NURSING 1004 - Communication and Professional Nursing I

North Terrace Campus - Semester 1 - 2016

Communication and Professional Nursing I introduces students to the interrelated aspects of communication and professional behaviour in nursing. The ethical and legal boundaries of nursing practice are framed by the ANMC competencies. Assessments are an essential aspect of the course bringing a practical emphasis to often challenging and confronting situations in health. The inclusion of Team STEPPS principles encourages the development of students with contemporary skills in interdisciplinary communication and an acute awareness of preventing harm through poor communication. Students will also be given an opportunity to discuss death and dying in tutorials sessions prior to placement.

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Course Details

Course Code	NURSING 1004
Course	Communication and Professional Nursing I
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Available to B.Nurs students only
Assessment	Peer group review, referencing for academic writing, concept map

Course Staff

Course Coordinator: Mrs Melissa Arnold-Ujvari

Course Coordinator: Melissa Chamney
Phone: +61 8313 3643
Fax: +61 8 8303 3594
Email: melissa.chamney@adelaide.edu.au
Location: Room 3 - 60, Eleanor Harrald Building, Royal Adelaide Hospital

School Office:
Phone: +61 8313 3595
Email: nursing_preregistration@adelaide.edu.au
Location: Eleanor Harrald Building, Royal Adelaide Hospital

Course Timetable

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

Course Learning Outcomes

1	Develop effective communication skills between nurses and their patients, with members of the community and with other health professionals
2	Appreciate the influence of human emotions, spirituality, body image, self-concept, sexuality, and death and dying on the health care of people.
3	Identify the dynamics of cultural safety in nursing especially as they relate to the care of different cultural groups.
4	Apply basic principles of effective group dynamics and consider concepts of problem based learning and critical thinking.
5	Recognise the various roles nurses have in the provision of health care, the history of the nursing profession and the development of nursing knowledge.
6	Identify the regulation of nursing practice and legislation governing the practice of nurses.
7	Apply the Nursing and Midwifery Board of Australia (NMBA) competencies and professional codes of practice to episodes of clinical experience.
8	Apply safety in practice with clear articulation of the principle of consent
9	Discuss and justify ethics and guidelines for documentation, privacy and maintaining confidentiality
10	Recognise occupational health issues relating to professional nursing practice.

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, 7, 8
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, 9,
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, 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	6, 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	2, 3, 9
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	2,

Learning Resources

Required Resources

Crisp, J. Taylor, C Douglas, C Ribeiro,G 2013 Fundamentals of Nursing. 4th Edition, Elsevier, Chatswood, NSW

Recommended Resources

Sully, P & Dallas, J 2010 Essential Communication Skills for Nursing and Midwifery, 2nd edn, Elsevier –Mosby, St Louis, USA

Chang, E & Daly, J 2016 Transitions in Nursing, preparing for professional practice, 4th edn, Elsevier, Chatswood, Australia

http://cmap.ihmc.us/ Concept map freeware website

Note: Students are not required to buy recommended texts. However, they provide valuable supplementary reading on various aspects of the material covered within this course and students are encouraged to have a look at them.

Learning & Teaching 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. The School of Nursing supports the audio and video capture of lecture content as an aid to revision.

Interactive tutorials – the importance of teamwork and communication in nursing and health care is emphasized through supported and interactive tutorials.

Interdisciplinary communication vignettes – with an emphasis on professional and cultural safety a number of exemplars will consider the role of communication in ensuring professional practice and cultural safety. The School of Nursing will seek out interdisciplinary opportunities amongst other health care disciplines within the Faculty of Health Sciences.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Please note this course runs across weeks 1- 6 of the semester. The course is completed to enable students to attend clinical placement, weeks 7-12. The workload for this course requires attendance at:

• 2 x 1 hour lecture / week (1-8)
• 1x1 hour tutorial / week (1-8)

Lectures may be scheduled across mid-semester break.

Non-contact hours for assessment and tutorial preparation will be approximately 5 hours per week.

Learning Activities Summary

The tables below indicate the lecture and tutorial outlines for Communication and Professional Nursing 1. Other tutorials may be provided as required.

Communication and Professional Nursing 1

Lecture series

1. History of nursing

2. Theories of health and illness

3. Nursing theory and knowledge

4. Nursing roles and autonomy

5. Legislation in nursing

6. Consent

7. Confidentiality

8. Ethics in nursing

9. Introduction to safety, quality and risk

10. Introduction to principles of OHS&W

11. Introduction to therapeutic communication

12. Verbal and nonverbal communication

13. Medical terminology (Online)

14. Death & Dying

15. Team STEPPs (Online)

Tutorial series

1. Q & A re Course & Assessments

2. Team STEPPS - Communication in health care settings

3. Self-concept

4. NMBA Competencies

5. Critical thinking

6. Gender and sexuality

7. Psychosocial development

8. Death and dying

Specific Course Requirements

This course requires participants to reflect on a range of views and situations that confront the day to day reality of nursing practice. Students must ensure they attend lectures knowing they can comment and interact in a safe and non-discriminatory environment.

Small Group Discovery Experience

The SGDE for 1st years students is detailed within the course Health Assessment and Clinical Nursing I.

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	Word Count (equivalent)	Learning Outcome(s) being addressed
Referencing / Plagiarism for academic writing	Formative		250	1-9
Peer Group Work 1. Communication Matrix 2. Essay	Summative	10% 20%	1000	1 - 5
Concept map - legislation	Summative	70%	2750	6-8, 10

Assessment Detail

ASSESSMENT 1: Referencing / Plagiarism for academic writing
Referencing for academic writing: students will need to complete a series of quizzes to identify plagiarism and correct referencing technique. The aim of the assignment is to establish sound academic writing habits early within the first year of the program. A series of passages will be taken from accompanying textbooks to illustrate the nature of precise language required for documentation in health care.

ASSESSMENT 2 Part One: Peer group work - Communication Matrix
Peer group review: small groups will be assigned a communication vignette taken from accompanying text books, selected SA Coroners findings and reality based scenarios provided by the clinical tutors. The emphasis on examination of the cases will be to identify and offer solutions to how or why a breakdown in communication occurred or how a cultural misunderstanding resulted from poor communication techniques. The use of the current SA Health communication framework, Team StePPS to frame responses will enable student to recognise current communication practices while on clinical placement. Each group will work to identify positive and negative aspects of the vignette and most importantly will communicating throughout the exercise.

ASSESSMENT 2: Part Two - Essay re Group Workingeer group review
For part one of this assessment you worked in small groups to review a communication vignette taken from selected SA Coroners findings from 2015-16. For this part of the assessment you will write an individual essay (750 words) reflecting on your learning in relation to the principles of team working and draw upon examples from your experience from part one of the assessment to support your essay.

ASSESSMENT 3: Concept map
Concept map – legislation: on entry to a Bachelor of Nursing program students must be registered with the Australian Health Practitioner Regulation Agency. As this is often the first exposure of students to the many forms of legislation that inform professional nursing practice, a concept map assessment will encourage students to illustrate the relationship between law and practice. The theme of the map will be indicated from selected legal texts, government websites and a number of pre- selected journal and newspaper articles. A concept map rubric will be provided to further assist students in the development of the map. Previous examples from BNurs students will be provided as exemplars. This assessment is particularly useful prior to the student’s first clinical placement to emphasise the legal and professional boundaries that guide nursing practice. The construction of concept maps is a useful learning and revision strategy that students can adapt to support other learning needs.

Submission

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.

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/

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.

Marking Guide - Concept map

Category	High Distinction	Distinction	Credit	Pass	Fail
Critical thinking	Demonstrates excellence in analysing, synthesising and evaluating information and ideas from multiple perspectives.	Demonstrates proficiency in analysing, synthesising and evaluating information and ideas from multiple perspectives	Demonstrates adequacy in analysing, synthesising and evaluating information and ideas from multiple perspectives.	Demonstrates brief analysis, synthesis and evaluation of information and ideas from multiple perspectives.	Demonstrates deficiency in analysing, synthesising and evaluating information and ideas from multiple perspectives.
Quality of work	Presents work of the highest quality	Presents high quality work	Presents work that is satisfactory	Presents work that is barely satisfactory	Presents work that is unsatisfactory
Accuracy and relevance	All core concepts (propositions) are clearly identified, relevant and accurate.	Most core concepts (propositions) are identified, relevant and accurate.	Core concepts (propositions) are identified although some elements are missing.	Core concepts (propositions) are vague, irrelevant and inaccurate.	Core concepts (propositions) are irrelevant and inaccurate.
Concept map structure	Hierarchy, branching and cross links reflect complex levels of meaning and identify all subconcepts	Hierarchy, branching and cross links reflect complex levels of meaning although some subconcepts are missing	Hierarchy, branching and cross links reflect satisfactory levels of meaning with some subconcepts missing	Hierarchy, branching and cross links are poorly developed with most subconcepts missing	Hierarchy, branching and cross links have not been developed with obvious subconcepts missing
Clarity of Writing (Writing Technique)	Sentence structure is always clear, clarity of discussion and precision of expression is of the highest quality, spelling and grammar always correct.	Sentence structure is mostly clear, clarity of discussion and precision of expression is of the high quality, spelling and grammar mostly correct.	Sentence structure is clear, clarity of discussion and precision of expression is satisfactory, spelling and grammar is correct.	Sentence structure is only sometimes clear, clarity of discussion and precision of expression is of the low quality, spelling and grammar are sometimes correct.	Sentence structure is rarely clear, clarity of argument and precision of expression of poor quality and the spelling and grammar are rarely correct

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.

Students are to ensure they are familiar with the contents of the School of Nursing Style and Referencing Guide. A PDF of this document is available through MyUni.

Student feedback from 2014 suggested removing the discussion board from the formative assessment. Greater explanation of word count equivalent will be applied to the concept map assessment. A student example of concept map will be provided through MyUni.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

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