NURSING 7205 - Clinical Nursing Practice II

Course Details

Course Code	NURSING 7205
Course	Clinical Nursing Practice II
Coordinating Unit	Adelaide Nursing School
Term	Semester 2
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
Assessment	Change to: Blood Safe module, Pre-skills Quiz series x 4. Comprehensive teaching plan, teaching video and reflection. OSCE (hurdle req)

Course Staff

Course Coordinator: Ms Jan Alderman

Course Coordinator: Jan Alderman

Course Coordinator, Lecturer | Adelaide Nursing School | Faculty of Health and Medical Sciences

Level 4, Adelaide Health & Medical Sciences Building

Cnr North Terrace & George Street

ADELAIDE SA 5005

T: +61 8 8313 1168 | E: jan.alderman@adelaide.edu.au

http://health.adelaide.edu.au/
https://www.facebook.com/uoanursing

School Office
Phone: +61 8 8313 3595
Email: nursing@adelaide.edu.au

Succesful completion of the Clinical Nurising Practice 1 course is a pre requisite for enrolment into this course

Course Timetable

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

Course Learning Outcomes

1	Further develop and refine skills of observation, assessment, communication and documentation.
2	Apply and integrate knowledge from the nursing and biological sciences and evidence-based practice into complex health care
3	Identify and describe pharmacokinetics for selected health problems
4	Discuss the impact of complex health problems on patients and families across the lifespan
5	Provide nursing care for patients with complex health problems
6	Perform drug calculations accurately and administer medications competently

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)	1-6
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, 4, 5
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, 4-5
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	2, 5
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	4-5
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	1-6

Required Resources

Crisp, J, Douglas, C, Rebeiro, G & Waters, D 2021, Potter and Perry’s fundamentals of nursing, 5th. edn, Australian version., Elsevier Australia, Chatswood, NSW.

Brown, D, Edwards, H, Buckley, TCT & Aitken, RL 2020, Lewis’s medical-surgical nursing. Assessment and management of clinical problems, 5th edition, Australia and New Zealand edition., Elsevier Australia, Chatswood, NSW.

Tollefson J & Hillman E, 2019 Clinical psychomotor skills: Assessment tools for nurses, 7th edn, Cengage Learning Australia

Lewis, P & Foley, D, 2020 Health assessment in Nursing, 3nd Ed.Lippincott Williams & Wilkins Pty Ltd, North Ryde, NSW.

McKenna, L & Mirkov, S 2021, Mckenna’s drug handbook for nursing and midwifery, 9th edition. Lippincott Williams & Wilkins, Sydney.

Intelli+Learn, 2013. Medication Management for Health Professionals. CD, An interactive course to develop and assess skills in medication management. Australia.

Recommended Resources

Harvard’s Nursing Guide to Drugs (10th ed.). 2017, The Lamp, vol. 71, New South Wales Nurses Association, no. 5.

Daly, J Speedy, S & Jackson, D. 2018. Contexts of Nursing, 5th. Ed. Sydney, Churchill Livingstone

Stein-Parbury, J 2018, Patient and Person: Interpersonal Skills in Nursing, 6th ed. Elsevier, Sydney.

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

Online Learning

https://www.bloodsafelearning.org.au/

Learning & Teaching Modes

This course consists of online lecturers and 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 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 2-hour online lecture/week
1 x 2 hour practical / week

It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. This includes all study activities, practicals, readings, and assessments. Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester.

Learning Activities Summary

The tables below indicate the teaching sessions for Clinical Nursing Practice II. 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 II

Clinical Skills Laboratory Sessions

Application and management of oxygen therapy

Management of intravenous therapy (IVT)

Care of the patient receiving a blood transfusion

Nursing interventions for pain

Medication administration – Parenteral, IV medication administration, Nasogastric, and PEG.

Cardiac assessment and ECG monitoring

Neurovascular observations and plaster care

Specific Course Requirements

CNP II requires attendance at clinical placement.

Students will need to follow all expectations as detailed in the Clinical Placement Handbook.

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 Summary

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Blood Safe	Summative	10%	1-6
Quizzes X 4	Summative	40%	1-6
Clinical skills presentation and lesson plan	Summative	50%	1-6
OSCE (Oral Examination)	Summative	NGP Hurdle requirement	1-6

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 MyUni one week post the individual student's 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 and skill sessions held during the semester. The exam uses a structured approach to the assessment of clinical skills using the online B-line system.

The OSCE is a HURDLE this means it must be passed to enable you to progress into the next year/semester of this course.

The timetable for this exam will be posted closer to the date.

Assessment Related Requirements

The OSCE for this course is a hurdle requirement. Students must pass to be eligible to attend other courses associated with clinical placement.

Assessment Detail

1) Basic Life Support Document & Manual Handling Document NGP
Assessment for these mandatory competencies will be delivered in lectures, videos, and clinical skills sessions. Students will be given a certificate on completion of the assessment.

2) e-blood Learning online module 10%.
This is an online module that students need to complete to obtain a certificate for clinical placement

3) 4 X Quizzes 40%
Quizzes are designed to reinforce the learning acquired in the lectures and clinical skills sessions.

4) Lesson plan and clinical skills presentation 50%
Students will complete a comprehensive lesson plan to support a teaching video that you will make using Studio in Canvas.

There are two templates provided for this assessment.
One is the lesson plan template that you will complete and submit with the video.
The other template outlines what students will need to consider when presenting the lesson.
Students will choose a topic from the skills covered this year. PowerPoint slides may be used to support the teaching of the skill or a demonstration using props can be used.

5) OSCE NGP (Hurdle for this course) Exam week one
This ORAL exam is conducted in Exam weeks. Students will be examined on both their psychomotor skills and theoretical knowledge in a 25 min examination.

6) Drug calculation test
A formal drug calculation test will be held at the end of the semester which must be passed with 100% for student to be able to administer medication to patients.

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 School 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 5% 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.

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 School Manual and School Style and Referencing 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 School Manual and School Style and Referencing 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.

Final results for this course will be made available through Access Adelaide.

Other information regarding assessment can be located on Canvas.

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.

Better understanding of what is expected on placement. The Scope of practice is gone through in great detail prior to placement. The forms are available online and at each of the placement venues.

Peer teaching has been stated as being an addiitonal important learning tool in conjunction with clinical lecturer assistance. lecturer to student ratio was approx 1:8.

Placement. There was a change in staff and a new system has been put in place. It would appear that this is being utilised more effectively now. Students are always informed of the placement dates at the beginning of the year and that the requirement is for full time, with no allowance available for part-time personal work in between. Placement is provided when there is availability.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator