NURSING 1011 - Health Assessment and Clinical Nursing II
North Terrace Campus - Semester 2 - 2016
General Course Information
Course Code NURSING 1011 Course Health Assessment and Clinical Nursing II Coordinating Unit School of Nursing Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange N Prerequisites Health Assessment and Clinical Nursing I Restrictions Available to B.Nurs Students only Course Description The course will consider a range of acute care nursing skills with further integration of knowledge and attitudes required for practice. Introduction to more complex skills required for safe and therapeutic nursing care will be provided. Students have an opportunity to develop research skills in the form of a health numeracy project. 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. Learning will be facilitated through lectures, tutorials, SLE (simulated learning environments) and clinical placements.
Course Coordinator: Ms Jan AldermanCourse Coordinator: Jan Alderman
Phone: +61 8 8313 1168
Fax: +61 8 8313 3594
Location: Room 3 - 61, Eleanor Harrald Building, Royal Adelaide Hospital
Phone: +61 8 8313 3595
Location: Level 3, Eleanor Harrald Building, Royal Adelaide Hospital
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Further develop nursing skills consistent with evidenced based practice 2 Consider clinical learning episodes and implement patient care 3 Identify clinical situations which require application of problem solving and the nursing process 4 Establish a learning environment with the clinical tutor and permanent health care staff 5 Identify contemporary health related equipment and demonstrate its safe use.
Proficiently use online resources
6 Understand and adopt adult learning strategies 7 Recognise sound leadership skills within clinical placement 8 Interpret cultural differences, act in a culturally safe manner and interpret the ethical complexities of health care. 9 Demonstrate and recognise the importance of policies on plagiarism and collusion whilst adhering to the principles of ethical & professional behaviour. 10 Students will have an understanding of the impact of the nursing shortage and the ageing population.
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)
1,2 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
3,4 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
2,4,7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
7, 8 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
Required ResourcesCrisp, J. & Taylor, C. 2013 Potter & Perry’s Fundamentals of Nursing 4th edn, Elsevier Australia, Chatswood, Vic., NSW
Lewis, P & Foley, D 2014 Weber & Kelly's Health Assessment in Nursing 2nd Australian edn, Wolters Kluwer Health Lippincott Williams & Wilkins, Broadway.
Tollefson, J Hillman, E 2016 Clinical Psychomotor Skills: assessment tools for nursing, Cengage Learning, South Melbourne
Intelli+Learn, 2013 Medication Management for Health Professionals. CD, An interactive course to develop and assess skills in medication management. Australia
Recommended ResourcesStein-Parbury, J 2013, Patient and Person: Interpersonal Skills in Nursing, 5th edn, Elsevier, Sydney.
Shihab, Hillman, Stolic, West. 2012. Numeracy in Nursing and Healthcare. 1st edn.
Pearson, French’s Forrest, NSW.
Online LearningSome material will be presented online via MyUni, LAMS and Articulate / Storyline. Details of this will be found in the link to this course on MyUni.
Learning & Teaching Activities
Learning & Teaching ModesFace 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. Clinical Lecturer level A will 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 Robin Warren Skills Laboratory within the Faculty of Health Sciences provides a state of the art clinical training venue with dedicated nursing lecturers with expertise in low fidelity simulation. Students will learn to set up intravenous fluids, apply and manage oxygen therapy and consolidate vital signs into a more comprehensive nursing assessment. The provision of an emergency scenario in a SLE will enable students to experience some of the challenges of responding to life threatening situations. Establishing effective communication exchanges using ISBAR and principles of Team Stepps will be very relevant for student’s clinical placement. 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 Lecturer A staff and clinicians to reinforce learning and ensure consistency of course objectives. The objective of the professional experience associated with this course is to extend students skills in the fundamentals of care to an understanding of fluid and electrolytes and oxygen therapy, recognise and respond to emergency situations, observe the nurses role in the administration of medications, perform a nursing assessment and consider a range of diagnostic tests. Students would, with supervision, be expected to assume responsibility for the care of 1 – 2 people according to the nature of the clinical placement.
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 requires attendance at:
• 2 x 1 hour lecture / week
• 1 x 2 hour tutorial / week
• 5 x 2 hour SLE / semester
Non-contact hours for assessment and tutorial preparation will be 4 hours per week.
Learning Activities SummaryThe tables below indicate the lecture, tutorial and SLE workshop outlines for Health Assessment and Clinical Nursing 2. The order of lectures may change according to timetabling issues and guest lecturer availability. Other tutorials may be provided as required.
Health Assessment and Clinical Nursing II Lecture series 1. Management of emergency episodes of bleeding, seizures and syncope
2. Alterations in metabolic state requiring intravenous therapy
3. Oxygen therapy
4. Asepsis – maintenance of a sterile field
5. Basic assessment of pain
6. Care of the patient with pain
7. Hospital procedures – admission, discharge, last offices, Coroner’s Act.
8. Blood Glucose levels and nursing management
9. Nursing assessment
10. Complex nursing care for patients with activity, exercise or hygiene status deficits.
11. Wound dressing and drain management
12. Medication Management. Oral and S/C
13. Normal findings of a physical and psychosocial health assessment
14. Documenting and describing normal findings
15. Cultural, gender and age related diversity in normal assessment
16. Normal findings of basic diagnostic tests
Tutorial series 1. Admission and discharge procedures
2. Strategies for falls prevention (NSQHS – Standard 10)
3. Fluid and electrolyte administration (IV therapy)
4. Application and management of oxygen therapy
5. Responses to hypo and hyper glycaemia/ BGL monitoring
6. Administration of medication – oral, S/C, PV, PR (NSQHS – Standard 4)
7. Last offices
8. Asepsis and drain management
SLE Workshops 1. ‘This is my first time in hospital’
3. ‘Someone get the hypo kit please’
4. ‘We need an interpreter’
5. ‘Let’s all ISBAR’
Specific Course RequirementsLectures and tutorials will be held From Monday – Wednesday. Clinical placement takes place on Thursday and Friday.
Small Group Discovery ExperienceThe Small Group Discovery (SGDE) is a compulsory component of the Undergraduate Bachelor of Nursing Program. The SGDE is an approach to learning based on goals that will assist students to discover learning as an intellectual challenge and to develop a scholarship of discovery which will inspire them towards learning and lifelong learning. To achieve these goal students will develop research skills and actively engage with discipline content.
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 Drug calculation test Formative NGP 2, 3, 5, 8 Clinical skills record, NCAS, Clinical Summative Assessment. Summative NGP 2-4, 7-8 RSD numeracy level 1 Summative 20% 1, 2 Assessment of a person with pain Summative 30% 1-3, 7-10 SCA (Structured Clinical Assessment) Summative 50% 1-8
Assessment Related RequirementsMarking guides will be provided with each assignment and available in the Study Guides.
Assessment DetailASSESSMENT 1: CLINICAL RECORD, NCAS, CLINICAL SUMMATIVE ASSESSMENT
Students will have a range of skills records to complete during their clinical placement. The Clinical Skills Book provides evidence that the student has demonstrated the required level of competency standard. Consistent with competency type assessments a non – graded pass is awarded. Some remedial opportunities will be available to those students who fail or are not exposed to certain competencies in the clinical setting. Each student is to obtain a completed NCAS (National Competency Assessment Schedule) at the end of each placement. There are a total of 8 competencies to be completed over the 3 year program. A written Summative Assessment must also be obtained at the end of each placement which will be completed by the supervising Registered Nurse and Clinical Lecturer.
ASSESSMENT 2: RSD NUMERACY LEVEL 1
Health Numeracy RSD Level 1 – the RSD requires students to research their own level of numeracy skill and health related medication administration using the Research Skill Development (RSD) Framework. The framework provides students with context and engagement in relation to health numeracy. In line with Level 1 of the RSD a number of tasks requiring research skills such as data retrieval and presentation are provided with a high degree of direction and structure. The significance of accurate drug administration in nursing and the potential for patient harm as a result of medication error require this to be a hurdle requirement.
ASSESSMENT 3: ASSESSMENT OF A PERSON WITH PAIN
Assessment of a Person with Pain: For this assignment you will describe the general features of your patient AND describe any pain they currently have or have recently experienced. Use the directions from lectures and the textbook as a guide to perform a general survey and pain assessment. After performing the general survey write your findings down. This description should only include objective data in which you describe their general health and physical characteristics. Avoid lists and where possible use formal sentences and paragraphs. To describe their pain you must include an appropriate pain scoring tool. The one you use will be determined by what is used on your ward and your patient’s developmental ability, literacy and culture. For example if your patient was a child you might use the Wong-Baker FACES Pain rating scale. This assignment must be: NOT less than 500 words and NOT more than 750 words On an ACTUAL patient who must NOT be identifiable (they must be anonymous) and this MUST be confirmed by the Clinical Lecturer.
ASSESSMENT 4: Structured Clinical Assessment (SCA)
Structured Clinical Assessment - students will attend a 30 min SCA in which they will demonstrate a range of nursing interventions especially in relation to skills taken from the course objectives. Along with skills demonstrations students will provide a rationale for the tasks. Students will be assessed by Lecturers in the skill laboratory using a marking template common to all students. To ensure consistency in marking two assessors are present with one able to take the role of the ‘patient’ as required.
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.
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/
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.
- 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
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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