NURSING 3009 - Leadership and Transition to Practice

North Terrace Campus - Semester 2 - 2019

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 Adelaide Nursing School
    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: Mrs Melissa Arnold-Ujvari

    Melissa Arnold-Chamney
    Level 4 AHMS
    Adelaide Nursing School
    +61 8 8313 3643

    School contact:
    Phone: +61 8313 3595

    Course Timetable

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

  • 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

    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)
    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
    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
    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
    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
  • Learning Resources
    Required Resources
    Chang, E. and J. Daly 2016 Transitions in nursing: preparing for professional practice. Fourth Edition.  Chatswood, Elsevier Australia.

  • 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 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.
    2. 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).
    3. Simulation Sessions - Transition Shock (linked with course 3010)                                                                                                                            - Leadership within the MDT in the palliative care setting (linked with course 3011 OL)
    Lecture & 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
    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.

    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 Summary
    Learning activity is supported through MyUni utilising online and external resources wherever useful.
  • 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          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 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 / 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.’

    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: 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 ( 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. 
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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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