NURSING 2007 - Health Assessment and Clinical Nursing III
North Terrace Campus - Semester 1 - 2018
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 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 Coordinator: Ms Yvette SalamonCourse Coordinator: Yvette Salamon
Office Location: Level 4 AHMS
Phone: +61 8 8313 2995
The full timetable of all activities for this course can be accessed from Course Planner.
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
- Brown, D Edwards, H Seaton. L & Buckley T (eds) 2014, Lewis’s medical-surgical nursing assessment and management of clinical problems, 4th edn, Elsevier, Australia
- Lewis, P. & Foley, D. 2014 Weber & Kelly's Health Assessment in Nursing 2nd Australian edn, Wolters Kluwer Health Lippincott Williams & Wilkins, Broadway
- Rebeiro, G Wilson, D Scully, N & Jack, L 2017, Fundamentals of nursing: clinical skills workbook, 3rd edn, Elsevier, Australia
- 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
- 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
- Shihab, P Hillman E Stolic, S & West, C, 2011, Numeracy in Nursing and Healthcare Australian edn, Pearson, Australia
Online LearningThe 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 ModesThis course uses a blend of 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.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Health Assessment & Clinical Nursing III includes 3 hours of face to face teaching, a two hour fortnightly skills lab experience, as well as IPL opportunities. Clinical placement completed at the commencement of the semester will be used to explore the key concepts to be covered in the uopcoming lecture and SGD experiences.
Learning Activities Summary
Health Assessment and Clinical Nursing 3
- Complex patient admission
- The nursing process
- Advanced IV therapy
- Fluid and electrolyte
- Infectious diseases
- Oncology Nursing
- Complex wound care
- Enteric feeding
- Respiratory assessment
- Arterial blood gas analysis
- Airway management
- Tracheostomy / ETT
- Nursing a patient with complex needs
- The development of patient pathways using critical thinking and analysis
- Nursing patients with CVC’s and PICC lines
- 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
- 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
- Recognising and treating patients with acid base imbalance
- An introduction to complex airway management
- Nursing care of a patient with a Tracheostomy
- Nursing care of a patient with an UWSD
Clinical Skills Topics
- Complex Patient Assessment
- IV Management and Administration of Medications Administration and
- Airway Management, Tracheostomy Care and UWSD Management
- Nasogastric Care & Management, Administration of NG Medications and Enteric Feeding
Specific Course RequirementsAll 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 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. Rural placement is a core component of your course and will take place 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 Outcomes being addressed Employer Competency - Manageing Medication and Short Essay Formative 0% 5, 6, 7 & 9 NCAS Summative Assessment Summative NGP 1, 2, 8, 9 & 10 Patient Health Assessment Summative 20% 1, 2, 3, 4, 5, 6, 7, 8, 9 & 10 Employer Competency - Teaching a Client-Patient Summative 40% 7, 8, & 9 Drug Calculation Test Summative NGP 5, 6, 7 & 9 Inter-Professional Learning (IPL) (x3) Summative 10% 1, 2, 7, 9 & 10 Skills Lab Exercises Summative 30% 1, 2, 3, 4, 5, 6, 7, 8, 9 & 10 OSCE (Oral Structured Clinical Examination) Summative NGP 1, 2, 3, 4, 5, 6, 7, 8, 9 & 10
Assessment Related RequirementsMarking guides will be provided with each assignment and available in the Study Guides.
Assessment DetailASSESSMENT 1: Employer Competency Managing Medication and Short EssayThe responsibility of medication administration is paramount within the nursing professional every year significant adverse effects and even mortality are attributed to medication administration errors. For this assessment you are expected to write a short essay regarding the "Impact of under-dosing and overdosing in regard to medication administration for patients in our care". Further details to consider and the marking rubric will be available on Canvas. This essay should be considered in regard to the employer competency that you will need to complete while out on clinical placement and both the essay and employer competency needs to be submitted to complete this HURDLE assessment.ASSESSMENT 2: Summative Assessment
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 3: Patient Health Assessment
Patient assessment is a key skill for all nurses and requires a good understanding of normal values of anatomy and physiology and psychosocial care. Nursing assessment is the first aspect of the Nursing Process and is key to gathering essential information to be able to competently develop a comprehensive plan for care of our individual patients and clients. The range of assessments we can carry out as nurses are as complex as the conditions that can be presented by each individual patient/client. This assessment will be completed using a generic health assessment pro forma to guide your interview and physical health assessment for a patients while out on placement.
ASSESSMENT 4: Employer Competency Teaching a Client/Patient
Nurses have a strong education role within their daily activities whether it be with peers, patients or their significant others it is important to develop and hone these skills required to adequately assess, prepare, implement and evaluate the education you will give. In line with the NMBA requirements for our Professional Competencies an important aspect of ongoing learning is exploring the impact of your experiences on your continuing development in your professional practice and analyse positive impacts and possible further opportunities to develop. In Semester Two of 2017 you completed the Employer Competency for Teaching a Colleague. Using this experience and the reflections regarding your performance and potential for improvement within this assessment you are now required to prepare and implement a teaching plan for teaching a patient.
ASSESSMENT 5: Drug Calculation Tests
This is a hurdle assessment for Health Assessment and Clinical Nursing 3. Once again responsibility of medication administration is paramount within the nursing professional every year significant adverse effects and even mortality are attributed to medication administration errors many of which are the direct result of the incorrect dose being administered. It is the responsibility of every nurse to ensure that they can complete drug related calculations consistently at a 100% accuracy. This assessment comprises of two practice assessments and one compulsory assessment which must receive a 100% accuracy to pass.
ASSESSMENT 6: Inter-Professional Learning (IPL)
Inter professional Learning is about teaching you to work together in teams with health professionals from other disciplines. This will prepare you for the reality of clinical work. Mostly this means learning with medical students from the same year level. You will be expected to participate in a total of four sessions.ASSESSMENT 7: Skills Lab Critical Thinking ExercisesWithin each Practical Skills Lab session, (and then through your own further research and reading), you are expected to investigate the critical thinking exercises/questions posed. Some activities will be completed individually and others within a group. Participation in all session's activities is a compulsory requirement to successfully complete the set tasks. Marks will be allocated for each of the four sessions. The links to submit the specified activities will be provided on Canvas and they will be due by the Wednesday following your allocated skills lab session week at 1700pm.ASSESSMENT 8: Oral Structured Clinical Examination (OSCE)A structured clinical examination will be held during Exam week. This examination will take place in the Skills Facility and each student will be assessed on a number of skills and theory relevant to the lectures held during Semester One. Each student will be required to attend for a 30 min examination 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 need to be prepared to provide a rationale for the practical tasks within the exam. The exam uses a structured approach to the assessment of clinical skills using the online B-line system. The OSCE is a HURDLE this means that all 3 stations must be passed to enable you to progress into the next year of this course. The timetable for this exam will be posted closer to the date.
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/
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.Selt feedback from 2017 has resulted in the restructure of skills session and lecture timetable. The lectures are no longer 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 tutorial time will be spent focused on Drug Calculations and the revision sheets from the skills sessions and will be intended for interactive discussion to explore results with the broader group.
- 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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