NURSING 7204 - Clinical Nursing Practice I

North Terrace Campus - Semester 2 - 2014

This course provides opportunity for students to experience the reality of practice and begin to apply theoretical and scientific concepts.

  • General Course Information
    Course Details
    Course Code NURSING 7204
    Course Clinical Nursing Practice I
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Intensive
    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.
    Course Staff

    Course Coordinator: Dr Tammy Page

    Course Coordinator: Tamara Page
    Phone: +61 8 8313 1225
    Email: tamara.page@adelaide.edu.au
    Location: Room 3-64, School of Nursing, University of Adelaide

    School Office
    Phone: +61 8 8313 3595
    Email: nursing.studentliason@adelaide.edu.au
    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
    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
    6 Commence beginning nursing practice using guidance of the ANMC 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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-5
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 4, 5
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1-5
    Skills of a high order in interpersonal understanding, teamwork and communication. 1-5
    A proficiency in the appropriate use of contemporary technologies. 2, 4, 5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 4-5
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 4-6
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,3-5
  • Learning Resources
    Required Resources
    Lewis, P & Foley, D, 2011 Weber & Kelley’s Health assessment in Nursing 4/e, Lippincott Williams & Wilkins, Australia.

    Tollefson, Joanne 2012, Clinical psychomotor skills: assessment tools for nursing, 5th edn, Cengage Learning Australia.

    Intelli+Learn, 2013. Medication Management for Health Professionals. CD, An interactive course to develop and assess skills in medication management. Australia.
    Recommended Resources
    Harris, P, Nagy, S & Vardaxis, N (eds) 2009, Mosby's Dictionary of Medicine, Nursing & Health Professions, 2nd edn, Mosby, Sydney.
    Online Learning
    https://www.bloodsafelearning.org.au/
    http://www.hha.org.au/LearningPackage/olp-home.aspx
  • 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.
    Workload

    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
    •    OSCEs preclinical week
    Non contact 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 are as listed below. Other clinical skills sessions may be provided as required.     

    Clinical Nursing Practice I
    Clinical Skills Laboratory Sessions
    1.    Standard precautions
    2.    Manual Handling
    3.    Activities of Daily Living
    4.    Pressure Area Care
    5.    Simple patient Assessment and vital signs
    6.    Care of the Patient with vision and hearing deficits
    7.    Nutrition and Diet
    8.    Basic Life Support
    9.    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
    Clinical practice / performance / assessment Formative NGP 1-6
    Objective structure clinical examination (OSCE) Summative 30% 1-6
    Portfolio with exemplars of clinical practice Summative 70% 1-6
    Assessment Detail
    Assessment 1: Clinical practice/performance/assessment – weekly assessment of clinical skills as per Tollefson Clinical psychomotor skills: assessment tools for nursing
    Assessment 2: Portfolio with exemplars of clinical practice
    Assessment 3: Objective Structured Clinical examination (OSCE)
    Submission
    Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. Students MUST keep an electronic copy of all assignments submitted. Cover sheets are required for all assignments and can be accessed from the Discipline of Nursing website. Extension of time for submission of assignments is subject to negotiation with the course coordinator. Requests must be made before the due date of the assignment. In principle, all assignments should be submitted by the due date. However, an extension may be granted if the request is made before the due date and the usual administration procedures are followed. Late submission without an approved extension will be penalised at the rate of 10% of available marks for each working day after the due date. Work submitted more than ten days after the due date may be returned unmarked. This action will be taken to prevent students who do get their work in on time being disadvantaged.

    Whenever possible staff will turn around marked assignments within 4 weeks or earlier.
    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.

    Students are to ensure they are familiar with the contents of the 2014 Master of Clinical Practice Handbook. A PDF of this document is available through MyUni. The following marking guides will be used for assignments:

    Marking Guide - Portfolio


    Structure and Presentation 20%
    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 (5%)
    •    The portfolio is written with clear sentence structure and the spelling and grammar are correct.
    Content 70%
    •    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 10%
    •    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 (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.

  • 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.

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.