Dr Frank Donnelly
Program Coordinator  
School of Nursing
The University of Adelaide
AUSTRALIA 5005

Phone: +61 8 8313 3639
Fax: +61 8 8313 3594
frank.donnelly@adelaide.edu.au
www.health.adelaide.edu.au/nursing/

Week	Lecture	Tutorial	Clinical Skills Session	PBL	Assessment
1	The theories of lifespan and development		NCS I	NCS I -Tonsils
2	Cognitive, social and personal development during infancy		NCS I	NCS I - Tonsils
3	Cognitive, social and personal development during childhood	The concept of family centered care	NCS I	NCS I - Tonsils
4	Cognitive, social and personal development during adolescence	Physiological changes from infancy to adolescence	NCS I	NCS II Mental Health
5	No lecture	No tutorial	No Skills	NCS II Mental Health
6	Responding to fever and dehydration in infants and children		NCS I	NCS II Mental Health	My Virtual Child
7	Acute illness presentations in children	Recognising and managing a seriously ill child part 1 - acute illness	Care aspects of the child - feeding and nutrition/bathing and nappy changing	NCS I Fractures
8	Chronic illness presentations in children	Recognising and managing a seriously ill child part 2 - chronic illness	Care aspects of the child - feeding and nutrition/bathing and nappy changing	NCS I Fractures
9	Changes in the female body due to pregnancy		Paediatric BLS and administration of medications	NCS I Fractures
10	General Nursing care of the pregnant woman		Paediatric BLS and administration of medications	NCS II Trauma / C Section
11	Paediatric Medications - O, S/C, IM, IV, IO.	Paediatric Medications - O, S/C, IM, IV, IO - practice calculation session	Paediatric Vital Signs	NCS II Trauma / C Section
12	Maternal health mortality - eclampsia, abortion, haemorrhage		Paediatric Vital Signs	NCS II Trauma / C Section	Participation and Attendance in PBL Examination (Exam week)

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.

Ball, J. W. Bindler, J Cowen, K. J. 2014 Child Health Nursing  Partnering with Children and Families. 3rd Edition. Boston, Pearson.

My Virtual Child found at http://www.myvirtualchild.com/

Barnes, M. & Rowe, J. 2013 Child Youth and Family Health Strengthening Communities 2nd Edition  Elsevier, Marrickville

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. Problem Based Learning Tutorial sessions – PBL session enable 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 prepares a range of learning and resources for the following week where more details of the case are distributed. The facilitator will encourage and develop students to apply critical thinking of the scenario. The School of Nursing 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 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 perform skills such as paediatric resuscitation, assessment and nursing care of infants. 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.
4. Clinical placement (aka professional experience) - The Australian Nursing and Midwifery Accreditation Council mandates that programs leading to registration as a nurse must have a minimum number of hours of 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 Lecturer A staff and clinicians to reinforce learning and ensure consistency of course objectives. The objective of the professional experience associated with this course is to extend students skills in the advanced assessment of paediatric and maternal populations. A sound understanding of psychosocial development and pathophysiology is expected of students placed within a paediatric setting. At this stage of the program students would, with supervision, be expected to assume responsibility (under supervision) for the care of 4 people according to the nature of the clinical placement.

WORKLOAD
The workload for this course requires attendance at:
· 1 x 2 hour lecture / week
· 6 x 1 hour tutorials / semester
· 4 x 1 hour clinical skills sessions / semester
· 6 x 2 hour PBL tutorial / semester
Non contact hours for assessment and tutorial preparation will be 5 hours / week

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


Lecture /Tutorial series

1. Theories of lifespan development and care of the child
2. Cognitive, social and personal development during infancy
3. Cognitive, social and personal development of preschool age
4. Cognitive, social and personal development during middle childhood
5. Cognitive, social and personal development during adolescence
6. The Concept of Family Centered Care in the Paediatric Environment
7. Physiological changes from infancy to adolescence
8. Health promotion and maintenance for newborn and infants
9. Health promotion and maintenance for children
10. Responding to fever and dehydration in infants and children
11. Acute illness presentations in children
12. Recognising and managing a seriously ill child part - acute care
13. Chronic illness presentations in children
14. Recognising and managing a seriously ill child part - chronic illness
15. Paediatric medications – calculations and administration (O, S/C, IM, IV, intraosseous)
16. Changes in the female body due to pregnancy
17. General nursing care for the pregnant woman
18. Maternal health mortality – Eclampsia, Abortion, Haemorrhage

PBL

1. Mental health
2. Trauma (MVA) and the care of a child
3. Post operative care for caesarean section

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. Preparation and administration of paediatric medications

For specific course requirements, please refer to the learning and teaching modes.

Assessment No	Assessment Name	Type of Assessment	Weighting
1	Paediatric Basic Life Support Assessment	Formative	0%
2	My Virtual Child	Summative	30%
3	PBL Participation and Attendance	Summative	10%
4	Clinical Record/NCAS/Summative Assessment	Summative	NGP
5	Examination	Summative	60%

Copies of the marking rubrics for each assessment item will be located in;


1.  The Study Guide
2.  MyUni.

Assessment 1: Paediatric Basic Life Support Assessment

Basic life support – paediatric: while basic Life Support applies to all age ranges this assessment requires students to focus on the resuscitation of infants and children. Students will repeat the skill station until they are deemed proficient.

Assessment 2: My Virtual Child

My Virtual Child: My Virtual Child is an interactive web-based simulation that allows students to raise a child from birth to age 18 and monitor the effects of ‘parenting’ decisions over time. This engaging assessment directly applies the key concepts of psychosocial development across the infant to adult lifespan and has been used in the School of Nursing for some time with great success. Students will download access from the My Virtual Child website and will ‘raise’ the child on their own or with another student. All work submitted however will be on an individual basis. During the process students will be asked to compare their child with expected human development as described in the textbook and via the links out of My Virtual Child. During this process there will be 3 assessments that will occur after particular stages of Development: After 3 years of age, after 12 years of age and after 18 years of age.

Assessment 3: 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 mental health, trauma and maternal health care.
 

ASSESSMENT 4: Clinical record / NCAS / Clinical Summative Assessment

The Clinical Record (Tollefson) 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. The Clinical Record provides evidence that the student has demonstrated the required level of competency standard. Consistent with competency type assessments a non – graded pass is awarded. Some remedial opportunities will be available to those students who fail or are not exposed to certain competencies in the clinical setting. The Clinical Record forms part of the broader portfolio developed across each year of the program and provides a consistent reference for students nursing skill development. 


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 5: Examination: A 2 hour examination will cover the content of the course.

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/