NURSING 7203 - Introducing Professional Nursing
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code NURSING 7203 Course Introducing Professional Nursing 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 nursing as a profession and the Acts, standards and competencies that govern the scope of practice. Evidence based practice, and quality and safety of health care will also be addressed. The importance of beginning reflective processes on learning and development will be established.
Course Coordinator: Ms Yvette SalamonCourse Coordinator: Ms Yvette Salamon
Phone: +61 8 8313 2995
Location: Room 3-39, School of Nursing, University of Adelaide
Phone: +61 8 8313 3595
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Discuss the historical and contemporary factors influencing health care systems 2 Differentiate health care services based on primary, secondary and tertiary categories 3 Articulate and communicate to others the role of the professional nurse and the scope of nursing practice 4 Identify the purposes of nurse practice Acts and standards for nursing practice 5 Adopt a beginning level of evidence-based practice as it is used to inform thinking and decision-making in practice 6 Develop skills in reflection to support ongoing development through learning experiences 7 Debate the ethico-legal frameworks of nursing 8 Apply foundational and factual knowledge of occupational health & safety 9 Discuss quality and safety within nursing practice and the health care system
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)
7,8 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
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
3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
5,6,7,9 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
2 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.
Recommended ResourcesNursing and Midwifery Board of Australia 2006 National competency standards for the registered nurse
Nursing and Midwifery Board of Australia 2006 Code of Ethics
McIlwraith & Madden 2014 Health Care and the Law 6th Ed, LawbookCo; Rozelle, NSW
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 Introducing Professional Nursing. Please refer to the timetable above for details on class and time. Other tutorials may be provided as required.
Introducing Professional Nursing Lecture Series Professional issues
1. History of nursing
2. The role of the professional nurse
3. Primary, secondary and tertiary care within the Australian health care system
4. Scopes of practice
5. Legislation in nursing
6. Consent and negligence
7. Professional standards and guidelines
8. Ethical theories
9. Ethics issues in health care
10. An introduction to evidenced based practice
11. Introduction to critical theory
Safety and quality / OHS
12. Core principles of Occupational Health and Safety (OHS)
13. OHS in the health care setting
14. Safety and Quality Systems
Introduction to death and dying
16. Introduction to palliative care
17. Death and dying
Tutorial Series 1. Professional nurse forum – RN’s will be invited to describe their experiences of working as a registered
2. Scopes of practice – students will create and edit a scope of practice document
3. Legislation in nursing – students will work in groups through an assigned piece of legislation relevant to nursing and web site review of APHRA, NMBA
4. Ethical issues workshop - group role play – students will construct and enact small role plays from a list of provided topics.
5. Reflective practice workshop - a range of reflective practice exercises will be worked through
6. Documentation - Clinical handovers and documentation using the ISBAR guidelines
7. Equipment safety and hospital safety audit
8. Strategies for developing self-resilience
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 OHS quiz Formative NGP 4, 8 Plagiarism and referencing module Formative and summative 10% 5-6 Literature search strategy report Summative 30% 1-2, 5 Essay Summative 60% 2-4, 7, 9
Assessment DetailASSESSMENT 1: Occupation Health and Safety Quiz
Health science students are at risk of injury during clinical practice. School of Nursing injury data indicates student compliance with safe procedures can be compromised due to perceived pressure from peers and staff. The quiz will raise awareness of OHS issues in clinical practice and legislative requirements to help students consider strategies to prevent or reduce injury severity.
ASSESSMENT 2: Plagiarism and referencing module
In order to avoid plagiarism, students need to understand the meaning of citation, paraphrasing, quotation, and referencing. The module is an online quiz designed to ensure that student work is not plagiarised and source material is properly acknowledged according to the guidelines in the School Style and Referencing Guide 2016. Students are encouraged to work through this quiz to ensure that they have a thorough understanding of these guidelines.
ASSESSMENT 3: Literature search strategy
Literature Search strategy on a topical professional issue in nursing. This assessment requires you to refer to the essay topic in Assessment 2. You need to clearly identify the search strategy you would use to investigate this issue.
Develop and submit a search strategy to answer the essay question. Identify the search terms, types of paper/research, databases and years to be searched and construct a logic grid to demonstrate the strategy.
This exercise is concerned with the search strategy itself NOT the specifics of the topic, however the search will be useful in preparation of the essay. Provide a reference list of 8 papers you have found that you feel will contribute to Assessment 4.
ASSESSMENT 4: Essay
Your essay topic is:
Contemporary nursing practice places significant emphasis on the person as the recipient of care. Using literature and focusing on one of the following themes; education, professional standards, critical thinking or ethical practice, explain how person centred care can be delivered by nurses.
You are strongly advised to consider the marking guide when writing this paper. You should also pay particular attention to the conclusion and the need for a reflective aspect to the paper. If you are not sure what this assessment requires please consult the coordinator.
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 assignments:
Marking Guide - Literature Search Strategy
Search Terms 25% • used search terms
• use of Boolean operators, with at least use of ‘AND’
• used Tags
• used MeSH or Thesaurus
• used Limits
• used concepts and alternative words
Description of Search 50% • max of 1000 words
• logical sequence
• formal sentence structure
• demonstrated evidence of comprehensive search
• used search terms appropriately
• construction of logic grid is clearly explained
List of Articles 25% • Harvard Author Date style as described in Student Handbook correctly applied to a range of sources
• Reference list in alphabetical order.
Marking Guide - Essay
Structure and Writing Style 25% Structure (15%)
• introduces/outlines/situates the topic of the essay
• clearly describes the way in which the essay will proceed
• the essay is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the paper)
• the essays ends with a cogent, defendable and reflective conclusion that summarises the discussion within the body of the paper.
Writing style (10%)
• the essay 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 essay question has been answered or the topic/issue has been discussed
• the essay content has clear links to contemporary nursing practice
• the student’s paper demonstrates a depth of understanding of the topic and significant issues.
Critical analysis (30%)
• the essay demonstrates a high degree of critical thought and insight by:
o providing a justification/rationale for the argument/discussion
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%school's • the referencing style used throughout the paper is congruent with the school’s Student handbook and style guide
• the reference list is accurate (ie no missing page numbers, volumes, correct title etc), complete (ie 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 (ie less than 10 years old unless seminal papers)
• primary references are used predominantly (ie 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.
- 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.
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