NURSING 2011 - Health Assessment and Clinical Nursing IV
North Terrace Campus - Semester 2 - 2016
General Course Information
Course Code NURSING 2011 Course Health Assessment and Clinical Nursing IV 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 III Restrictions Available to B.Nurs students only Course Description Health Assessment and Clinical Nursing IV continues the student's exposure to advanced form of nursing assessment and intervention. The development of core assessment skills enables students to maximise their placement experience to identify potential health problems, respond confidently to situations requiring comprehensive and possibly emergency assessment of cardiac and neurological dysfunction. 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: Dr Frank DonnellyCourse Coordinator: Dr Frank Donnelly
Phone: +61 8313 3639
Location: Level 3, Eleanor Harrald Building, Royal Adelaide Hospital
Phone: +61 8313 3595
Location: Level 3, Eleanor Harrald Building, RAH
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Perform a cardiovascular assessment including a 12 lead ECG and recognition of life threatening arrhythmias 2 Demonstrate comprehensive nursing care of the unconscious patient 3 Conduct a Neurological assessment GCS / recognise signs of elevated ICP 4 Compare the care of patients with distributive and non-distributive forms of shock 5 Demonstrate safe practice in administration of blood products 6 Provide a rationale for nursing care during endocrine emergencies 7 Develop a care plan for the patient with endocrine dysfunction or an endocrine emergency 8 Conduct a primary and secondary survey and examine principles of traction 9 Examine forms of dialysis for the patient with renal dysfunction 10 Identify cues that suggest a deterioration in patient 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)
1,2,3,4,5,7,9 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, 8-10 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
5,10 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4,9 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
2,6 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 ResourcesLeMone, K Burke, T Dwyer, T Levett-Jones, L Moxham, K Reid-Searl, K Berry, K Carville, M Hales, N Knox, Y Luxford & D Raymond (eds) 2014 Medical-Surgical Nursing: Critical Thinking for Person Centred Care, Pearson Australia, Frenchs Forrest
Brown, D. & Edwards, H. (eds) 2014 Lewis’s medical-surgical nursing, 4th edn, Sydney, Elsevier
Lewis, P. & Foley, D. 2014 Weber & Kelly's Health Assessment in Nursing 2nd Australian edn, Wolters Kluwer Health Lippincott Williams & Wilkins, Broadway.
Tollefson, J. 2016 Clinical psychomotor skills: assessment skills for nurses 6th 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
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.The workload for this course requires attendance at:
• 1 x 2 hour lecture / week
• 1 x 1 hour tutorial / week
• 3 x 1 hr SGDE /IPL / semester
Non-contact hours for assessment and tutorial preparation will be 6 hours per week.
Learning Activities Summary
Week Lecture Topics Tutorials Week 1. Nursing assessment – Cardiovascular
2. 12 lead ECG
3. Application and care of patients with restraints
4. Care of the patient with renal dysfunction
5. Nursing care of the unconscious patient
6. Neurological assessment part 1
7. Neurological assessment part 2
8. Complex care patients – shock part 1
9. Complex care patients - shock part 2
10. Care of the patient with endocrine dysfunction
11. Care of the patient with significant orthopaedic trauma
12. Recognising and responding to clinical deterioration in acute health care
13. Blood products and transfusion
1. 12 lead ECG analysis, Patient restraint – principles and care
2. Recognition of neurological deterioration, haemodynamics, technology and the response to shock
3. Neurological System – GCS and pupil assessment
Small Group Discovery Experience
Specific Course RequirementsAll students will be required to attend clinical placement as part of the course requirements.
Small Group Discovery ExperienceThe SGDE will be based on a project around knowledge translation. The detail of this opportunity will be provided at the start of the semester.
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.
Item No Item Weighting Team Gaming - response to a deteriorating patient formative 1 Clinical Record / NCAS / Summative Assessment NGP 2 RSD Level 3 15% 3 SGDE - Interprofessional Activity 10% 4 Clinical Assessment Sheets - cardiac and neuro 25%
(total of both sheets)
5 OSCES 50%
Assessment Related RequirementsMarking guides will be provided with each assignment and available in the Study Guides. All assessments must be submitted with correct referencing. The required reference style is author date (Harvard) not Vancouver. All assessments will be submitted through TurnitIn and checked for plagiarism.
Assessment DetailTeam Gaming – response to the deteriorating patient
Team Gaming – response to the deteriorating patient: 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 clinical signs and symptoms that may suggest a patient’s health is deteriorating. Teams will compete for skill points 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 1: Clinical record / NCAS / Clinical Summative Assessment
The Clinical Record identifies a range of competencies as required by the Nursing and Midwifery Board of Australia Competency Standards of the Registered Nurse 2006. Students will have a range of skills records to complete during their clinical placement.
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 Lecturer.
ASSESSMENT 2: Health Numeracy RSD Level 3
Health Numeracy RSD Level 3 – the RSD extends the students development of research skills in respect of health numeracy. The exercises developed in line with Level 3 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 3 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 3: SGDE & Inter-professional Learning Activity
The SGDE for this semester is under review.ASSESSMENT 4: Clinical Assessment sheets
A series of clinical assessment sheets will challenge students to relate theory and practice issues around cardiac and neurological presentations.
ASSESSMENT 5: OSCE (Structured Clinical Assessment SCA)
OSCE (Structured Clinical Assessment SCA): 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 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 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.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.