NURSING 3009 - Leadership and Transition to Practice
North Terrace Campus - Semester 2 - 2019
General Course Information
Course Code NURSING 3009 Course Leadership and Transition to Practice 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 Restrictions Available to B.Nurs students only Course Description Leadership and transition in nursing presents students with descriptions of leadership, economics, safety and quality and encourages a reflective and practical examination of issues such as delegation. The role of the nurse in informing health service policy and innovation and the requirement to provide effective clinical education are also examined. This course is provided to prepare nurses as much as possible to adjust to the transition from student to registered nurse.
Course Coordinator: Ms Melissa Arnold-ChamneyMelissa Arnold-Chamney
Level 4 AHMS
Adelaide Nursing School
+61 8 8313 3643
Phone: +61 8313 3595
The full timetable of all activities for this course can be accessed from Course Planner.
Lecture Content Tutorial Content Emotional intelligence, health, well-being and professional development Leadership models and theories Role of the RN in influencing social policy Working with the consumer in healthcare Implementation of safety, quality and risk management policies Professional standards and development of a professional portfolios Transition Shock (Helping you to prepare to be an RN). Role of professional organisations and the union Responding to horizontal and lateral violence in the workplace Off Duty Roster exercise Critique of documentation and clinical handover - ISBAR Using electronic healthcare systems / Future of digital health Decision making and critical thinking Transition Shock - Simulation Session (Linked with course 3010) Using technology to plan care and time manage Leadership within the MDT in the palliative care setting (linked with course 3011 OL) Constructing and evaluating a teaching plan Managing and responding to conflict Leadership in the Australian Health Care Setting
Course Learning Outcomes1. Evaluate professional, legal and regulatory frameworks that influence the delivery of nursing care
2. Integrate an understanding of how economics and staffing affects health care provision
3. Understand the importance of innovations in nursing, for example, Quality and Risk Management Programs and the use of e-health records and their impact on positive patient outcomes
4. Imbed a safety and quality framework into the transition to practice.
5. Develop strategies that will facilitate a personal transition from student nurse to registered nurse.
6. Reflect on the need for self care during a nursing career
7. Assess the nurse's role in leadership, delegation and management of the interdisciplinary team by recognising the qualities that contribute to effective leadership and teamwork in nursing
8. Demonstrate an understanding of the importance of ongoing professional development including construction of a professional portfolio to plan a career pathway.
9. Refine clinical teaching skills and methods
10. Integrate concepts of critical thinking into transition by applying research findings and evidence based practice
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)
1,2,3,4,5,6,7,9 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
1,2,7,9 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
3,6,9 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2,5, 8, 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
6,7,9 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 ResourcesChang, E. and J. Daly 2016 Transitions in nursing: preparing for professional practice. Fourth Edition. Chatswood, Elsevier Australia.
Daly, J. Speedy, S. and Jackson, D. 2015 Leadership and Nursing. Contemporary Perspectives. 2nd Edition. Churchill Livingstone Elsevier. Chatswood.
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 presented by external speakers working in leadership roles within SA Health and other institutions. The Adelaide Nursing School supports the audio and video capture of lecture content as an aid to revision.
- Tutorial sessions – tutorial sessions are undertaken by the course co-ordinator and integral extermanl guest speakers and are also aimed to help you develop your peer teaching strategies as well as reflecting upon the transition the student will be undertaking in the following months. The Clinical Lecturers who provide the in hospital assessment and bedside teaching role are able to assess the 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 the sessions at university integrate with clinical placement goals. There is also a combined leadership tutorial linked with the palliative care course (3009) and a clinical skills simulation session based on leadership and patient care and your transition to being an RN linked with (3010).
- Simulation Sessions - Transition Shock (linked with course 3010) - Leadership within the MDT in the palliative care setting (linked with course 3011 OL)
Emotional intelligence, health, well-being and professional development Leadership models and theories
Role of the RN in influencing social policy Working with the consumer in healthcare
Implementation of safety, quality and risk management policies Professional standards and development of a professional portfolios
Transition Shock (Helping you to prepare to be an RN). Role of professional organisations and the union
Responding to horizontal and lateral violence in the workplace Off Duty Roster exercise
Critique of documentation and clinical handover - ISBAR Using electronic healthcare systems / Future of digital health
Decision making and critical thinking
Using technology to plan care and time manage
Constructing and evaluating a teaching plan
Managing and responding to conflict
Leadership in the Australian Health Care Setting
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.WORKLOAD
The workload for this course requires attendance at:
· 1 x 2 hour lecture / week
· 9 x 1 hour tutorial / semester
Non contact hours for assessment and tutorial preparation will be 3 hours per week.
Learning Activities SummaryLearning activity is supported through MyUni utilising online and external resources wherever useful.
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 No Assessment Name Type of Assessment Weighting Learning Outcome(s) being addressed 1 Online Quiz Formative 0% 1-2 2 Incident Monitoring review Summative 30% 1, 3-4 3 Peer Teaching Summative 20% 9-10 4 Reflective Essay Summative 50% 2, 3, 5, 6, 7, 8,
Assessment Related RequirementsAll marking rubrics for each assessment item will be available in the Study Guide and on MyUni.
Assessment DetailAssessment 1: Online Quiz
This is a compulsory assessment item for all students and must be completed by the due date unless an extension has been granted.
This online formative assessment will consist of a series of questions pertaining Leadership / Transition to Practice / Management. Reference to the lecture notes will be useful in the completion of the quiz.
Assessment 2: Incident monitoring review
Incident monitoring review: students will examine a finding from the South Australian Health Practitioner's Tribunal and provide a critical analysis (1000 words) of the most significant issues using the safety and quality standards criteria taken from the National Safety and Quality Health Service Standards September 2018.
Assessment 3: Peer Teaching
Peer teaching: this assessment enables students to develop skills in organisation, planning learning activities and working collaboratively with others as well as providing and receiving feedback from your fellow team members. Students are expected to consider the nature of the material, the level of knowledge of the student and determine how you would assess the understanding of students during and immediately following a teaching session. The benefits to you are that you will be reinforcing the skill knowledge and establishing effective teaching practices prior to your first rotation as a registered nurse.
Assessment 4: Reflective essay
Reflective essay: You are required to complete a 2000 word paper. In this session you will address the issue of transitioning from the student nurse role to that of graduate nurse. You are required to write a reflective paper of 2000 words on the following topic; ‘All graduates of nursing courses experience some degree of culture shock as they transition from the role of student nurse to registered nurse. Discuss the factors which cause this shock and reflect on the strategies you will use to overcome it.’
Assessment submission information This semester we are using Turnitin for assessment submission. Please refer to your study guide for assessment details and the information below about Turnitin. Turnitin is an electronic program that enables students to check that they are referencing correctly. It also enables more efficient feedback as assignments submitted via Turnitin are assessed using an online process. Step-by-step instructions for submitting an assignment using Turnitin are on this webpage: http://www.adelaide.edu.au/myuni/student/tutorials/content/Turnitin-Submitting-a-Turnitin-Assignment-as-a-Student.html When you submit an assignment to this program, you will receive an "originality report" and an "originality score" - these will let you know if you have accidently used the words of other authors - any areas of your work that are too close to your cited or other resources will be highlighted. To see this report after you have submitted your assignment, go back into the program and click on "view" - this will show you your assignment with any similar text highlighted. Bear in mind that this program is very sensitive - don't worry too much if you seem to have a high originality score as the program includes quotes and references in the count. However, it is important that you check the text that is highlighted, if it is a correctly referenced quote or an item in your reference list that is highlighted then you can ignore it but if the highlighted text that isn't a quote or reference you will need to re-write those sections in your own words. After you have submitted your assignment you will receive an email confirming that your assignment has been submitted correctly. If you do not receive this email then go back and try again. Keep the email you receive, just in case there are any issues with your assignment submission as we may need to view it to confirm your submission date and time. You can submit multiple times to this program - each new submission supersedes the previous, so we will only ever mark the latest version of your assignment! We encourage all students to practice with Turnitin before the final due date to make sure you know what you're doing. A word of warning: although the program permits multiple submissions from a single student, Turnitin has a 24-hour lag between assignment submissions. For example, if you submit an assignment to the program at 10am on Sunday, you may not be able to submit again until 10am Monday! Be very careful to avoid a situation wherein you are unable to submit the final version of your assignment until after the final deadline. Falling into the 24hr lag window will not be grounds to avoid a lateness penalty, so if this happens you will need to use the online extension form. If at any time you are having trouble submitting your assignment, please let us know ASAP so we can make alternate arrangements and please contact the Service Desk on 08 8313 3000 (open 24 hours).
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.Feedback from the 2017 students was positive and they found that the assessments were interesting and integrated well with their learning. The incident review monitoring assessment was the best aspect to learn as it was interesting. Additional sessions were given on the TPPP applications processes and were extremelt well evaluated. Students did suggest that these were done earlier and so in 2018 these were undertaken earlier in the year and this will also be reflected in 2019.
Feedback form the 2018 cohort was positive to the external guest speakers and the inclusion of a transition to practice simulation session as well as a leadership simulation session both of which are linked to other semester two courses were positively evalauted and this will continue in 2019.
- 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
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