NURSING 1011 - Health Assessment and Clinical Nursing II

North Terrace Campus - Semester 2 - 2017

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.

  • General Course Information
    Course Details
    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 Staff

    Course Coordinator: Ms Jan Alderman

    Course Coordinator: Jan Alderman
    Phone: +61 8 8313 1168
    Fax: +61 8 8313 3594
    Location: Room 3 - 61, Eleanor Harrald Building, Royal Adelaide Hospital

    School Office
    Phone: +61 8 8313 3595
    Location: Level 3, Eleanor Harrald Building, Royal Adelaide Hospital
    Course Timetable

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

  • Learning Outcomes
    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)
    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
    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
    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
    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
  • Learning Resources
    Required Resources
    Crisp, 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 Resources
    Stein-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 Learning
    Some 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 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. 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 Summary
    The 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’

    2. ‘Help!’

    3. ‘Someone get the hypo kit please’

    4. ‘We need an interpreter’

    5. ‘Let’s all ISBAR’

    Specific Course Requirements
    Lectures and tutorials will be held From Monday – Wednesday. Clinical placement takes place on Thursday and Friday. 
    Small Group Discovery Experience
    The 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. 
  • 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
    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% (hurdle) 1-8
    Assessment Related Requirements
    Marking guides will be provided with each assignment and available in the Study Guides.
    Assessment Detail

    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.


    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 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. The oral and practical exam is of 30 minutes duration and uses a structured approach to the assessment of clinical skills using the online B-line system. The OSCE is a hurdle which means that it is required to be passed to pass the course overall.

    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
    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.

  • 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 ( 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.

  • 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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