NURSING 2007 - Health Assessment and Clinical Nursing III
North Terrace Campus - Semester 1 - 2014
General Course Information
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 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 ANMC National Nursing Competency Standards for the Registered Nurse
Course Coordinator: Ms Jan AldermanCourse Coordinator: Jan Alderman
Phone: +61 8 8313 1168
Location: Room 61, Level 3, Eleanor Harrald Building
Tutor: Chris Hiscox
Phone: +61 8 8313 1008
Location: Level 3, Eleanor Harrald Building
Phone: +61 8 8313 3595
Location: Level 3, Eleanor Harrald Building
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 the policies on plagiarism and collusion whilst applying 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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-3, 5-8 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1-4, 6-8 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1-8 Skills of a high order in interpersonal understanding, teamwork and communication. 3-4, 6-8 A proficiency in the appropriate use of contemporary technologies. 1, 5-6 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 4, 6-9 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 3, 7-9. An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 7-8
Required ResourcesBrown, D. & Edwards, H. (eds) 2012, Lewis’s medical-surgical nursing, 3rd. edn, Sydney, Elsevier
Lewis, P. & Foley, D. 2011, “Weber & Kelly's Health Assessment in Nursing”1st Australian edn, Wolters Kluwer Health | Lippincott Williams & Wilkins, Broadway.
Tollefson, J. 2012, “Clinical psychomotor skills: assessment skills for nurses,” 5th edn, Cengage Learning Australia, South Melbourne.
Intelli+Learn, 2013. Medication Management for Health Professionals. CD, An interactive course to develop and assess skills in medication management. Australia
Recommended ResourcesPolit, D. & Beck, C. 2012, “Nursing Research “9th edn. Wolters Kluwer Health | Lippincott Williams & Wilkins, Broadway.
Shihab, H. & Stolic, W, 2012, “Numeracy in Nursing and Healthcare” Australian edn., Pearson Australia, Frenchs Forest, N.S.W.
Online LearningSome material in the latter part of this course will be offered on line. This will be accompanied by some compulsory tutorial work.
Learning & Teaching Activities
Learning & Teaching ModesThis course uses a blend of lectures, tutorials and workshops (some are delivered online) to identify situations that inform and are informed by 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 reinforce aspects of nursing theory and contribute to the wider development of the group. Differences between hospitals and other health care settings also form an educational aspect to support the lecture content.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.There is a significant workload associated with clinical placement time in addition to two days per week of face-to-face teaching. Health Assessment & Clinical Nursing III includes 1 hour of teaching and a 2 hour tutorial. Clinical placement extends across the remaining 3 days of the teaching week.
Learning Activities SummaryHealth Assessment and Clinical Nursing 3
Complex patient admission
Nursing a patient with complex needs
The nursing process
The development of patient pathways using critical thinking and analysis.
Advanced IV therapy
Nursing patients with CVC’s and PICC lines.
Fluid and electrolyte.
Understanding the care of patients with fluid and electrolyte imbalance.
Nursing patients with HIV, Hep C & Hep B.
An introduction to the care of patients with cancer and treatment therapies.
Complex wound care
The management of patients with complicated wounds ie; Burns.
Management of patients with Naso-gastric tubes, PEG tubes and enteric feeding
Assessment and care of patients with complex respiratory conditions.
Arterial blood gas analysis
Recognising and treating patients with acid base imbalance.
An introduction to complex airway management.
Tracheostomy / ETT
Nursing care of a patient with a Tracheostomy.
Nursing care of a patient with an
Under- water Seal Drain.
Week Tutorial Series Simulated Learning Environment TBA 1. Conducting a higher order patient assessment
2. Assessment of Skin, Hair, and Nails
3. Assessment of Head and Neck
4. Assessment of Eyes
5. Assessment of Ears
6. Assessment of Nose, Mouth, and Throat
7. Assessment of Thorax and Lungs
8. Assessment of Heart and Neck Vessels
9. Assessment of Peripheral Vascular System and Lymphatic System
1. Performing a complex patient admission
Acid base balance.
2. Intravenous Therapy, CVC, PICC.
3. Strategies of caring for the patient with AIDS
4. Orientation to cytotoxic and oncology nursing
5. Performing complex wound care for burns and VAC
6. Management of enteric feeding, NG tubes, PEG.
7. Comprehensive nursing assessment – respiratory, Tracheostomy, UWSD.
Specific Course RequirementsAll students will be required to attend 3 weeks of clinical placement 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 over a 5 day rostered period. 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. This is not an option for this course and is a requirement to pass. Rural placement takes place early in 2nd Year.
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. This will engender a commitment to the gaining of knowledge and investigation.
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 Team Gaming Formative N/A 1-3, 5 Clinical record / NCAS / Clinical Summative Assessment Summative NGP 1-9 RSD Level 2 Summative 20% 3, 6 Health Assessment Summative 30% 1-6, 8-9 OSCE Summative 50% 1-3
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
The Clinical Record (Tollefson) identifies a range of competencies as required by the Australian Nursing and Midwifery Council Competency Standards of the Registered Nurse 2006. Students will have a range of skills records to complete during their clinical placement. The Clinical Record 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. The Clinical Record forms part of the broader portfolio developed across each year of the program and provides a consistent reference for students nursing skill development. Due to the allocation of clinical placements from an external body, CLINEDSA, some components of the Clinical Record may be completed across Health Assessment and Clinical Nursing 3 and 4 however students must make satisfactory progress towards completing the record wherever possible. The Clinical Record also provides the 4Rs reflective framework for clinical teaching staff and students.
In addition to the skills record 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 Tutor.
ASSESSMENT 2: Team Gaming – identifying hazards in the acute care setting
Team Gaming – identifying hazards in the acute care setting: Gaming is an innovative learning method where effective game design can ‘...provide integrated assessment and contextual feedback....and incorporate established pedagogical techniques including scaffolded instruction’ (Sheldon, 2102, p84). Within the skills labs students will compete in teams to identify hazards that may negatively affect the health of patients. Rooms will be set up with a number of deliberate errors and potential problems related to IV therapy, airway dysfunction, cytotoxic and UWSDs. Teams will compete for skill points as identified in a marking rubric with higher points awarded for more sophisticated recognition, assessment and management of hazards. Teams will compete against each other in a progressive tournament where teams that are knocked out become the assessors. The emphasis of this assessment is not to reduce the implications of a serious situation, rather to enable students to gain some confidence in their assessment and interventional skills in an engaging, novel and stimulating assessment format.
ASSESSMENT 3: Health Numeracy RSD Level 2
Health Numeracy RSD Level 2 – the RSD extends the students development of research skills in respect of health numeracy. The exercises developed in line with Level 2 of the RSD require students to analyse patient medication charts, tabulate the findings, identify numerical operators and examine the social and ethical implications of errors in drug administration. The framework provides students with context and engagement in relation to health numeracy. In line with Level 2 of the RSD a number of tasks requiring research skills such as data retrieval and presentation are provided with some degree of direction and structure.
ASSESSMENT 4: Health Assessment
Health Assessment: using a pre-supplied pro-forma, students will conduct a health assessment of an adult in their clinical placement environment. The assessment will include a detailed report of eye, ear, nose, throat, heart and lung sounds.
ASSESSMENT 5: Objective Structured Clinical Examination (OSCE)
Objective Structured Clinical Examination (OSCE): students will attend a 30 min OSCE 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 Lecturer A (Clinical Tutor staff) 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.
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. Cover sheets are required for all assignments and can be accessed from the School of Nursing website. Extension of 1 week for submission of assignments can automatically be granted when an online request is submitted. (Please see Study Guide for details) Requests must be made before the due date of the assignment. In principle, all assignments should be submitted by the due date. Late submission without an approved extension will be penalised at the rate of 10% of available marks for each working day after the due date. Work submitted more than ten days after the due date may be returned unmarked. This action will be taken to prevent students who do get their work in on time being disadvantaged.
The policy for applying for extensions is outlined in the School Manual and the Study Guides.
Whenever possible staff will turn around marked assignments within 4 weeks or earlier.
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.Students are to ensure they are familiar with the contents of the 2014 School of Nursing Student Handbook and School Manual. A PDF of this document is available through MyUni.
- 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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