NURSING 3006 - Nursing in Complex Settings (Maternity and Paediatrics)

North Terrace Campus - Semester 1 - 2019

Nursing in Complex Settings (Maternity and Paediatrics) focuses on the science that underlies the care of paediatric and maternal patients. It is anticipated that students will develop an understanding of the specialist, evidenced based knowledge that has evolved and continues to evolve to ensure positive patient outcomes. Prominence is given to the typical pathological conditions encountered in paediatrics, as well as the subsequent nursing care. Supporting the pathology discussion are detailed descriptions of psychosocial and psychological development. Assessment of the clinical manifestations of paediatric illness and evaluation of the implemented care are included.

  • General Course Information
    Course Details
    Course Code NURSING 3006
    Course Nursing in Complex Settings (Maternity and Paediatrics)
    Coordinating Unit School of Nursing
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Available to B.Nurs students only
    Course Description Nursing in Complex Settings (Maternity and Paediatrics) focuses on the science that underlies the care of paediatric and maternal patients. It is anticipated that students will develop an understanding of the specialist, evidenced based knowledge that has evolved and continues to evolve to ensure positive patient outcomes. Prominence is given to the typical pathological conditions encountered in paediatrics, as well as the subsequent nursing care. Supporting the pathology discussion are detailed descriptions of psychosocial and psychological development. Assessment of the clinical manifestations of paediatric illness and evaluation of the implemented care are included.
    Course Staff

    Course Coordinator: Dr Tammy Page


    Dr Tamara Page
    Program Coordinator  
    Adelaide Nursing School
    The University of Adelaide
    AUSTRALIA 5005

    Phone: +61 8 8313 1225
    Fax: +61 8 8313 3594
    tamara.page@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.

  • Learning Outcomes
    Course Learning Outcomes
    1. Demonstrate scientific curiosity and the adoption of appropriate attitudes towards the human body and paediatric patients.
    2. Examine the psychosocial and psychological development milestones of infancy to adolescence
    3. Correlate specific structural features of cells, tissues, organs and systems of the human body from infancy to adolescence
    4. Apply their knowledge of the human body in the interpretation of health-related scenarios encountered in day-to-day living and pertaining to paediatric patients.
    5. Understand and relate anatomy and physiology, pathophysiology and pharmacology to care of women in the perinatal period and to paediatric patients.
    6. Demonstrate skills to perform an assessment of a newborn, infant child and adolescent
    7. Practice safe administration of medications for infants and children and maternity patients
    8. Justify the choice of treatment modalities for critical illness, during pre/during/post surgical procedures and within maternity and paediatric environments.
    9. Develop nursing skills compliant with the NMBA standards required to provide competent care to patient in maternal health scenarios and for paediatric patients.
    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)
    3,4,6
    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
    8,9
    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
    4,7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,9
    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
    2,3,4
    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
    5,8
  • Learning Resources
    Required Resources
    Ball, J. W. Bindler, J Cowen, K. J. 2014 Child Health Nursing  Partnering with Children and Families. 3rd Edition. Boston, Pearson.

    Recommended Resources
    Barnes, M. & Rowe, J. 2013 Child Youth and Family Health Strengthening Communities 2nd Edition  Elsevier, Marrickville
  • 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. The Adelaide Nursing school supports the audio and video capture of lecture content as an aid to revision.
    2. Problem Based Learning Tutorial sessions – PBL session enables small group discussion and peer interaction around a particular content. The PBL facilitator manages a staged release of information regarding the case at hand of which students need to formulate hypotheses and suggest interventions. The student group drives the direction of the inquiry and the facilitator will encourage and develop students to apply critical thinking of the scenario. The Adelaide Nursing School has been successfully using PBL for a number of years and staff from both undergraduate and postgraduate teaching are experience PBL facilitators.
    3. Clinical Skills sessions - The 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 perform skills such as paediatric resuscitation, assessment and nursing care of infants (one session will enable hands on vital signs to children of different ages). 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. A one hour Kindergym session will replace one of the practical sessions where students will attend an external venue and observe a child and their care giver in their own environment.
    4. Clinical placement (aka professional experience) - This course provides skills and knowledge that enable students to participate at a level commensurate with their progression. Students work closely with university staff and clinicians to reinforce learning and ensure consistency of course objectives. 
    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:
    · 13 x 2 hour lecture / semester
    · 7 x 2 hour clinical skills sessions / semester
    · 3 x 3 hour PBL tutorial / semester
    Non contact hours for assessment and tutorial preparation will be 5 hours / week
    Learning Activities Summary

    The tables below indicate the lecture, tutorial, clinical skills sessions and PBL based tutorials for Nursing in Complex Settings 2. 


    Lecture /Tutorial series

    1. Changes in the female body due to pregnancy
    2. General nursing care for the pregnant woman
    3. Maternal health mortality – Eclampsia, Abortion, Haemorrhage
    4. Theories of lifespan and development 
    5. Cognitive, social and personal development during infancy
    6. Cognitive, social and personal development during childhood and adolescence
    7. Responding to fever and dehydration in infants and children
    8. Acute illness presentations in children
    9. What is Kindergym and why is it important?
    10. Chronic illness presentations in children
    11. Paediatric medications – calculations and administration (O, S/C, IM, IV, intraosseous)
    12. Activity Play Therapist role
    13. Developmental and birth deformities
    14. Death and dying

    PBL

    1. Pregnancy complications 
    2. Acute illness of a child
    3. Death of a child 

    Clinical skills sessions

    1. Taking vital signs
    2. Feeding and nutrition for children
    3. Bathing infants and nappy changing
    4. BLS – review of basic life support interventions for infants and children
    5. acute/chroni illness presentations
    6. family centred care
    7. Preparation and administration of paediatric medications
    Specific Course Requirements
    For specific course requirements, please refer to the learning and teaching modes.
  • 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 Quiz Formative 0%
    2 Clinical Record/NCAS/Summative Assessment (hurdle) Summative NGP
    3 Case study preparation Summative 20%
    4 Case study Summative 20%
    5 PBL Participation and worksheets Summative 20%
    6 Examination Summative 40%
    Assessment Related Requirements
    Copies of the marking rubrics for each assessment item will be located in;


    1.  The Study Guide
    2.  MyUni.
    Assessment Detail
    Assessment 1: Quiz
    An open book quiz reviewing content from lectures re theories of lifespan and development.

    ASSESSMENT 2: Clinical record / NCAS / Clinical Summative Assessment

    Each student is to obtain a completed NCAS (National Competency Assessment Schedule). The written Summative Assessment must be obtained at the end of each placement and will be completed by the supervising Registered Nurse and/or Clinical Lecturer. There are a total of 8 employer competencies to be completed over the 3 year program and you will be advised which ones pertain to this course. These documents must be passed at a minimum Satisfactory level to pass this course.

    Assessment 3: Kindergym case study preparation

    Following the lecture series in relation to the expected milestones seen in children and associated theorists you will be observing a child in relation to the expected milestones for their age. 

    The case study preparation requires you to describe the theoretical content and milestones that a child aged 0-5 would be expected to be at for their age. 

    Assessment 4: Kindergym case study

    You will be participating in a Kindergym session at a local Kindergym. In this teaching initiative you will have a hands on experience observing and interacting with a child in their own environment. The initiative involves you attending the Kindergym Inc. in small groups (5) where you will have a supervised encounter with children between the ages of 0 and 5 and their supervising guardian. 

    By undertaking this observation and engagement you will gain an appreciation of how to communicate with a child and their guardian.

    The case study requires you to describe the child you observed and how it aligns with the theoretical content and milestones that the child would be expected to be at for their age in relation to your previous case study preparation paper.

    Assessment 5: Problem based learning (PBL) Participation and Attendance

    Problem based learning (PBL) Participation and Attendance: students who are active participants in the problem based learning sessions each week will receive marks towards their contribution. Each PBL case will extend across 3 weeks with a range of psychosocial, pharmacological, pathophysiological and nursing assessments and interventions based on childhood illness, death of a child and maternal health care.
     
    Assessment 6: Examination: A 2 hour examination will cover the content of the course.
    Submission
    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 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/
    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 feedback from the 2018 SELTs focussed on improving student learning by
    1. More information re the requirements of the case study/ kindergym session
    2. Exam preparation
    3. There was a lot of positive feedback re the structure of the course, the course coordinator; the use of real children and the kindergym session to assist with learning.
  • 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.

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.