NURSING 7204 - Clinical Nursing Practice I
North Terrace Campus - Semester 1 - 2023
General Course Information
Course Code NURSING 7204 Course Clinical Nursing Practice I Coordinating Unit Adelaide Nursing School Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Intensive Available for Study Abroad and Exchange N Restrictions Master of Clinical Nursing Course Description This course provides opportunity for students to experience the reality of practice and begin to apply theoretical and scientific concepts. Students will have the opportunity to begin to learn how to practice in accordance with the NMBA National Nursing Competency Standards for the Registered Nurse.
Course Coordinator: Ms Jan Alderman
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Begin to make comprehensive health assessments, including vital signs and documentation 2 Utilise the Fundamentals of Care framework to support activities of daily living to provide patient-centred care. 3 Students will practice clinical skills congruent with their scope of practice as first-year nursing students. 4 Students will attend an immersive simulation to prepare them for nursing older people in aged care. 5 Commence beginning nursing practice within an evidence-based nursing framework under supervision at all times 6 Commence beginning nursing practice using the guidance of the NMBA standard statements
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Crisp, J, Taylor, C. Douglas, C. Ribeiro, G. 2021 Potter & Perry’s Fundamentals of Nursing. 6th edition, Elsevier, Chatswood, NSW
Tollefson, J., Hillman, E, 2019 Clinical psychomotor skills: Assessment Skills for Nurses. 7th Edition. Cengage Learning. Sth Melbourne. Vic, Australia
Lewis, P & Foley, D, 2020 Health Assessment in Nursing, 3rd. Ed.Lippincott Williams & Wilkins Pty Ltd, North Ryde, NSW.
Intelli+Learn, 2023 Medication Management for Health Professionals. ONLINE An interactive course to develop and assess skills in medication management. Australia.
Recommended ResourcesDaly, J. Speedy, S. Jackson, D. 2020 Contexts of Nursing, 6th edn, Sydney, Churchill Livingstone.
Stein-Parbury, J 2021, Patient and Person: Interpersonal Skills in Nursing, 7th edn, Elsevier, Sydney.
McKenna, L & Mirkov, S 2021, Mckenna’s drug handbook for nursing and midwifery, L McKenna & S Mirkov (eds), 9th edition., Lippincott Williams & Wilkins, Sydney.
Learning & Teaching Activities
Learning & Teaching ModesThis course uses practical 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.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The workload for this course requires participation in:
1 x 1hour online lecture/week
1 x 3 hour practical / week
Noncontact hours for assessment and tutorial preparation will be 6-9 hours per week.
Learning Activities SummaryThe tables below indicate the teaching sessions for Clinical Nursing Practice I. Please refer to the timetable above for details on class and time. A summary of the clinical skills topics areas is listed below. Other clinical skills sessions may be provided as required.
Clinical Nursing Practice I Clinical Skills Laboratory Sessions 1. Standard precautions
2. Activities of daily living
3. Patient monitoring of vital signs
4. Nutrition and elimination
5. Pressure Area Care, Asepsis and dressing technique
6. Medication Administration
7. Blood glucose monitoring
8. Neurological assessment
8. Aged care immersive simulation
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 Drug calculation tests X 5 Formative NGP 7 Quizzes X 2 Summative 40% 4,5 Final drug calculation test Summative 10% 1-8 Drug calculation test Summative NGP 7 Care plan assignment Summative 50% 3-4 Practical skills participation Summative NGP 1-6 OSCE Summative Pass/Fail 3-6 NCAS Summative assessment documentation.
Summative NGP 6
Oral Structured Clinical Examination (OSCE) Hurdle for this course
A structured clinical examination will be held during exam week. Each student will be required to attend an examination in which they will demonstrate a range of nursing interventions, especially in relation to skills taken from the course objectives. The exam uses a structured approach to assessing clinical skills using the online B-line system.
The OSCE is a HURDLE REQUIREMENT: this means that students must pass to be able to progress into CNP II.
Assessment 1: Intellilearn practice tests - these tests familiarise students with the types of drug calculations they might encounter when on clinical placement. The tests also help to familiarise them with the Intellilearn website which presents medication orders as they would be in practice in an Australian context.
Assessment 2: Quizzes X 2 1) PPE and Aseptic Technique 2) Vital signs quiz
Assessment 3: Final drug calculation test (Online)
Assessment 4:FOC Care Plan
Case 1 / Case study of a female inpatient who presents with a chest infection requiring medical management. Students will choose two fundamentals of care and develop a care plan describing the specific intervention required to meet these fundamental needs.
Case 2 / A refugee woman who presents to a Migrant health centre with abdominal pain. Students are to explain how they would use the Fundamentals of care framework to engage with this woman and to understand why she is feeling anxious. Students will consider the importance of cultural safety and describe the strategies and or interventions they would implement to assist this woman to feel safe.
Case 3 / An elderly man is in hospital after having suffered a right-sided CVA. He asks a student nurse for assistance to get back into bed but when they assist him he slips and falls on the floor. Students are to consider the assessment that should be performed prior to attending to any patient who they do not know well. Utilising the FOC framework they will discuss how they will engage with the patient and identify and address the potential safety issues for the patient and themselves.
Assessment 4: Oral Structured Clinical Examination (OSCE)
The OSCE is a formal conclusion to the semester to allow students to demonstrate the skills and knowledge they have acquired. The oral and practical exam is 30 minutes duration and uses a structured approach to the assessment of clinical skills.
This assessment is a hurdle requirement- this exam must be passed in order to enrol into CNP II
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 - Portfolio
Structure and Presentation 25% 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 (10%)
• The portfolio is written with clear sentence structure and the spelling and grammar are correct.
Content 60% • 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 15% • The referencing style used throughout the summary paper is congruent with the Discipline’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 Discipline’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 – Clinical Practice Assessment
By the end of semester one student will be able to:
• Demonstrate an understanding of the ANMC National Nursing Competency Standards for Registered Nurses and begin to recognise cues and exemplars identifying these in practice.
• Be able to adhere to standard precautions in providing care.
• Begin to recognise the attributes of a safe and therapeutic patient environment.
• Provide the basic nursing care necessary for a patient who requires assistance with the activities of daily living. (e.g. showering, sponging, mouth care, hair care, shaving, teeth care, ambulating, exercise, bedpans, urinals, catheter care, making a bed).
• Provide the basic nursing care necessary for patients who require assistance with maintaining their fluid and nutritional status.
• Safely participate in manual handling procedures.
• Demonstrate competency in providing basic life support.
• Conduct a basic health assessment
• Demonstrate competency in monitoring a patient’s vital signs
• Begin to demonstrate competency in monitoring blood glucose levels
• Begin to recognise commonly used medical equipment and devices.
• Begin to understand the structure of the hospital, be able locate resources, equipment and services.
• Begin to describe the procedures employed and to appreciate the experiences of patients in admission to and discharge from an acute hospital.
• Begin to understand the legal requirements regarding documentation in the patient’s medical record.
• Begin to document nursing care in accordance with legal and institutional guidelines.
• Understand the principles of responding to danger in the clinical situation, e.g. basic fire training.
Please refer to Tollefson Clinical psychomotor skills: assessment tools for nursing
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.Comment: I think it would have been more helpful to have the skills classes split into two classes. There were too many students, making them chaotic at times and reducing our ability to gain as much experience.
This has been addressed and two classes of 3 hours each will be run in 2023
Comment: Scheduling the practicals, so they aren't on Mondays. We lost some days to public holidays, which meant that some things were VERY rushed, particularly bed-making, and shaving. Not all or enough equipment available for some things
This, unfortunately, cannot be changed as timetabling is done centrally and accommodates the whole of nursing and medicine. However, the allocated time could be better utilized and we acknowledge that the resources need to be improved. Lectures are now accessed online which allows students to attend one 3-hour practical session held each Monday. Manual handling and BLS will now be conducted off-campus which will enable students to have the time they need to practice and pass the assessment before attending a clinical placement.
Assignments have been changed for 2023 in response to student feedback.
- 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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