NURSING 1007 - Health Assessment and Clinical Nursing I

North Terrace Campus - Semester 1 - 2018

Health Assessment and Clinical Nursing I provides the core skills for basic nursing practice. Attention to the Fundamentals of Care enables students to proceed on their first placement experience able to support patients in the activities of daily living, providing basic hygiene, apply principles of basic nutrition, employ safe manual handling practices and begin to measure vital signs. Students learn how to conduct an interview as part of a larger health assessment. Basic life support will be practiced and assessed prior to placement. Students will have the opportunity to begin to learn how to practice in accordance with the NMBA National Nursing Competency Standards for the Registered Nurse.

  • General Course Information
    Course Details
    Course Code NURSING 1007
    Course Health Assessment and Clinical Nursing I
    Coordinating Unit School of Nursing
    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 Health Assessment and Clinical Nursing I provides the core skills for basic nursing practice. Attention to the Fundamentals of Care enables students to proceed on their first placement experience able to support patients in the activities of daily living, providing basic hygiene, apply principles of basic nutrition, employ safe manual handling practices and begin to measure vital signs. Students learn how to conduct an interview as part of a larger health assessment. Basic life support will be practiced and assessed prior to placement. Students will have the opportunity to begin to learn how to practice in accordance with the NMBA National Nursing Competency Standards for the Registered Nurse.
    Course Staff

    Course Coordinator: Ms Jan Alderman

    Course Coordinator: Jan Alderman
    Phone: +61 8 8313 1168

    Email: jan.alderman@adelaide.edu.au

    Location: Level 4 AHMS

    School Office
    Phone: +61 8 8313 3595
    Email: nursing_preregistration@adelaide.edu.au


    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Will obtain the foundation knowledge of physical, social and behavioural sciences to provide nursing care based on theory, research and evidenced-based practice.
    2 Develop the skills to select goals and develop plans of care for individuals based on analysis of available data using theoretical knowledge.
    3 Plan patient/client care goals and priorities with involvement of other health professionals
    4 Identify opportunities to enhance the care of patients/clients through the involvement of other health professionals
    5 Demonstrate proficiency in the use of current technology in the provision of patient care.
    6 Demonstrate continuing competence, growth and development in the nursing profession.
    7 Assume responsibility and accountability for the quality improvement and delivery of safe and effective nursing care.
    8 Provide holistic nursing care to clients while respecting the individual and cultural diversity.
    9 Demonstrate and recognise the importance of policies on plagiarism and collusion whilst adhering to the principles of ethical & professional behaviour.
    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
    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, 3
    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
    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
    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
    9
  • Learning Resources
    Required Resources
    6PRESCRIBED TEXTS.

    Crisp, J, Taylor, C. Douglas, C. Rebeiro, G. 2016 Fundamentals of Nursing. 5th Edition, Elsevier, Chatswood, NSW.

    Rebeiro, G Wilson, D. Scully, N Jack, L. 2017 Fundamentals of Nursing clinical skills workbook 3rd edition, Elsevier, Chatswood, NSW.

    Lewis, P & Foley, D 2013, Weber & Kelly's Health Assessment in Nursing, 2nd Edition  Australian edn, Wolters
    Kluwer Health | Lippincott Williams & Wilkins, Broadway.

    Intelli+Learn, 2017. Medication Management for Health Professionals. Online resource, An interactive course to develop and assess skills in medication management. Australia.
    Recommended Resources
    Daly, J. Speedy, S. Jackson, D. 2017 Contexts of Nursing, 4th edn, Sydney, Churchill Livingstone.

    Stein-Parbury, J 2013, Patient and Person: Interpersonal Skills in Nursing, 5th edn, Elsevier, Sydney.

    O'Toole Gjyn, 2016 Communication Core Interpersonal skills for Health Professionals, 3rd Edition, Elsevier, Sydney

    Tiziani Adriana, 2017, Harvards Nurisng Guide to Drugs, 10th Edition, Elsevier, Sydney 

    http://www.safetyandquality.gov.au/our-work/medication-safety/medication-chart/

    http://www.safetyandquality.gov.au/

    http://teamstepps.ahrq.gov/

    Online Learning
    All material will be presented online via MyUni in CANVAS.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Face to face lectures – this course benefits from the real time delivery of content. 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. Lecturer A who provide the in hospital assessment and bedside teaching role contribute to and provide tutorial sessions both with university and in the various clinical placement settings. The Lecturer A is able to assess student’s progress in a consistent and supportive environment and identify clinical learning opportunities that reinforce the weekly content of the tutorials and other courses. In this way tutorial sessions integrate with clinical placement goals.

    Simulated Learning Environments (SLE) – the simulated learning environment provides students an opportunity to practice a range of communication and psychomotor skills prior to attending clinical placement. Importantly the SLE also enables clearly constructed, well considered clinical scenarios which nurture and challenge student development. The new Adelaide medical and health school SIMM suite provides a state of the art clinical training venue with dedicated nursing lecturers with expertise in low and high fidelity simulation. Students will learn to take vital signs on each other and provide a range of activities of daily living. The lab setting enables assessment of basic life support and manual handling. Further enhancement of the lab facility will enable high fidelity simulation to ensure the skills development of students occurs across the three years of the program. The SLE is especially complimentary to the PBL style of content delivery used in the 3rd year of the program.

    Clinical placement (aka professional experience) - This course provides skills and knowledge that enable students to participate at a level commensurate with their progression. Students work closely with university Clinical Lecturer staff and clinicians to reinforce learning and ensure consistency of course objectives. The objective of the professional experience associated with this course is to provide students their first opportunity to care for people and provide fundamentals of nursing care such as hygiene and nutrition. This course also provides an opportunity for students to consider their approach to communication and begin to perform a range of physical and psychosocial assessments.
    Workload

    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 2 hour lecture / week
    • 1 x 2 hour SLE / fortnightly
    • 3 x 2 hour IPL / per semester

    Please note:
    For the first 8 weeks of the program 1st Year lectures will be held over 5 full days from Monday – Friday. This is to enable us to cover the essential material to prepare students for Clinical Placement in week 9. After this time lectures and tutorials will cease for each Clinical Placement Block and continue when the placement block is completed.

    IPL Interprofessional learning takes place in the SIMM suite where students will come together in small groups of an equal number of medical and nursing students. This interprofessional simulation will assist students to utilise critical thinking and to communicate and work in teams to provide the best outcomes for their patients. IPL is an important component in our simulated teaching and occurs across the 3-year program.
    Learning Activities Summary

    The tables below indicate the lecture, tutorial and simulared workshops for Health Assessment and Clinical Nursing 1. Please refer to the timetable above for details on class and time. Other tutorials may be provided as required.

    Health Assessment and Clinical Nursing 1
    Lecture Series
    1. Fundamentals of care (activities of daily living)

    2. ADL Care Showering, mouth/ear/hair care,

    3. ADL Care Bed making and Nutrition

    4. ADL care – Nutrition and Elimination

    5. Vital Signs 1 – assessing temperature and respiration

    6. Vital Signs 2 – assessing pulse and blood pressure

    7. Pressure injury prevention

    8. Feeding, Toileting, U/A, Other specimen testing

    9. Manual Handling/ OHS&W

    10. Basic Life Support

    11. Manual Handling test - written

    12. Basic Life Support Test – written

    13. Documentation
        
    14. Basic psychosocial interviewing

    15. Basic Psychosocial Assessment

    16. Skills of Inspection, Palpation, Percussion & Auscultation

    17. Nursing Role in Health Assessment

    18. Cultural Diversity and health assessment

    19. Lifespan and health assessment

    20. Gender Differences and health assessment
    Simulated Learning Environment
    1. Infection Control

    2. Aquium and Hand washing

    3. Gowns, gloves, masks, sharps safety

    4. ADL Care

    5. Showering, mouth/ear/hair care, Bed making

    6. ADL care - Nutrition and Elimination

    7. Feeding, Toileting, Urinalysis, Other specimen testing

    8. Basic Life Support practice

    9. Manual Handling Testing - Practice

    10. Interviewing skills

    11. Vital Signs – TPR and BP - Practice

    12. Documentation – FBC and Vital Signs

    Specific Course Requirements
    Health Assessment and Clinical Nursing 1 requires that you attend lectures and tutorials from Monday – Friday. A time table for these lectures will be available in the Study Guide and on MyUni in CANVAS.

    PLEASE NOTE: Some placement will continue for the duration of the Mid Semester Break however public holidays are honored so these will be counted as days off from placement

    There are a number of Mandatory Checks that need to be completed prior to commencing placement.
    These will be made clear in your Study Guide.

     

    PLEASE NOTE: Any student who has not completed all these requirements prior to placement will not be able to attend and will place their course completion at risk.
    Small Group Discovery Experience
    The Small Group Discovery (SGDE) is a compulsory component of the Undergraduate Bachelor of Nursing Program. SGDE will be a component of this course. Further details will be provided on commencement.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Pre-placement assessment BLS, Manual Handling Summative NGP 5, 6, 9
     NCAS/ Clinical Summative Assessment Summative NGP 1-9
    SGDE Summative 10% 1-9
    Psychosocial health assessment Summative 40% 1-9
    OSCE (HURDLE) Summative 50% 1, 5, 9

    Assessment Related Requirements
    Details of assessment items will be found in the Study Guide and will be further discussed in class.
    Assessment Detail


    ASSESSMENT 1: Pre-placement assessment 

    Basic life support practical: students will be assessed in Basic Life support theory and practical. The assessment of BLS will take place during the Structured Clinical Examination prior to placement. The assessing staff members have completed a Basic Life Instructor courses through the ACCCN. Practical sessions will be conducted using CPR torsos. Students who fail the practical aspects of BLS will repeat the skills station until they are deemed competent prior to clinical placement. Basic life support test: students will be assessed in Basic Life support theory. This test will be available online at the completion of the BLS lecture. Students who fail the written aspects of BLS will repeat the test until they are deemed competent prior to clinical placement.

    ASSESSMENT 3: NCAS/Clinical Summative Assessment. 

    As a requirement of clinical placement, each student is to obtain a completed NCAS Summative Assessment at the end of each placement, this must be completed by a Registered Nurse and Clinical Lecturer. In addition to this, each student will complete 3 objectives on each placement. Objectives are to be discussed with your clinical lecturer who will advise you on a suitable topic to pursue.

    ASSESSMENT 4: Psychosocial Health Assessment

    Psychosocial Health assessment: using a pre-supplied pro-forma student will conduct a psychosocial health assessment of an adult within their clinical placement environment. Students will also need to gain permission from the patient or resident using the individual confidential release document from each venue. The health assessment will require students to interview using a range of interview skills and in consideration of gender and culture. Students are asked to reflect on their interview and document with rationale, which aspects were positive and which were negative.


    ASSESSMENT 5: Oral Structured Clinical Examination (OSCE)

    OSCE: students will attend a 30 min OSCE in which they will demonstrate a range of nursing interventions especially in relation to fundamentals of care. Students will be assessed by Lecturing staff in the skills laboratory under controlled conditions.
    All OSCE's are a HURDLE which means that students must pass all components to be able to progress into the next semester of this course.
    Submission

    Unless otherwise indicated all assignments are to be submitted through MyUni. TurnItin will be used to check student assignments. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted.

    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/
    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.

    Final results for this course will be made available through Access Adelaide.

    UNIVERSITY OF ADELAIDE, EXAMINATIONS POLICY

    The examinations policy for this course is guided by the University of Adelaide, Examinations.
    https://www.adelaide.edu.au/student/exams/rules_policies.html
  • 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.

    In response to student feedback, the Objective Structured Clinical Examination will now be graded to enable students to acknowledge and gauge their level of competency prior to attending clinical placement.


  • Student Support
  • Policies & Guidelines
  • 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.

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