NURSING 7204 - Clinical Nursing Practice I

North Terrace Campus - Semester 1 - 2020

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.

  • General Course Information
    Course Details
    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 Staff

    Course Coordinator: Ms Jan Alderman

    Course Coordinator: Jan Alderman
    Phone: +61 8 8313 1225
    Location: AHMS, Adeliade Nursing School, University of Adelaide

    School Office
    Phone: +61 8 8313 3595
    Course Timetable

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

  • Learning Outcomes
    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)
    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
    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. Ribeiro, G. 2017 Potter & Perry’s Fundamentals of Nursing. 5th edition, Elsevier, Chatswood, NSW
    Tollefson, J., Hillman, E, 2019 Clinical psychomotor skills: assessment tools for nursing 7th ed. Cengage Learning Australia.

    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 Resources
    Harris, P, Nagy, S & Vardaxis, N (eds) 2014, Mosby's Dictionary of Medicine, Nursing & Health Professions, 3rd edn, Mosby, Sydney.

    Crisp, J Taylor, C, Douglas, C & Rebeiro, G, 2016, Potter and Perry’s Fundamentals of Nursing 5th edn, Mosby Elsevier, Australia.

    Daly, J, Speedy, S, Jackson, D, 2017 Contexts of Nursing, 5th Edition, Elsevier, Sydney, NSW

    Australian Nursing and Midwifery Council (ANMC) 2006, National Competency Standards for the Registered Nurse, Australian Nursing and Midwifery Council, Canberra.
    Online Learning
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This 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 1hour lecture/week
    1 x 2 hour practical / week

    Noncontact hours for assessment and tutorial preparation will be 6-9 hours per week.
    Learning Activities Summary
    The 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 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 vital signs

    4. Nutrition and elimination

    5. Basic Life support

    6. Manual Handling

    7.  Pressure Area Care

    8. Medication administration

    9. Blood glucose monitoring

    10. Neurological observations and assessment

    11. OSCEs – pre-clinical assessment of skills
  • 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
    Mandatory competency quizz BLS and Manual Handling Formative NGP 1-8
    Clinical practice/performance/assessment (Hurdle Requirement) Formative NGP 1-8
    Patient psychosocial assessment Summative 40% 1, 4-6
    Oral Structured Clinical Exam
    (Hurdle Requirement)
    Summative Pass / Fail 1-8
    Fundamentals of Care Plan Summative 50% 1-8
    Practical skills participation Summative 10% 1-8

    Compulsory NCAS Placement Documents
    For each clinical placement, a written Summative Assessment must be obtained. This Summative Assessment must be completed and signed by the supervising Registered Nurse and the facilitating Clinical Lecturer. Employer Competencies (EC) must also be assessed during the placement blocks. For each placement please check the NCAS Employer Competency Schedule to
    see which are required as well as check with your course coordinator and Clinical lecturer on placement.
    The completed set of documents must then be submitted to Sonia one week post the individual students' respective Placement
    Block – Successful completion of these assessments is required. This is a HURDLE assessment for this course

    Oral Structured Clinical Examination (OSCE)
    A structured clinical examination will be held during exam week. This examination will take place in the Skills Facility and
    each student will be assessed on a number of skills and theory relevant to the lectures held during the semester. Each student will be required to attend for an examination in which they will demonstrate a range of nursing interventions especially in relation to skills taken from the course objectives. Along with skills demonstrations, students will need to be prepared to provide a rationale for the practical tasks within the exam.  The exam uses a structured approach to the assessment of clinical skills using the online B-line system.
    The OSCE is a HURDLE REQUIREMENT; this means that all stations must be passed to enable you to progress into the next year of this course.
    Assessment Detail

    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 a 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: FOC Care Plan

    Part 1: Focusing just on the physical fundamentals of care you are to develop a plan of care identifying the nursing interventions you will provide to meet Joyce’s care needs in relation to her current problem.
    The problems and FOC have been provided for you on the 4 care plan templates below. You are to complete the 4 templates using the headings provided.
    All information in each column must be referenced. You may use one reference for each column if the material has come from one source.
    • The underlying cause or reason (i.e.; what the problem is related to, why does it exist?)
    • The goal of care (What are you hoping to achieve.)
    • Specific bedside nursing interventions you will do to achieve your goal.
    • The rationale for your nursing interventions and actions (Why are you initiating this specific nursing intervention? What evidence supports this intervention?)
    • Indicators that your plan is working (What improvements can you see or measure in the patient as a result of the interventions?)
    Approx. 1000 words

    Part 2: Briefly explain why Joyce has been prescribed:
    • Oral prednisone
    • Ipratropium bromide delivered with a nebuliser
    • Oral amoxicillin

    You are to briefly, explain how these medications work and identify and explain the specific nursing responsibilities associated with administering each medication and monitoring Joyce for expected side effects. Your best source of information for this section is from a Nursing Medication text.
    (Approx. 500 words)

    Part 3: Select one (1) of the topics below and, in grammatically correct sentences and topic paragraphs, Identify the specific information you will need to explain to Joyce about your chosen topic. Please use language and terminology that Joyce will understand.

    • In addition to this, you need to identify why your chosen topic is an important aspect of Joyce’s care.
    • Also how you will ensure that Joyce knows and understands why it is important and, if appropriate to the topic, what she needs to do
    (Approx. 500 words)

    • How to effectively use a metered-dose inhaler (MDI) and spacer
    • Why she needs to stop smoking
    • Promoting adequate nutritional intake to meet her metabolic needs
    • Energy conservation strategies to prevent exacerbations of her asthma and shortness of breath.

    Assessment 4: Oral Structured Clinical Examination  (OSCE)

    The OSCE 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

    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 - 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.

  • 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.

    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 will be run in 2020.

    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 manual handling, bed making, shaving. Not all or enough equipment available for some things eg manual handling meant that we didn't get a chance to practice some skills. Having said that the live demonstrations were fantastic in manual handling.

    This, unfortunately, cannot be helped 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 for Helen Mayo South

    Comment: It could do with adjusting the assessments. 30% for a simple survey with no referencing required? The RSD case study... this would be more manageable if it was broken up into 2–4 smaller case studies, with different patients, due across the semester. Much more manageable, and would encourage us to look more broadly into different issues.

    This will be looked at for 2020

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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