NURSING 3006 - Nursing in Complex Settings II
North Terrace Campus - Semester 1 - 2018
General Course Information
Course Code NURSING 3006 Course Nursing in Complex Settings II Coordinating Unit Adelaide Nursing School 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 II 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 Coordinator: Dr Tammy Page
Dr Tamara Page
Adelaide Nursing School
The University of Adelaide
Phone: +61 8 8313 1225
Fax: +61 8 8313 3594
The full timetable of all activities for this course can be accessed from Course Planner.Responding to fever and dehydration in infants and children
Week Lecture Tutorial Clinical Skills Session PBL Assessment 1 The theories of lifespan and development 2 Cognitive, social and personal development during infancy 3 Cognitive, social and personal development during childhood The concept of family centered care 4 Cognitive, social and personal development during adolescence Physiological changes from infancy to adolescence 5 6 Responding to fever and dehydration in infants and children 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 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 9 Changes in the female body due to pregnancy Paediatric BLS and administration of medications 10 General Nursing care of the pregnant woman Paediatric BLS and administration of medications 11 Paediatric Medications - O, S/C, IM, IV, IO. Paediatric Medications - O, S/C, IM, IV, IO - practice calculation session Paediatric Vital Signs 12 Maternal health mortality - eclampsia, abortion, haemorrhage Paediatric Vital Signs
Course Learning Outcomes1. 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
Required ResourcesBall, 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/
Recommended ResourcesBarnes, M. & Rowe, J. 2013 Child Youth and Family Health Strengthening Communities 2nd Edition Elsevier, Marrickville
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 supported by textbooks with web page and e-learning supports (e.g. flash cards for revision). The Adelaide Nursing school supports the audio and video capture of lecture content as an aid to revision.
- 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 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.
- 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. 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.
- 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.
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 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. 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
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
Specific Course RequirementsFor specific course requirements, please refer to the learning and teaching modes.
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 1 Paediatric Basic Life Support Assessment Formative 0% 2 Clinical Record/NCAS/Summative Assessment Summative NGP 3 Case study Summative 40% 4 PBL Participation and Attendance Summative 10% 5 Examination Summative 50%
Assessment Related RequirementsCopies of the marking rubrics for each assessment item will be located in;
1. The Study Guide
Assessment DetailAssessment 1: Paediatric Basic Life Support Assessment
Basic life support – paediatric: while Basic Life Support (BLS) 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: Kindergym case study
In mid semester break you will be participating in a Kindergym session at Tea Tree Gully Gymsports. This is a new teaching initiative whereby you will have a hands on experience observing, interacting with and assessing a child in their own environment. The initiative involves you attending Tea Tree Gully Kindergym Inc. in small groups (6) where you will have a supervised encounter with children between the ages of 0 and 5 and their supervising guardian. The encounter with the children will include:
Observing a child in relation to expected milestones for their age; and
Undertake a general health assessment of the child (pending parental consent)
By undertaking this observation and engagement you will gain an understanding 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. You will also be required to describe the health assessment of the child in relation to the norms as well.
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 identifies a range of competencies as required by the Nursing and Midwifery Board of Australia Competency Standards of the Registered Nurse 2016. 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.
SubmissionUnless 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/
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.Student feedback from the SELTs focussed on improving student learning by
- improving the time taken to provide grades and feedback following assessment submission. The school has attempted to address this in semester 2 with marking days to ensure an assignment is marked by a few at the same time which also allows for moderation and consistency in grading.
- Lectures being moved to a reasonable time - unfortunately the timetabling of lectures etc is done University wide taking in the needs of all schools. This requires some courses to have lectures at both the start of the day and the end of the day.
- There was a lot of positive feedback re the structure of the course, the course coordinator and the use of real children to assist with learning.
- Academic Integrity for Students
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- Student Life Counselling Support - Personal counselling for issues affecting study
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- 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 Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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