NURSING 7209 - Contexts of Nursing Practice

North Terrace Campus - Semester 2 - 2015

This course addresses contemporary contexts of health care including community, mental health and rural and remote within a multi-disciplinary health care system.

  • General Course Information
    Course Details
    Course Code NURSING 7209
    Course Contexts of Nursing Practice
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Available to M.Clin Nurs students only
    Course Description This course addresses contemporary contexts of health care including community, mental health and rural and remote within a multi-disciplinary health care system.
    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 Further develop skills of observation, assessment, communication and documentation within the contexts of mental health, rural and remote health and community health
    2 Critically analyse social, political, economic influences of the contemporary Australian health society on health and illness across the lifespan
    3 Search, locate and critique health literature to explore contexts of acute and chronic mental health, rural and remote health and community health.
    4 Develop skills including crisis and risk assessment, interventions for individuals with MH problems
    5 Provide nursing care for individuals experiencing a range of MH problems e.g. anxiety, depression and schizophrenia
    6 Engage in multidisciplinary communication and teamwork
    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, 4-5
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1-5
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4-5
    Skills of a high order in interpersonal understanding, teamwork and communication. 1, 4-6
    A proficiency in the appropriate use of contemporary technologies. 4-5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 3-5
    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. 2, 4-6
  • Learning Resources
    Required Resources

    Evans, J, Brown, P 2012 Mental Health Nursing, 1st edition, Lippincott Williams &Wilkins

    Crisp, J Taylor, C, Douglas, C & Rebeiro, G, 2013, Potter and Perry’s Fundamentals of Nursing 4th edn, Mosby Elsevier, Australia.

    Recommended Resources

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

    Bryant, B and Knights, K 2014 Pharmacology for Health Professionals, 4th edn, Elsevier Australia

    Lee G, and Bishop P 2014 Microbiology and infection control for health professionals, 5th edn, Pearson, Australia

    Stein-Parbury J 2009 Patient & person: Interpersonal skills in nursing 4th edition Elsevier Churchill Livingstone

    St John, W and Keleher, H 2007 Community nursing practice; theory, skills and issues, Allen & Unwin Australia

    McMurray A, 2014 Community Health and Wellness: a sociological approach, 5th edition, Mosby

  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course uses a blend of lectures, tutorials and 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. Role plays and self -directed learning opportunities help to facilitate the reflective nature of this course.
    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:
    • 2 x 1 hour lectures / week (2 hour lectures may also be provided).
    • 1 x 2 hour tutorial / 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, lectures, tutorials, readings and assessment. 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 lecture and tutorial outlines for Contexts of Nursing. Please refer to the timetable above for details on class and time.

    Contexts of Nursing Practice
    Lecture Series
    Access and equity

    1. Access and Equity
    2. Developmental theories across the lifespan

    Mental Health

    3. Mental Health epidemiology
    4. Mental Health assessment
    5. Mental Health assessment (continued)
    6. Mental Health risk assessment and crisis management
    7. Mental Health therapeutic intervention
    8. Mental Health therapeutic intervention (continued)
    9. Mental Health recovery
    10. Mental Health issues for children and adolescence
    11. Mental Health issues for adults
    12. Mental Health issues for older people
    13. Mental Health pharmacology

    Rural and Remote and Multidisciplinary

    14. Rural and Remote health care
    15. Multidisciplinary communication
    16. Multidisciplinary team - STEPPs
    Tutorial Series
    1. Depression
    2. Psychosis
    3. Mood disorders
    4. Substance use
    5. Domestic violence and mandatory reporting
    6. Multidisciplinary communication
    7. Nursing in rural and remote locations
  • 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
    Mental health assessment Formative 10% 1-6
    Education pamphlet Summative 30% 1,2,4
    Critical analysis Summative 60% 1-6
    Assessment Detail
    ASSESSMENT 1: MENTAL HEALTH ASSESSMENT PAPER
    Due Date: Week 4
    Weighting: 10%
    Length: 500 words

    This report requires you to complete a mental health risk assessment on a client using a mental health risk assessment tool.

    ASSESSMENT 2: EDUCATION LEAFLET

    Due Date: Week 6
    Weighting: 30%
    Length: 1000 words
    This report requires you to develop a written paper related to providing education to clients.

    For example you could teach a client about their medication, or their mental illness or any other related topics ( ie related to the lectures & Tutorials within CONP)

    Attach a pamphlet or information sheet as if it was to be used as part of the patient teaching.
    The paper will include
    • What are they teaching and to whom who is the audience a client or their family member / carer?
    • What is the purpose or objectives of the teaching ( i.e. the use of psychoeducation as a nursing intervention in MH care)
    • Considerations in providing psychoeducation eg client’s ability to concentrate, remember, are they ‘well enough’
    • What follow up may occur following the education? This may include further nursing interventions and / or looking for the outcome of the education (and so relate back to the purpose of the education)

    Assessment 3: CRITICAL ANALYSIS
    Due Date: Week 11
    Weighting: 60%
    Length: 2250 words

    Critical analysis – health assessment in specific populations
    This critical analysis requires you to identify the specific mental health risks for one of the following populations
    • Culturally diverse
    • Refugee
    • ATSI
    • Migrants
    • Homeless
    • Forensic
    In your analysis you need to discuss:
    • What are their risk factors for mental health in this population?
    • Identify and discuss any practice dilemmas that may arise
    • Identify and critique the available services and how they are set up to respond to the risks associated with this population
    • Highlight the challenges in delivery of appropriate nursing care
    • Diagrams, pictures and graphs to support and illustrate the report may be included.
    • Recommendations for practice
    • An introduction, conclusion and references are also required.
    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 the assignments:

    Marking Guide - Critical Analysis
    Structure and Writing Style 25%
    Structure (15%)
    • Introduces the specific population being discussed

    • Clearly describes the way in which the analytical paper will proceed (follows the suggested outline within the Style Guide)

    • The analytical paper is structured according to the suggested outline with headings used to indicate the sections

    • The analytical paper discusses the specific population and associated risk factors, practice dilemmas and available services.

    Writing style (10%)
    • The analytical paper is written with
         • Clear sentence structure
         • Clarity of argument
         • Precision of expression
         • Spelling and grammar are correct.
    Content and Critical Analysis 60%
    Content (30%)
    • The analytical paper has been presented logically

    • The analytical paper content has clear links to contemporary mental health practice

    • The student’s paper demonstrates a depth of understanding of the topic and related nursing issues.

    Critical analysis (30%)
    • The analytical paper demonstrates a high degree of critical thought and insight into the populations risks and the services by:
         • Providing a justification/rationale for the argument/discussion (or analysis) pertaining to mental health practice from differing perspectives, thereby providing a balanced argument/discussion
         • Demonstrated they have reflected on the complex issues surrounding the nursing care of the associated population group
         • Provided a conclusion of the report and recommendations for enhancement to care.
    Referencing 15%
    • The referencing style used throughout the paper is congruent with the School Academic Manual.

    • 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 Academic Manual.

    • 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 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 - Education Leaflet
    Structure and Writing Style 25%
    Structure (15%)
    • introduces/outlines/situates the topic of the report

    • clearly describes the way in which the report will proceed

    • the report is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the paper)

    • the report ends with a cogent, defendable conclusion that summarises the discussion within the body of the report.

    Writing style (10%)
    • the report is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.
    Content 60%
    Content (30%)
    • the report topic has been clearly situated in a contemporary setting

    • the report content has clear links to core primary health care issues, and contemporary health care practice

    • the student’s report demonstrates a depth of understanding of the topic and significant issues.

    Critical analysis (30%)
    • the report demonstrates a high degree of critical thought and insight by:
         o providing insight to an aspect of primary health care
         o demonstrating they have reflected on the complex issues surrounding the topic/question
         o discussing the topic from differing perspectives, thereby providing a balanced argument/discussion.
    Referencing 15%
    • the referencing style used throughout the paper is congruent with the School of Nursing Academic Manual

    • 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 of Nursing Academic Manual

    • 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 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.

  • 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.

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