activities SummaryThe tables below indicate the lecture and tutorial outlines for Nursing Science. Please refer to the timetable above for details on class and time. Other tutorials may be provided as required.
Nursing Science Lecture Series Infection Control
1. Epidemiology in health care
2. Introduction to infection control
3. Principles of disease transmission
4. Asepsis and sterile fields
5. Introduction to communication
6. Communication in the health care setting
8. Cultural awareness in health care
9. Stress of illness and coping mechanisms
10. Primary Health care/health promotion and illness
11. Introduction to pharmacology
12. Pharmacology legislation and classification of drugs
15. Administration of medications
16. Adverse reactions to medications
Tutorial Series 1. Numeracy diagnostic test
2. Infection control - gowning and non-sterile gloving (skills lab session)
3. Principles of Communication
4. Cultural awareness workshop
5. Primary Health Care
6. Pharmacology – Drug calculations (this session will contain examinable material)
7. Medication audit
8. Preparation of medications for administration
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.
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed Numeracy diagnostic test Formative NGP 9-10 Patient case report Summative 30% 1, 4-7 Drug calculations test hurdle Summative 20% 9-10 Exam Summative 50% 2, 3, 6, 9-10
ASSESSMENT 1: NUMERACY DIAGNOSTIC TEST
Due Date: Week 1, Tutorial session
Length: 30 mins (300 word equivilent)
Students are required to achieve 100% accuracy in a test held in Tutorial 6 (week 13). The numeracy diagnostic test will identify any areas you may need assistance with in your understanding of basic mathematics including addition, times tables, division and conversions.
ASSESSMENT 2: PATIENT CASE REPORT
Due Date: Week 7
Length: 1500 words
Review the patient case study and develop a report outlining your approach to this patients care:
• Identifying how you would develop a therapeutic relationship and outline the key aspects of therapeutic communication
• Identify initial care priorities for your patient and describe the steps required for you to administer this care to your patient
• Identify primary health care programs that could be utilised and engaged prior to discharge for this patient explaining your reasoning and how this program could assist you patient.
This report should include an introduction, main body and conclusion. All key points need to be researched and supported by the literature. Diagrams, pictures and graphs to support and illustrate the report may be included. All references need to be in line with the School Styling and Referencing Guide.
ASSESSMENT 3: DRUG CALCULATION TEST
Due Date: Week 13, Tutorial session
Length: 750 word equivalent
Students will be required to achieve full marks prior to any participation in administration of medications. If students do not pass the drug calculation test they will be restircted from sitting the examination and therefore fulfilling the course requirements. This test will be held in Tutorial 6.
ASSESSMENT 4: EXAM
Due Date: Exam Week
Length: 2 hours (1500 word equivilent)
The exam will be mainly based on infection control and pharmacological content and the venue will be advised closer to the date.
SubmissionUnless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted.
Extensions are generally awarded for no more than 10 working days unless there are exceptional circumstances.
To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline. You will find this on the School of Nursing Website or use the link provided here.
See the Modified Arrangements for Coursework Assessment Policy http://www.adelaide.edu.au/policies/3303/.
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.The following marking guides will be used for the assignments:
Marking Guide - Primary Health Care Report
Structure and Writing Style 25% Structure (15%)
• introduces/outlines/situates the topic of the report
• clearly describes the way in which the report will proceed
• the report is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the paper)
• the report ends with a cogent, defendable conclusion that summarises the discussion within the body of the report.
• the report is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.
Content 60% Content (30%)
• the report topic has been clearly situated in a contemporary setting
• the report content has clear links to core primary health care issues, and contemporary health care practice
• the student’s report demonstrates a depth of understanding of the topic and significant issues.
Critical analysis (30%)
• the report demonstrates a high degree of critical thought and insight by:
o providing insight to an aspect of primary health care
o demonstrating they have reflected on the complex issues surrounding the topic/question
o discussing the topic from differing perspectives, thereby providing a balanced argument/discussion.
Referencing 15% • the referencing style used throughout the paper is congruent with the School of Nursing 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 of Nursing 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.
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.
- More interactive tutorials and lectures, student attendance is low. Content has been reviewed, student attendance may be assisted by this, but is also reliant on many other factors.
- Less infection control lectures as it is covered by all other classes. The only other infection control specific criteria is included within Clinical nursing Practice I where the theory learnt in Nursing Science is integrated with practice.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.