NURSING 7210 - Applied Nursing Practice I
North Terrace Campus - Semester 1 - 2018
General Course Information
Course Code NURSING 7210 Course Applied Nursing Practice I Coordinating Unit Adelaide Nursing School Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact Up to 13 hours per week Available for Study Abroad and Exchange N Restrictions Available to M.Clin Nurs students only Course Description This course will further develop and refine nursing practice applying scientific concepts in complexity of health care.
Course Coordinator: Mr Paul McLieshCourse Coordinator: Paul McLiesh
Phone: +61 8 8313 6286
Location: Level 4,AHMS, Adelaide 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 Further develop and refine skills of observation, assessment, communication and documentation. 2 Apply and integrate knowledge from the nursing, biological and pharmacological sciences and evidence based practice into complex health care 3 Identify the different complexities and knowledge required from the nursing and biological sciences and evidence based practice across a variety of different settings 4 Articulate the impact of complex health problems on patients and families across the lifespan 5 Identify and describe pharmacokinetics for selected health problems 6 7 Develop an understanding of family law and ethics including guardianship 8 Examine international perspectives for nursing and health care
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
2, 4, 6 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, 3-4, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-2, 7 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, 6-8 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
Required ResourcesPeterson, C 2013, Looking Forward Through the Lifespan, 6th Ed Pearson Australia, Frenchs Forrest.
Crisp, J Taylor, C, Douglas, C & Rebeiro, G, 2013, Potter and Perry’s Fundamentals of Nursing 4th edn, Mosby Elsevier, Australia.
Lewis, P & Foley, D, 2014 Weber & Kelley’s Health assessment in Nursing 2nd Ed, Lippincott Williams & Wilkins, Australia.
Recommended ResourcesBryant, B & Knights, K, 2014, Pharmacology for Health Professionals, 4th edn, Mosby Elsevier, Sydney.
Lee, G & Bishop, P 2012, Microbiology and Infection Control for Health Professionals, 5th edn, Pearson Prentice Hall, Frenchs Forest.
Harris, P, Nagy, S & Vardaxis, N (eds) 2014, Mosby's Dictionary of Medicine, Nursing & Health Professions, 3rd edn, Mosby, Sydney.
McMurray, A & Clendon, J, 2014, Community Health and Wellness, 5th Edition: Primary health care in practice, Mosby Australia.
Learning & Teaching Activities
Learning & Teaching ModesThis 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.
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 lecture / week
• 2 x 1 hour tutorial / week
• 1 x 3 hour inquiry based learning workshop / week
It is expected that you will need to invest about 24 hours per week of study to successfully complete this course. This includes all study activities, lectures, tutorials, IBL sessions, 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, tutorial and I based workshop outlines for Applied Nursing Practice 1.
Its purpose is to address the fundamentals of nursing care including nursing, biological and pharmacological sciences relevant to selected health problem and variations across the lifespan. You will apply your knowledge of pathophysiology, pharmacology, fundamentals of nursing, patient education and primary health care by using case based presentations.
Applied Nursing Practice I Lecture Series 1. Acute injuries across the lifespan
2. Communication in acute and emergency situations
3. Triage – primary and secondary survey
4. Acid base disturbances and their management
5. Respiratory failure and pneumonia
6. Principles of ventilation
7. Introduction to critical care
8. Maternal and child health
9. Care of the pregnant woman
10. Paediatric development
11. Immunisation across the lifespan
12. Infectious diseases in children
13. Wound care fundamentals
Tutorial Series 1. Principles of postnatal and neonatal care
2. Acid base profiles
3. Care of UWSD/CPAP/Tracheostomy – intubation and airway management
4. Drug calculations
5. Complex wounds and burns injury
6. Common illnesses in children and adolescents
Inquiry Based Learning 1. Multi-trauma – internal injuries
2. DKA / HHNKS
3. Community acquired pneumonia – admission to ICU
4. Communication failure in the perioperative setting
5. Care of the pregnant woman
6. Childhood anaemia’s
7. Respiratory illness in children
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 Inquiry Based Learning participation Formative 10% 1-8 Childhood Development Summative NGP 1-4 Case Study Summative 40% 2-5 Critical incident and analysis paper Summative 50% 1-8
Assessment DetailAssessment 1: CHILDHOOD DEVELOPMENT – 30 MONTHS
Due week 3
In approximately 300 words briefly describe:The environmental events that are likely to have an influenced on a child’s behaviour in the first 2 & ½ years.How do activities such as learning household rules, learning to follow routines, listening to parents, developing self-control and learning to get along with other children change over that time?Briefly analyse your own parenting philosophy (and practices) and consider principles from social learning theory, Bowlby, Ainsworth, Piaget, Vygotsky, information processing theory, developmental neuroscience and other theories.
Assessment 2: IBL participation
This is both a formative and summative assessment. Inquiry based learning is an active process involving significant communication between tutors and students. During this course students will work to apply their knowledge of pathophysiology, pharmacology, fundamentals of nursing, patient education, primary health care to the series of health problems presented. Assessment will be based on the student’s performance in relation to:
· IBL Process Skills
· Knowledge Base Development
· Personal, Professional and Collegial Behaviour
· Verbal Interactions
Due week 12
In mid semester break you will be participating in a Kindergym session. This is a new teaching initiative whereby you will have a hands on experience observing, interacting with and assessing a child in their own environment. The initiative involves you attending Kindergym Inc. in small groups (5) where you will have a supervised encounter with children between the ages of 0 and 5 and their supervising guardian. The encounter with the children will include:1. Observing a child in relation to expected milestones for their age; and2. Undertake a general health assessment of the child (pending parental consent)By undertaking this observation and engagement you will gain an understanding of how to communicate with a child and their guardian. To conduct this type of assessment you should have an understanding of what level of development and behaviour is expected at this age.The case study requires you to describe the child you observed and how it aligns with the theoretical content and milestones that the child would be expected to be at for their age. You should also briefly describe the types of assessments that are used to assess the developmental level of a child and identify what part of that assessment would be utilised by a nurse assessing a child in the clinical area. Demonstrate an understanding of the differences between the results that are expected as ‘normal’ development and unusual development. These assessment should include observational assessments but also specific types of tests (imaging, physical, psychological etc)
Assessment 4: Critical incident and analysis paper
Due SWOT week
Select a coroner’s case from the folder on MyUni; Using the case as the basis for your paper identify the key aspects of the nursing involvement and provide a evidence based critique of the nursing care. For example the case may describe a lack of communication, duty of care or failure of equipment (or any combination of these), which led to the patient’s death. This paper is not to be a summary of the case or the coroner’s findings.
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.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 the assignments:
Marking Guide - IBL Student Evaluation
Student performance will rated as competent, partially demonstrated or not demonstrated in relation to the following: IBL Process Skills • Identify relevant information in the case presentation
• Develop Hypotheses
• Discuss hypotheses in terms of mechanisms
• Use evidence to support reasoning
• Develop specific/concise learning issues
• Links learning issues to aspects of case
• Identify and uses appropriate resources
Knowledge Base Development • Identify relevant knowledge required for the problem
• Apply anatomical knowledge to the problem
• Apply and integrate lecture material into discussion
• Synthesise new information and present in discussion without notes
• Apply existing and new knowledge to the problem and is able to discuss/test hypotheses with appropriate information from learning issues
• Comment on student’s knowledge base
Reasoning • Presents ideas in a logical stepwise manner
• Re-evaluates hypotheses in response to new information or discussion
• Asks questions which help to clarify the problem
• Links ideas to contribute to drawing pu a concept map as a summary
Personal, Professional and Collegial Behaviour • The student has demonstrated an ability to work effectively in a group and contribute to discussions with peers
• Actively participating in group discussions
• Using professional language at all times
• Displaying respect for colleagues, patients who are the basis of cases, staff and tutors
• Respecting and valuing other group members contributions
• Dealing with difference of opinion without conflict or confrontation
• Providing constructive feedback to tutor and other group members
• Having strategies for involving other group members in the discussion
• Prepares well for sessions
• Self-evaluates own learning needs for further development
• Demonstrates good interpersonal and communication skills
• Self-evaluates own personal abilities, the task and group issues
• Demonstrates a professional behaviour and attitude appropriate to the context of the case
Verbal Interactions • Pronunciation (clarity of speech and volume of speech)
• Style of interaction (contributes and responds freely, asks questions)
• Vocabulary and grammatical correctness
Marking Guide - Critical Incident
Structure and Writing Style 25% Structure (15%)
• introduces the patient structure of the study
• clearly describes the way in which the analysis of the critical incident will proceed (follows the suggested outline within the Study Guide)
• the critical incident is structured according to the suggested outline with headings used to indicate the sections
• the critical incident summaries the case details and recommendations are made for enhancement of care.
Writing style (10%)
• the critical incident is written with clear sentence structure, clarity of argument, precision of expression and the spelling and grammar are correct.
Content and Critical Analysis 60% Content (30%)
• the critical incident has been presented logically
• the critical incident content has clear links to contemporary nursing practice
• the student’s paper demonstrates a depth of understanding of the topic and related nursing issues.
Critical analysis (30%)
• the critical incident analysis demonstrates a high degree of critical thought and insight into the patient's condition and nursing care provided by:
• providing a justification/rationale for the argument/discussion (or analysis) pertaining to nursing care
• demonstrating they have reflected on the complex issues surrounding the nursing care
• discussing the nursing care from differing perspectives, thereby providing a balanced argument/discussion.
Referencing 15% • the referencing style used throughout the 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 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 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.
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.
- More group discussion about the virtual child results rather than just writing assignment. To be discussed further in class.
- Academic Integrity for Students
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
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- Coursework Academic Programs Policy
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- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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