NURSING 7201 - Fundamental of Nursing Practice I

North Terrace Campus - Semester 1 - 2017

This course will introduce fundamentals of nursing care for selected health problems including the activities of daily living and variations of such activities across the lifespan.

  • General Course Information
    Course Details
    Course Code NURSING 7201
    Course Fundamental of Nursing Practice I
    Coordinating Unit Adelaide Nursing School
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 7 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Available to M.Clin Nurs students only
    Course Description This course will introduce fundamentals of nursing care for selected health problems including the activities of daily living and variations of such activities across the lifespan.
    Course Staff

    Course Coordinator: Mr Paul McLiesh

    Course Coordinator: Dr Tamara Page
    Phone: +61 8 8313 1225
    Location: Room 3-64, School of Nursing, University of Adelaide
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Integrate and apply knowledge from nursing science and evidence based practice to health care needs of an individual with simple acute health problems
    2 Integrate biological, physiological and pharmacological sciences with nursing the patient with an acute illness
    3 Identify relevant activities of daily living for a patient with a selected health problem
    4 Articulate considerations of varying needs of patients who are ill across the lifespan
    5 Identify nutritional requirements for a patient with an acute illness
    6 Identify and explain diagnostic tests relevant to selected health problems
    7 Identify and describe pharmacokinetics for selected health problems
    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, 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, 5, 7
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    Crisp, J Taylor, C, Douglas, C & Rebeiro, G, 2013, Potter and Perry’s Fundamentals of Nursing 4th edn, Mosby Elsevier, Australia.

    Lewis, P & Foley, D, 2014 Health assessment in Nursing, 2nd Ed.Lippincott Williams & Wilkins Pty Ltd, North Ryde, NSW.
    Recommended Resources
    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.

    Harris, 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 Modes
    This 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 lecture / week
    • 2 x 1 hour tutorial / week
    • 1 x 3 hour problem based learning workshop / week

    Non contact hours for assessment and tutorial preparation will be 6-9 hours per week.
    Learning Activities Summary
    The tables below indicate the lecture, tutorial and I based workshop outlines for Fundamentals of Nursing Practice 1. A body systems approach is taken. Simple health problems based on of the top illnesses experienced in Australian society are studied as a series of case presentations. Other tutorials may be provided as required.

    Fundamentals of Nursing Practice I
    Lecture Series
    1. Diabetes
    2. Obesity
    3. Alzheimer’s Disease
    4. Integumentary system
    5. Coronary syndromes
    6. Stroke and embolic events
    7. Asthma
    8. Hypertension
    Tutorial Series
    1. Management of hypo and hyper glycaemia
    2. Care of the bariatric patient
    3. Management of a patient with Alzheimer’s Disease
    4. Care and observation of skin
    5. Introduction to ECG monitoring
    6. Recognition of clinical signs and care of a patient post CVA
    7. Airway maintenance
    8. Nursing intervention to hypertension
    Problem Based Learning Workshop Series
    Problem based learning is an active process involving significant communication between tutors and students.

    Students will work to apply their knowledge of pathophysiology, pharmacology, fundamentals of nursing, patient education, primary health care to the following health problems:

    1. Diabetes
    2. Obesity
    3. Alzheimer’s Disease
    4. Integumentary system
    5. Coronary syndromes
    6. Stroke and embolic events
    7. Asthma
    8. Hypertension
  • 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
    Inquiry Based Learning participation Formative NGP 1-7
    Inquiry based learning participation Summative 10% 1-7
    Group Seminar presentation on a specific health problem Summative 30% 1-7
    Case study (simple health problem) Summative 60% 1-7
    Assessment Detail
    ASSESSMENT 1: IBL participation
    Inquiry based learning is an active process involving significant communication between lecturers and students. During this course students will work to apply their knowledge of patho-physiology, pharmacology, fundamentals of nursing, patient education and primary health care to the series of health problems presented. Assessment will be based on the student’s performance in relation to:
    • IBL Process Skills
    • Knowledge Base Development
    • Reasoning
    • Personal, Professional and Collegial Behaviour
    • Verbal Interactions

    ASSESSMENT 2: Seminar presentation on a specific health problem
    Students will be allocated a specific health topic. As a small group they will work to deliver a 20 minute seminar presentation.
    The seminar format is to address the following:
    • Epidemiology
    • Pathophysiology
    • Impact on a patient’s lifestyle and activities of daily living
    • Nursing care interventions
    • Pharmacology interventions
    • Patient education
    Primary health care issues

    ASSESSMENT 3: Case study (simple health problem)

    From the range of health problems presented in lectures, select one to form the basis of your case study. The case study format is to include;

    Presents the patient story, including their clinical presentation, relevant history, nursing assessment and diagnosis
    Describe briefly the pathophysiology of the patients condition
    Describes the nursing and pharmacological management of the patients condition
    Critical analysis of the issues that underpin the topic of choice and contrasting this with research evidence.
    Recommendations and a conclusion of your findings
    Unless 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

    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.

    The following marking guides will be used for assignments:

    Marking Guide - PBL Student Evaluation
    Student performance will rated as competent, partially demonstrated or not demonstrated in relation to the following:
    PBL Process Skills
    • Identify relevant information in the case presentation

    • Develop Hypotheses

    • Discuss hypotheses in terms of mechanisms

    • Use evidence to support reasoning

    • Develop specific/concise learning issues

    • Links learning issues to aspects of case

    • Identify and uses appropriate resources
    Knowledge Base Development
    • Identify relevant knowledge required for the problem

    • Apply anatomical knowledge to the problem

    • Apply and integrate lecture material into discussion

    • Synthesise new information and present in discussion without notes

    • Apply existing and new knowledge to the problem and is able to discuss/test hypotheses with appropriate information from learning issues

    • Comment on student’s knowledge base
    • Presents ideas in a logical stepwise manner

    • Re-evaluates hypotheses in response to new information or discussion

    • Asks questions which help to clarify the problem

    • Links ideas to contribute to drawing pu a concept map as a summary
    Personal, Professional and Collegial Behaviour
    • The student has demonstrated an ability to work effectively in a group and contribute to discussions with peers

    • Actively participating in group discussions

    • Using professional language at all times

    • Displaying respect for colleagues, patients who are the basis of cases, staff and tutors

    • Respecting and valuing other group members contributions

    • Dealing with difference of opinion without conflict or confrontation

    • Providing constructive feedback to tutor and other group members

    • Having strategies for involving other group members in the discussion

    • Prepares well for sessions

    • Self-evaluates own learning needs for further development

    • Demonstrates good interpersonal and communication skills

    • Self-evaluates own personal abilities, the task and group issues

    • Demonstrates a professional behaviour and attitude appropriate to the context of the case
    Verbal Interactions
    • Pronunciation (clarity of speech and volume of speech)

    • Style of interaction (contributes and responds freely, asks questions)

    • Vocabulary and grammatical correctness

    Marking Guide - Seminar 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
    Referencing 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

    Marking Guide - Case Study
    Structure and Writing Style 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 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 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 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 ( 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.

    1. Some disorganisation and inconsistent information re assessment requirements. There was extended delays for feedback. This has been addressed by allocating course load to additional lecturers.
    2. Group work component and equal participation needs to be better understood by all participants. Need for assessment to not just be one grade for all. The assessment component will include group work and peer review.
    3. More anatomy or pathophysiology could be covered, or at least tested on by using the learning catalytics all session and every session, this was a great tool. An online presentation is now provided prior to the lecture and a brief overview of the normal anatomy tested prior to the lecture commencing before the abnormal anatomy has been introduced.
  • 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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