NURSING 3009 - Leadership and Transition to Practice

North Terrace Campus - Semester 2 - 2016

The course information on this page is being finalised for 2016. Please check again before classes commence.

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.

  • General Course Information
    Course Details
    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 Staff

    Course Coordinator: Ms Melissa Arnold-Chamney


    Sue Sharrad
    Lecturer

    School of Nursing
    The University of Adelaide
    AUSTRALIA 5005

    Phone: +61 8 8313 3643
    Fax: +61 8 8313 3594
    suzanne.sharrad@adelaide.edu.au
    www.health.adelaide.edu.au/nursing/
    Course Timetable

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

    Week Lecture Tutorial Clinical Skills Session
    1 Leadership models and theories
    2 Leadership in the Australian healthcare environment
    3 Role of the RN in influencing social policy
    4 Implementation of safety, quality and risk management policies Professional standards and development of a professional portfolios Delegation to other staff
    5 Working with the consumer in healthcare Role of professional organisations and the union Conducting exercises in team building
    6 Responding to horizontal and lateral violence in the workplace
    7 Critique of documentation and clinical handover - ISBAR
    8 Decision making and critical thinking
    9 Using technology to plan care and time manage Using electronic healthcare systems (EPAS) Time management
    10 Constructing and evaluating a teaching plan Educating other staff
    11 Managing and responding to conflict Self-care practices
    12
  • Learning Outcomes
    Course Learning Outcomes
    1. 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

    No information currently available.

  • Learning Resources
    Required Resources
    Chang, E. and J. Daly 2012 Transitions in nursing: preparing for professional practice. Third Edition.  Chatswood, Elsevier Australia.
    Recommended Resources

    Daly, J. Speedy, S. and Jackson, D.  (2015) Leadership and Nursing.  Contemporary Perspectives.  2nd Edition.  Churchill Livingstone Elsevier.  Chatswood.

    Andre, K. and Heartfield, M.  (2011) Nursing and Midwifery Portfolios.  Evidence of continuing competence.  2nd Edition.  Churchill Livingstone.  Elsevier.  Chatswood.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    1. 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 supported by textbooks with web page and e-learning supports (e.g. flash cards for revision). The School of Nursing supports the audio and video capture of lecture content as an aid to revision.
    2. Tutorial sessions – tutorial sessions enable small group discussion and peer interaction around the content. Each tutorial session will focus on the lecture content for the week. Clinical Lecturers (Lecturer A) who provide the in hospital assessment and bedside teaching role contribute to and provide tutorial sessions both with university and in the various clinical placement settings. The Lect A is able to assess 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 tutorial sessions integrate with clinical placement goals
    3. Simulated Learning Environments (SLE) – the simulated learning environment provides students an opportunity to practice a range of communication and psychomotor skills prior to attending clinical placement. Importantly the SLE also enables clearly constructed, well considered clinical scenarios which nurture and challenge student development. The Robin Warren Skills Laboratory within the Faculty of Health Sciences provides a state of the art clinical training venue with dedicated nursing lecturers with expertise in low fidelity simulation. Students will learn to manage and lead in scenarios where a situation requires an aspect of leadership, for example in delegating to patients or responding to emergencies. Establishing effective communication exchanges using ISBAR and principles of Team Stepps will be very relevant for student’s clinical placement. Further enhancement of the lab facility will enable high fidelity simulation to ensure the skills development of students occurs across the three years of the program. The SLE is especially complimentary to the PBL style of content delivery used in the 3rd year of the program. 
    Workload

    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
    · 4 x 1 hour tutorial / semester
    · 4 x 1 hour practical / semester
    Non contact hours for assessment and tutorial preparation will be 3 hours per week.
    Learning Activities Summary


    Leadership and Transition to Practice

    Lecture series

    1. Leadership models and theories
    2. Leadership in the Australian health care environment
    3. Role of the registered Nurse in influencing social policy
    4. Implementation of safety, quality and risk management policies
    5. Working with the consumer in health care
    6. Responding to horizontal and lateral violence in the workplace
    7. Critique of documentation and clinical Handover – ISBAR
    8. Decision making and critical thinking
    9. Managing and responding to conflict
    10. Using technology to plan care and time manage
    11. Constructing and evaluating a teaching plan

    Tutorial series

    1. Professional standards and development of a professional portfolio
    2. Self care practices
    3. Role of professional organisations and the union
    4. Using Electronic e health systems (EPAS)

    SLE

    1. Conducting exercises in team building
    2. Educating other staff
    3. Delegation to other staff
    4. Time management
  • 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 No Assessment Name Type of Assessment Weighting
    1 On line Quiz Formative 0%
    2 Incident Monitoring review Summative 30%
    3 Peer Teaching Summative 10%
    4 Reflective Essay Summative 60%


    Assessment Related Requirements
    All marking rubrics for each assessment item will be available in the Study Guide and on MyUni.
    Assessment Detail
    Assessment 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 and transition to practice as explored in this semester. Reference to the prescribed readings 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 Coroners Court and provide a critical analysis (1000 words) of the most significant communication and safety and quality issues using the safety and quality standards criteria taken from the National Safety and Quality Health Service Standards September 2011.

    Assessment 3: Peer Teaching

    Peer teaching: students will be required to teach aseptic technique to a first year student. The teaching session will be observed and assessed by lecturing staff using a rubric. Students are expected to consider the nature of the material, the level of knowledge of the first year student and to assess the understanding of students during and immediately following the teaching session. The benefits to both the first and third year student will be in reinforcing aseptic technique and establishing effective teaching practices prior to the first rotation as a registered nurse.

    Assessment 4: Reflective essay

    Reflective essay: You are required to complete a 2500 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 2500 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.’


    Submission
    Using Turnitin
    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).
    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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