NURSING 1004 - Communication and Professional Nursing
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code NURSING 1004 Course Communication and Professional Nursing Coordinating Unit School of Nursing 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 Restricted to B. Nursing students only Course Description 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 NMBA National Nursing Competency Standards for the Registered Nurse. 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.
Course Coordinator: Ms Melissa Arnold-ChamneyCourse Coordinator: Melissa Arnold-Chamney
Phone: +61 8313 3643
Fax: +61 8 8303 3594
Location: Level Four,
Adelaide Health & Medical Sciences Bulding, Corner of North Terrace & George Street, Adelaide
Phone: +61 8313 3595
The full timetable of all activities for this course can be accessed from Course Planner.The lecture series for this course incorporates:
History of Nursing
Theories of Health and Illness
Nursing Theory and Knowledge
Ethics and Legalities in Nursing
Nursing Roles and Autonomy
Safety, Quality and Risk
Occupational Health and Safety
Cultural awareness & the patient perspective of care
sprituality, death and dying
The tutorial series for this course incorporates:
Gender, Race, Inequality and Sexuality
Coroner's Case Group Work
Concept Map Group Work
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 communicating in a respectful and culturally safe manner, as they relate to the care of different cultural groups such as Aboriginal peoples. 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, 10 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
Required ResourcesCrisp, J. Taylor, C Douglas, C Ribeiro,G 2016 Fundamentals of Nursing. 5th Edition, Elsevier, Chatswood, NSW
Daly, J., Speedy, S. & Jackson, D 2017 Contexts of Nursing. 5th Edition, Elsevier, Chatswood, NSW.
Recommended ResourcesO'Toole, G 2016 Communication - Core Interersonal Skills for Health Professionals, 3rd 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.
Online LearningThe course is offered via the online platform "Canvas" and there is a formative online academic writing quiz which students needs to complete. Lectures / worksheets and supplementary information are provided on Canvas for the course.
Learning & Teaching Activities
Learning & Teaching ModesLearning is via a mixture of lectures, tutorials and online work
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.• 2 x 1 hour lecture / week
• 3x2 hour tutorials per course
Lectures may be scheduled across mid-semester break. The scheduling of all lectures is subject to the timing of clinical placement.
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. Other tutorials may be provided as required.
Communication and Professional Nursing 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 / NMBA Competencies
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. Peer Mentoring
14. Clinical Handover
15. Clinical placement here we go & review when you return
16. Sprirtuality, death and dying
Tutorial series 1. Q & A re Course & Assessments
2. Team Stepps
4. The difficult patient
5. Critical thinking
6. Gender, race, inequality and sexuality
7. Psychosocial development
8. The importance of caring
8. Death and dying
Specific Course RequirementsThis 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 ExperienceThe 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 Task Assessment Type Weighting Word Count (equivalent) Learning Outcome(s) being addressed Referencing / Plagiarism for academic writing Formative 150 1-9 Peer Group Work
1. Communication Matrix
1 - 5 Tutorials Summative 10% 300 1-4, 6-9 Concept map - legislation Summative 40% 1500 6-8, 10
Assessment DetailASSESSMENT 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 this formative 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 Working - Peer 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 2017-19. For this part of the assessment you will write an individual essay 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: Active participation in Tutorials
There are three small group tutorials held during the course and marks will be awarded for preparatory work pre tutorials, group work during each tutorial and post tutorial work submission. As a student you self allocate the tutorial group y and attendance at all allocated tutorial sessions is expected to give students the best possible opportunity to achieve success in their assessment items and learning outcomes of the course. Non-attendance or arriving at the tutorial more than 15 minutes after the tutorial commencement time will result in no marks being allocated for that tutorial session.
ASSESSMENT 4: Concept map
Concept map – legislation: on entry to a Bachelor of Nursing program students must be registered with the Australian Health Practitioner Regulation Agency (AHPRA) . 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 topics within the course such as consent, restraint and duty of care. 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.
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.
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.
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.
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 Adelaide Nursing School Style and Referencing Guide. A PDF of this document is available through MyUni.
Student feedback from 2018 was very positive overall, the student concerns related to providing clearer direction for assessments. The tutorials were positively evaluated, but the students would like more interactive aspects added within these sessions. Consistency between tutorial group information was raised and these concerns will be taken on board for 2019 to ensure that these do not occur again.
Small group tutorials will remain at three per course, but will include additional interactive aspects and have additional time available to explain assessments clearly. Examples of previous assessments were provided through Canvas to assist students and this will continue to occur in 2019 as well as further detailed exemplars and "assessment tips" will continue to be provided for each assessment.
The three tutorials will be held at a different time to the lecture content and I will ensure they are more interactive. These tutorials will also have 10% allocated to them which cover the preparatory, during session and post tutorial work that will be required.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.
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