NURSING 5111HO - Critical Reading in Clinical Nursing
Teaching Hospitals - Semester 1 - 2014
General Course Information
Course Code NURSING 5111HO Course Critical Reading in Clinical Nursing Coordinating Unit School of Nursing Term Semester 1 Level Postgraduate Coursework Location/s Teaching Hospitals Units 3 Contact Up to 1 hour per week Restrictions Available to MNSc students only Course Description This course is designed to equip students with the knowledge and skills to access and critique evidence to inform their practice with the aim of improving patient care. Specifically, the course is process oriented rather than content oriented. Thus, the course content consists of some broad guidelines on how to plan, carry out and report on the students reading. This study guide overviews; searching the literature, assessing the quality of a research report and writing up a systematically developed report on your reading.
Course Coordinator: Dr Rick WiechulaCourse Coordinator: Dr Kate Cameron
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Identify a topic that is of interest to the student and directly relevant to their practice area 2 Identify literature that would appropriately inform their practice 3 Critically appraise the evidence to inform practice. 4 Synthesise the identified evidence 5 Construct a report of the critical reading project
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. 2-5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 5 Skills of a high order in interpersonal understanding, teamwork and communication. 5 A proficiency in the appropriate use of contemporary technologies. 2-4 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1-5
Required ResourcesPearson, A, Field, J & Jordan, Z 2007, Evidence-Based Clinical Practice in Nursing and Health Care, Blackwell Publishing, Melbourne.
Learning & Teaching Activities
Learning & Teaching ModesThis course will be delivered through the Flexible Delivery Mode. External students will receive lecture notes online. All students will be allocated a supervisor to monitor and advise the student throughout the project.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.It is expected that you will need to spend about 12 hours of study a week to successfully complete this course. This includes reading, completing activities 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 SummaryThis course is designed to encourage students to plan and pursue their own learning.
Specifically, the course is process oriented rather than content oriented. Thus, the course content consists of some broad guidelines on how to plan, carry out and report on the students reading. This study guide overviews; searching the literature, assessing the quality of a research report and writing up a systematically developed report on your reading.
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 TOPIC OUTLINE Summative 0% Identify a topic that is of interest to the student and directly relevant to their practice area. PROPOSAL Formative 30% Identify literature that would appropriately inform their practice.
Critically appraise the evidence to inform practice.
Synthesise the identified evidence.
REPORT Formative 70% Construct a report of the critical reading project.
Assessment DetailAssessment 1: Topic Outline
Select a topic of interest from your practice and detail why this practice may have issues of concern
Assessment 2: Reading Protocol
Develop a protocol for your review, using the protocol format provided in the study guide.
Assessment 2: Reading Report
The Report must be based on the protocol that was developed for the first assignment.
Include the following content in the report:
• the topic and your rationale for pursuing it
• the relevance of the topic to your area of practice
• the search strategy used
• a critical review of the literature found
• a conclusion which incorporates recommendations or ideas for practice.
No information currently available.
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.
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.
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