NURSING 7204 - Clinical Nursing Practice I
North Terrace Campus - Semester 1 - 2018
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 Available to M.Clin Nurs students only 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 AldermanCourse Coordinator: Jan Alderman
Phone: +61 8 8313 1225
Location: AHMS, Adeliade Nursing School, 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 Perform a simple health assessment (including obtaining a health history). 2 Safely move and transfer clients 3 Support activities of daily living for patients as their situation requires 4 Develop beginning practice using exemplars of clinical practice 5 Commence beginning nursing practice within an evidence based nursing framework under supervision at all times 6 Commence beginning nursing practice using guidance of the NMBA standard statements 7 Perform drug calculations and administer medications competently 8 Identify 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)
2-8 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
1,2,4-8 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
1,2,3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4,6 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
3,6 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
Crisp, J, Taylor, C. Douglas, C. Ribeiro, G. 2016 Potter & Perry’s Fundamentals of Nursing. 5th edition, Elsevier, Chatswood, NSW
Rebeiro, G. Wiilson, D, Scully, N, Jack, L, 2017. Fundamentals of Nursing Clinical Skills Workbook. 3rd Edition Elsevier, Chatswood, NSW
Lewis, P & Foley, D, 2014 Health assessment in Nursing, 2nd Ed.Lippincott Williams & Wilkins Pty Ltd, North Ryde, NSW.
Intelli+Learn, 2017 Medication Management for Health Professionals. ONLINE An interactive course to develop and assess skills in medication management. Australia.
Recommended ResourcesHarris, P, Nagy, S & Vardaxis, N (eds) 2014, Mosby's Dictionary of Medicine, Nursing & Health Professions, 3rd edn, Mosby, Sydney.
Andre, K and Heartfield, M 2011 Professional portfolios: Evidence of competency for nurses and midwives. Churchill Livingstone, Sydney.
Crisp, J Taylor, C, Douglas, C & Rebeiro, G, 2016, Potter and Perry’s Fundamentals of Nursing 5th edn, Mosby Elsevier, Australia.
Australian Nursing and Midwifery Council (ANMC) 2006, National Competency Standards for the Registered Nurse, Australian Nursing and Midwifery Council, Canberra.
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 attendance at
• 1 x 3 hour practical / week
• SCA preclinical week
Non contact 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 are as listed below. Other clinical skills sessions may be provided as required.
Clinical Nursing Practice I Clinical Skills Laboratory Sessions 1. Standard precautions;
2A. Activities of daily living
2B. caring for patient with visual and hearing deficits
3. Patient monitoring vital signs
4. Nutrition and elimination
5. Basic Life support
6A. Manual Handling
6B. Pressure Area Care
11. Medication administration
12. Blood glucose monitoring
13. ECG monitoring
13. OSCEs – pre-clinical assessment of skills
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 Clinical practice/performance/assessment Formative NGP 1-8 Patient interview skills Summative 10% 1, 4-6 Structured Clinical Assessment (SCA) Summative 30% 1-8 Portfolio with exemplars of clinical practice Summative 60% 1-8
Assessment 1: Clinical practice/performance/assessment
Weekly assessment of clinical skills as per Fundamentals of Nursing: Clinical skills workbook. The Clinical Skills Assessment is conducted in the weeks immediately prior to clinical placement. This assessment is formative in nature and provides an opportunity for students to perform essential nursing tasks while under a degree of supportive scrutiny. Successful completion of this assessment is required before students can undertake clinical placement.
Assessment 2: Patient interview skills
Using the interview checklist and guide you will undertake an interview of a patient during your clinical placement. You may interview the patient on a topic of your choice, preferably one related to their clinical presentation. You must ask for and obtain the permission of the patient and the Registered Nurse caring for the patient.
Assessment 3: Portfolio with exemplars of clinical practice
The Portfolio is an opportunity for students to integrate, compare and synthesise the evidence base for, and clinical practice of, 4 examples of fundamental nursing care they observe and participate in during clinical placement. Students should choose 4 examples that correspond to the skills from their Skills Booklet (Oral medications must be included as one of the skills with the Nursing competency assessment - managing oral medications submitted post placement 2). A summary of the evidence base for each of the skills is required and a comparison of this and a critique the observed practice should be made. The marking guide below will be used to assess the submission.
Assessment 4: Structured Clinical Assessment (SCA)
The Structured Clinical Assessment is a formal conclusion to the semester to give students an opportunity to demonstrate the skills and knowledge they have acquired. The oral and practical exam is of 30 minutes duration and uses a structured approach to the assessment of clinical skills. Students will be observed by two staff as they move through a scenario and respond to questions designed to complement hands on skills with critical thinking.
This assessment is a hurdle requirement- meaning that a pass for this assessment is necessary to successfully complete and pass the course. Failure to pass this assessment may reduce your ability to proceed to the next year/semester courses
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.
- Organisation and notification re placement needed to be earlier. Placement timelines are provided at the begining of the year. Communication re the details has been reviewed and goes out earlier now.
- Lesson on Mahara prior to placement. This was conducted, but not all students attended.
- Interview skills marked unfairly due to different markers. The Clinical lecturers follow the normal moderation process.
- Addition of a one hour lecture each week to gain a better understanding of skills or the anatomy/pathophysiology of disease related to the skills we're learning. This is already included prior to each skills session.
- More skills every class finished early most of the time. Students need to actually do more hands on in the class, they would observe and then leave. Different use of skills lab sessions to be trialled this semester.
- 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.