NURSING 1005 - Biology for Nursing Practice
North Terrace Campus - Semester 1 - 2022
General Course Information
Course Code NURSING 1005 Course Biology for Nursing Practice Coordinating Unit Medical Sciences Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 5 hours per week Available for Study Abroad and Exchange N Restrictions Available to B.Nurs students only Course Description Biology for Nursing Practice provides a significant depth and detail to the anatomical and physiological knowledge base for beginning level nursing students. The course provides a systematic approach to cell; tissue and organ function and provides working examples of how nurses use biology to inform practice. The use of `real life' examples will encourage students to reflect on their own clinical placement experiences to ensure that biological concepts become integrated knowledge. The base of knowledge provided by this course will encourage students to adopt an attitude to incorporating scientific concepts throughout their nursing career and especially in relation to the nursing assessment.
Course Coordinator: Associate Professor Tania CrottiPlace BfNP in subject heading
Coordinator: Associate Professor Tania Crotti
Lecturing assistance:Ms Helen Tsangari
The full timetable of all activities for this course can be accessed from Course Planner.Full information is located in MyUni.
Course Learning Outcomes
1 Demonstrate a basic level of knowledge of the structure of the human body at both the microscopic and macroscopic levels of organisation.
2 Relate the structures of cells, tissues and organs to their functions and the functions of systems of the human body.
3 Identify mechanisms that regulate bodily activities and maintain homeostasis within an individual.
4 Recognise how alternations in cells, tissues and organs to their functions may lead to common health-related scenarios
5 Gain an understanding of how anatomy and physiology influence all aspects of nursing practice
6 Relate nursing assessment practices to structural anatomy and physiology
7 Begin to organise a systems approach to describing anatomy and physiology in the clinical setting
8 Construct a working glossary of physiological terms and principles
9 Identify and critically evaluate, organise, synthesise and communicate scientific information in written and oral form.
10 Work and communicate cooperatively and effectively with staff and peers to gain a deeper understanding
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Online materials: Lecture content and tutorial content is available through the course in your MyUni Dashboard
Links to lecture notes, activities and videos to support learning will be provided for each week in course modules,
The Echo 360 library for the course contains lecture recordings.
Weekly tutorial worksheets are available in the weekly modules for your course via MyUni.
Recommended text to complement lecture and tutorial material
"Principles of Anatomy and Physiology for Nursing and Healthcare Students in Australia" 1st Edition Bryne
Online LearningThis course will provide an online learning environment and all material will be provided to students through the University of Adelaide’s online management system MyUni. In particular students complete online assignments through MyUni, submit assignments online, and participate in discussion boards. URL Links will be provided throughout the semester to additional resources and videos.
The plagiarism software TurnItin will be used throughout courses within the Bachelor of Nursing
Learning & Teaching Activities
Learning & Teaching ModesTEACHING & LEARNING MODES
Face to face. Face to face lectures offer synchronous learning opportunities and enable students to quickly clarify complex descriptions and terminology. Much of the content for this course is supported by textbooks with web page and e-learning supports (e.g. flash cards for revision). The School of Nursing supports the audio and video capture of lecture content as an aid to revision.
Tutorial sessions – tutorial sessions enable small group discussion and peer interaction around the content. Each tutorial session will focus on the lecture content for the week. Please do pre-tutorial activities to prepare.
Where possible tutorials will be scheduled to cover the previous weeks topics.
Discussion board – discussion boards will provide an interactive portal for students to post questions that may be of common interest to the group. This enables teachers into the course as well as students the opportunity to respond to queries in an open forum.
Articulate presentations – the School of Nursing has a licence for the Articulate e-learning authoring software program and has a number of staff that are expert in its use. The advantage to the student is the freedom to progress through content at their own pace while receiving in time support for their learning. This is particularly helpful for the nature of the content which will be available for revision across the semester. The School of Nursing has a purpose built e-learning room with dedicated PC access to training support software.
LAMS presentations for selected topics – LAMS (learning activity management system) provides a simple learning design tool that encourages student interaction and engagement with a diverse range of material. The visual interface allows the lecturer to author individual and group assignments. LAMS allow the student freedom to progress at their own pace and to easily review content they are uncertain of. LAMS offer lecturing staff a novel and innovative way to present content that often resists transition from text book to engagement.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The workload for this course involves attendance at:
• 3 x 1 hour lecture / week (NB the weeks prior to clinical placement have lectures scheduled Mondays as well as Fridays to compensate)
• 1 x 1 hour tutorial / week (sign up to one of 4 tutorial groups, NB the weeks prior to clinical placemtn have an additional tutorial to compensate)
In addition it is expected that students will spend an additional 6 hours per week for assessment and tutorial preparation.
Biology for Nursing Practice topics are covered in lectures and tutorials.
The general format taken for the semester is three 50 minute face-face/lecture sessions and one 50 minute tutorial each week.
There may be some variation of this format and venues throughout the
Please ensure that you consult the course timetable and check MyUni for announcements of any last-minute changes
All classes start at 10 minutes after the hour, and end on the hour.
Sessions / Lectures
Each topic will be delivered through a series of face-face sessions / lectures as listed in this course outline.
Tutorials will be conducted in addition to lectures. Please note attendance at tutorials is not compulsory as it is to encourage attendance of those that wish to engage and make the most of the opportunity to learn and engage. However, we know that tutorial attendance correlates with an improved performance in the course. We urge all students to attend the tutorials in order to keep on track of the course content throughout the semester.
Learning Activities Summary
Please refer to the timetable link above for details on class locations and times.
A timetable for specific systems and topics covered will be posted onto the course site.
Body systems covered include but are not restricted to skin, musculoskeletal, cardiovascular, respiratory and reproductive.
You will be allocated to a tutorial group on enrolment. Please take note of your specific time and location.
Tutorials are an opportunity for interation with peers and research active teachers.
Tutorial content will align with lecture topics where possible and not only reinforce but expand upon major concepts.
Specific Course RequirementsThere are no specific course requirements however we strongly encourage enrolment in the Human Biology Explained EdX course for students who have not done year 12 Biology or similar or for whom they feel revision is needed.
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 Formative Test 1 Formative N/A 1-8 Online Test 1 Summative 10% 1-8 Online Test 2 Summative 10% 1-8 Online Test 3 Summative 10% 1-8 Group Assignment
Outline (Dot plan)
Pamphlet or poster
9, 10 End of semester exam Summative 50% 1-8
Assessment DetailFormative Online Multiple Choice Question (MCQ) TEST
Weighting: 0% (Formative)
Description: Practise online tests to familiarise BfNP students with the online quiz component in CANVAS and to ensure all have students have access to a computer for assignments and quizzea.
Assessment 1-3: Online TESTs 1, 2 & 3
Weighting: 30% (10% each)
Description: 20-30 Online Multiple choice questions (MCQs)/Matching/Ordering questions to test work undertaken in previous weeks.
Submission of tests is compulsory.
If you miss a test for legitimate reasons (ie medical grounds) please email course coordinators with appropriate documentation.
If you fail to submit the test and do not have any medical documentation then you will receive 0 for the missed test.
Marking Guide: Your grade will be provided to you upon completion of the assignment via Grade Centre.
Assessment 4: Outline (dot plan) for Poster/Pamphlet Group Assignment
Description: This is to be worked on as a group to encourage group coordination, broad researching of information and time management.
This will assess students’ abilities to plan their content for the Poster/Pamphlet.
Each outline (dot plan) will be marked by an experienced academic according to the marking guide provided in the assignments module of the course.
When reviewing the content of your submission, make sure to carefully check the guidelines to ensure your submission meets the criteria.
Assessment 5: Poster/Pamphlet Group Assignment (as per outline group/topic)
This is to be worked on as a group to encourage group coordination, broad researching of information and time management.
This will assess students’ abilities to research and undertake high-quality research on a topic related to Biology for Nursing Practice and
the underlying rationale behind this assessment task is to enable you to present research-based health information to the wider public.
Poster/Pamphlet Marking Guide:
Each submission will be marked by an experienced academic according to the marking guide provided in the assignments module of the course. When reviewing the content of your submission, make sure to carefully check the guidelines to ensure your submission meets the criteria.
Assessment 6: End of Semester Examination
Due Date: During the official University Examination Period.
Please refer to the specific note about exam attendance on the next page
Description: The end of semester written examination is aimed at determining student understanding of the principles and core course material that has been presented during the semester. The exam will be entirely multiple-choice questions (MCQ), mix and match and fill in the blank and will consist of up to 150 individual questions. See the Assignment Module in the course and the Exam timetable for information regarding time allocation and location.
Attendance at examinations
The end of semester examinations, including the replacement/additional assessments, will be held during the official University Examinations Period. Please log on to the Examinations web page and make a careful note of these dates.
Absences (except on certified medical or compassionate grounds) from examinations will mean that you record a FAIL
Length: 3 hours.
Unless 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.
The due date identified in this course timetable and in the calander for the course within CANVAS.
Please note that your essay will be marked as late by Turnitin even if it is only 1 minute past the due time.
Late penalties will apply (please see section on Late Submission of Work)
Instructions for assignment submission are available under
Tutorials at www.adelaide.edu.au/myuni/. The assignment should be submitted as one file, with the Topic, Group and Members included on the first page.
More information on avoiding plagiarism is available at www.adelaide.edu.au/writingcentre/plagiarism/.
Contact the MyUni helpdesk on +61 8 8313 3335 or email firstname.lastname@example.org for assistance with assignment submission.
Important note: copies of assignments should always be kept as proof of submission.
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.
In 2020 BfNP was identified by the University Learning Analytics team as one of 11 courses in the University Using effective communication that correlated with a positive increase in student outcomes!
Student feedback from 2019 course SELTS was positive overall for NURS 1005 with overall satisfaction scoring as 5.4 out of 7 with 83% broad agreement. In 2020 overall satisfaction was 5.7 out of 7 with a broad agreement of 91%.
In 2020 the course coordinator, Associate Professor Tania Crotti, received a SELT score 6.1 out of 7 for being an effective University teacher with a broad agreement of 95%.
In 2019 tutorial content more strongly aligned with lecture material and content was revised where students identified it as too heavy to ensure critical concepts are highlighted and understood.
Tutorial sheets were available online where no teaching slot was available to enable practice of knowledge.
In 2019 announcements regarding online MCQ tests were delivered to remind students the week before. In 2020 there was 97% broad agreement that the course was well organised.
Changes to NURSING 1005
2017 through to 2019
5 to 3 Nervous system lecturers, 5 to 3 Cardiovascular system lecturers- timetabling restrictions
Added an Endocrine lecture to cover pancreas and glucose metabolism as we identified that students learning diabetes in 2nd yr did not have sufficient background in glucose regulation.
In 2017 we removed Immunology in response to feedback that we were doubling up on content covered in other subjects.
In 2017 MCQ tests were moved online over a window of time to enable flexibility if absent. Open book to encourage revision.
In 2019 we ensured announcements were made a week before MCQ tests as reminders
In 2020 we moved to online delivery in response to COVID for both Lectures and Tutorials.
In 2021 we continue to deliver course content and lecture material online but are able to deliver Tutorial classes Face to Face.
"Notifications are consistent." a positive aspect of the course identified by students 2019
Student comments regarding timetabling:
“Having all the lectures on the one day made it very easy to remain in the same mind-frame “(2018)
Whereas more students found this of concern-
“ 3 lectures and 1 tutorial is quiet hard to digest” (2018)
Response: Time tabling is done centrally and to fit with other subjects, teaching and room availability.
Given the amount of material covered in a day and ability to attend all lectures and tutorial please use one of the slots as a break.
In 2021: The release of content recordings via Echo 360 in line with weekly modules will enable students to be able to view and review when time that permits whilst reducing cognitive load. Access to Echo recordings is through myUni and will be permitted throughout the Semester.
I have found tutorials very useful throughout this course, as I have been able to target areas of the course that I don't particularly understand with a lecturer (2018).
Response: We are pleased that the tutorials we of use. We feel they are an ideal opportunity for going through concepts as well as for us to provide support and an opportunity to encourage peer-peer interaction and learning.
The tutorial should have covered the content from the week before so we had time to process the information (2018).
In 2019 tutorials were scheduled the week following the content delivery where possible. Please note this is not
always possible within the constraints of public holidays our timetable and timeframe of delivery.
I hope after tutorialï¼the answer of tutorial work can be upload to Myuni which is good for students to review (2018)
Feedback answers generated in the tutorials were provided where possible (2019)
Make smaller tutorial groups and having Professors run tutorials.
Ideally, we would have lecturers also delivering tutorials but given we host > 6 each week to accommodate 250-300 students we are limited by timetabling, staff and casual availability as well as room availability.
In 2021 we ar epleased to be able to return to Face to Face Tutorial delivery and now have access to flat room teaching space to further enhance interaction.
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