NURSING 2007 - Health Assessment and Clinical Nursing III

North Terrace Campus - Semester 1 - 2021

Health Assessment and Clinical Nursing III begins the student's exposure to advanced form of nursing assessment and intervention. The further development of core assessment skills enables students to maximise their placement experience to identify potential health problems, respond confidently to situations requiring comprehensive emergency assessment. Students conduct a number of assessments during clinical placement in liaison and with the support of their clinical lecturer. Learning in a simulated learning environment provides a safe approach to skills and provides students with a pre clinical opportunity for placement. Students will have the opportunity to practice in accordance with the NMBA National Nursing Competency Standards for the Registered Nurse

  • General Course Information
    Course Details
    Course Code NURSING 2007
    Course Health Assessment and Clinical Nursing III
    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
    Prerequisites NURSING 1011
    Restrictions Available to B.Nurs. students only
    Course Description Health Assessment and Clinical Nursing III begins the student's exposure to advanced form of nursing assessment and intervention. The further development of core assessment skills enables students to maximise their placement experience to identify potential health problems, respond confidently to situations requiring comprehensive emergency assessment. Students conduct a number of assessments during clinical placement in liaison and with the support of their clinical lecturer. Learning in a simulated learning environment provides a safe approach to skills and provides students with a pre clinical opportunity for placement. Students will have the opportunity to practice in accordance with the NMBA National Nursing Competency Standards for the Registered Nurse
    Course Staff

    Course Coordinator: Ms Sally-Anne Bessell

    Course Coordinator: Alison Walsh
    Phone: +61 8 313 2994
    Fax: +61 8 8313 3594
    Email: alison.walsh@adelaide.edu.au  
    Location: Adelaide Nursing School - Faculty of Health and Medical Sciences
    Level 4, Adelaide Health & Medical Sciences Building
    Cnr North Terrace & George Street
    ADELAIDE SA 5005

    Co Course Coordinator: Yvette Salamon
    Phone: +61 8 8313 2995
    Fax: +61 8 8313 3594
    Email: yvette.salamon@adelaide.edu.au 
    Location: Adelaide Nursing School - Faculty of Health and Medical Sciences
    Level 4, Adelaide Health & Medical Sciences Building
    Cnr North Terrace & George Street
    ADELAIDE SA 5005

    Please include both Yvette and Alison in all e-mail correspondence.
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Develop acute care nursing skills to competently admit, assess and care for patients with complex needs
    2 Identify clinical situations which require application of problem solving and the nursing process
    3 Develop and practice skills for a deeper understanding of complex wound management and advanced dressing technique
    4 Develop advanced understanding maintaining the body’s haemodynamic balance
    5 Develop and practice skills required for the management of complex respiratory care and manage the specifically related equipment by demonstrating its safe use
    6 Develop insight regarding the perspective of people with chronic illness - specifically cancer, immune disorders and respiratory disorders
    7 Use critical thinking skills to identify potential hazards in health care settings
    8 Further hone skills in in delivering patient education aimed at the complex patient
    9 Relate the ANMC Competency Standards for the RN to examples from clinical practice
    10 Further develop and interpret cultural differences, act in a culturally safe manner and interpret the ethical complexities of health care
    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, 3, 4, 5, 6, 8 & 10
    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, 2, 3, 5, 7 & 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, 3, 5, 8, 9 & 10
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 3, 5, 8, 9 & 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
    1, 7, 8, 9 & 10
    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
    7 & 9
  • Learning Resources
    Required Resources
    • Brown, D, Edwards, H, Seaton, L & Buckley, T (eds) 2015, Lewis's medical-surgical nursing: assessment and management of clinical problems, 4th Australia and New Zealand edn, Elsevier, Chatswood
      Crisp, J, Douglas, C, Rebeiro, G & Waters, D 2017, Potter and perry's fundamentals of nursing, 5th Australian and New Zealand edn, Elsevier, Chatswood
      Lewis, P, Foley, D, Weber, J & Kelley, J 2014, Health assessment in nursing, 2nd Australian and New Zealand edn, Wolters Kluwer Lippincott Williams & Wilkins, Sydney
    • Tollefson, J and Hillman, T 2019, Clinical psychomotor skills assessment tools for nurses, 7th edn, Cengage Learning, South Melbourne
    • Intelli+Learn - An interactive online medication management course for health professionals to develop and assess skills in medication management - License provided by ANS for students
    Recommended Resources
    • McKenna, L & Mirkov, S 2014, McKenna's drug handbook for nursing and midwifery, Wolters Kulwer
    • Stein-Parbury, J 2017, Patient and Person: Interpersonal Skills in Nursing, 6th edn, Elsevier, Australia
    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 Learning
    The readings for this course are available electronically via digital resource management centre (DRMC) and via your weekly course pages on canvas. It is the student’s responsibility to organise printing should they prefer a hard copy of the readings. If students have trouble accessing the online readings, DMRC troubleshooting guide.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course uses a blend of online, pre-recorded lectures, tutorials and skills lab experiences to identify situations that inform clinical practice. The opportunity for students to recognise aspects of clinical care issues and consider these in the light of lecture material is significant. Student observations of their clinical experiences and participation in group discussion will reinforce concepts of broader nursing theory and contribute to the wider development of the group. Differences between hospitals and other health care settings are pivotal form an educational aspect to provide alternative perspectives and to support the lecture content.
    Workload

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

    Health Assessment & Clinical Nursing III includes up to 4 hours of face to face teaching and a 3 hour fortnightly skills lab experience. Clinical placement completed at the commencement of the semester will be used to explore the key concepts to be covered in the upcoming lecture and SGD experiences.
    Learning Activities Summary

    Health Assessment and Clinical Nursing 3

    Lecture Series
    1. The Nursing Process and Complex patient admission
    2. Management of NasoGastric/Nasoenteric Tubes, Nasoenteric Feeding Tubes, Administration of Nasoenteric Medications
    3. Pathophysiology of the Respiratory System and Conditions of the Respiratory System
    4. Blood Transfusion and Blood Products
    5. Indications and Management of IVT, Administration of IV Medications and Safe Labelling
    6. Indications for and Management of Advanced IV therapy
    7. Management of Complex Wounds and Critical Dressings
    8. Fluid and Electrolyte Balance, Pre and Post-Op Care
    9. Introduction to Oncology Nursing
    10. Care of a Patient with HIV or Hep C or B, Global Diseases
    Clinical Skills Topics
    1. Complex Patient Assessment
    2. Nasogastric Care & Management, Administration of NG Medications, Enteric Feeding
    3. IV Administration of Medications, Management of Blood Products
    4. Complex Dressings, Surgical Drain and Suture Removal
    Specific Course Requirements
    All students will be required to attend clinical placement as part of the course requirements. For some students clinical placement for this semester will be in a Rural Health facility. This will require students to leave Adelaide and travel to a designated country town in South Australia to attend placement. Students may go home on weekends if able. Not all rural placements offer accommodation, however there is some financial assistance available via scholarships. Details of this will be explained at orientation. Rural placement is a core component of your course and will take place in 2nd Year.
    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. This will engender a commitment to the gaining of knowledge and investigation.
  • 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
    Formative Drug Calculation Practice Tests1, 2 and 3 and medication Device and Labelling Formative 0% 1 & 2
    Assessment 2: Compulsory NCAS Placement Documents Summative NGP 1-8
    Assessment 3: Drug Calculation Tests Summative NGP 1 & 2
    Assessment 4: Pre-Skills Online Quiz Series (x5) Summative 40% 1-8
    Assessment 5: Skills lab Attendance Summative 5% 1-8
    Assessment 6: Response to Surgical case Study Summative 55% 1-8
    Assessment 7: Oral Structured Clinical Examination Summative NGP 1-8
    Assessment Related Requirements
    Marking guides will be provided with each assignment and available in the Study Guides.
    Assessment Detail
    FORMATIVE ASSESSMENT: Drug Calculations Practice
    Students will have the opportunity to develop their ability to perform more advanced drug calculations and the principles of Medication and Device Labelling, in accordance with the NMBA standards. 

    ASSESSMENT 2: Compulsory NCAS Placement Documents
    The BN2A placement block is aligned with Health Assessment and Clinical Nursing 3. For each clinical placement within the Bachelor of Nursing Program a written Summative Assessment must be obtained along with specified Employer Competencies - this is a HURDLE assessment for HACN3.

    ASSESSMENT 3: Drug Calculation Tests
    It is the responsibility of every student to ensure that they can complete drug related calculations with 100% accuracy. This assessment comprises of two practice assessments and one compulsory assessment which must receive a 100% accuracy to pass. Passing this test is required, for the student to be able to administer medications during their Clinical Placement.

    ASSESSMENT 4: Pre-Skills Online Quiz Series x 4
    On specified weeks there will be a scheduled pre-skills attendance quiz. Students will have one opportunity to complete each quiz. Questions will be drawn from the specified textbook readings for the scheduled week, promoting learning preparation for the clinical topics being taught in the Clinical Skills lab.

    ASSESSMENT 5: Skills Lab Attendance 
    Student attendance to their 4 x Clinical Skills Lab teaching sessions supports the development of clinical skills, translating theoretical knowledge to practice in the safety of the simulated environment of the skills lab. Vital preparation for Clinical Placement.

    ASSESSMENT 6: Response to Surgical Case Study 
    Students will expand on the nursing diagnosis and priorities of care identified throughout the semester of learning, to develop a Case study on a specified surgical patient, detailing pre and post-operative assessment and care planning. This Surgical Case Study incorporates the Planning, Implementation and Evaluations stages of the nursing process. 

    ASSESSMENT 7: Oral Structured Clinical Examination (OSCE)
    A structured clinical examination will be held during Exam week for this course using the online B-line system - this is a HURDLE assessment for HACN3.
    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 Adelaide Nursing School 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.

    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.

    Selt feedback from 2020 has resulted in the restructure of skills session and lecture timetable. The lectures where possible is scheduled prior to any skills sessions and the sequencing of lecture content is matched with the skills to be covered during the sessions within the coming fortnight. Skills sessions will now be of a longer duration (3hrs) and the groups attending will be smaller with more facilitators available to ensure better individual timely student feedback. The first two hours will be spent rotating through the four skill stations and, after a quick debrief, the students will have the opportunity to return to stations where they would like further discussion and hands on opportunities. The feedback from the 2020 Selts was generally positive in regards to the renewed lecture sequencing and the format for the skills sessions with students stating that they liked the flow, the hands on activities and interactions with visiting clinicians. 
    Students favoured the weekly zoom meeting, bourne out of the COVID environment. This weekly meeting allowed a time for students to share concerns, resolve questions and collaborate on weekly learning topics with the support of their colleagues and lecturer. This zoom meeting will continue to be offered in 2021.
    Students offered some feedback requesting more detail around the final assignment, Surgical Case Study. This being a new assignment, example papers were not available. Whilst the average cohort grade for this assignment was strong, more time will be given to the explanation of this assignment in 2021. Example papers will also be made 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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