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

North Terrace Campus - Semester 1 - 2022

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
    Prerequisites NURSING 2011
    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: Elyce Kenny


    Elyce Kenny
    RN BN, Grad Cert (Nurs Ed), Grad Dip Paed Child & Yth Health Nursing, MCNSA

    Lecturer-Course Coordinator
    Adelaide Nursing School
    Level 4, Adelaide Health &
    Medical Sciences Building
    Cnr North Terrace & George Street
    ADELAIDE SA 5005 I KAURNA LAND

    T: +61 8 8313 6016
    E: elyce.kenny@adelaide.edu.au
    https://www.adelaide.edu.au/directory/elyce.kenny


    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. Understand and relate anatomy and physiology, pathophysiology and pharmacology to care of women in the perinatal period.
    2. Discuss the key principles of anatomy, physiology and pathophysiology, as well as the psychological developmental milesontes of infancy to adolescence.
    3. Apply their knowledge of the human body in the interpretation of health-related scenarios in relation to maternal and paediatric patients.
    4. Develop skills to perform an assessment of a newborn, infant, child and adolescent.
    5. Develop the communuication skills required in order to assess a child, underpinned with a family centered care model.
    6. Practice safe administration of medications for infants and children and maternity patients
    7. 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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2, 3

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    3, 4, 5

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    5,7

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    4, 5, 6, 7

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    4, 5, 7

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    1, 2, 3, 4, 5

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    6

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    7
  • 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
    Online Learning
    Some material will be presented online via MyUni. Details of this will be found in the link to this course on MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    1.  Online lectures –  online content delivery allows students to watch and learn about the course content at a time that suits them. Content will be delivered in a series of short vidoes, allowing students to not be too overwhelmed with the content (hopefully!). It will be the expectation that all lecture content is viewed prior to attending any clinical skills or PBL session. 
    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 experienced 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.
    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. 
    5. Kingerym - Students will be required to attend a one hour Kindergym session at an external venue where they will be able to observe a child and their caregiver in the gym environment. Students will then be required to write a case study on their experience. These sessions will commence in week 1 of the semester so it is important to students keep their eye out for booking announcements prior to the semester commencing. 
    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 Online quiz Formative 0%
    2 Online quiz on semester content x2 (20% each quiz) Summative 40%
    3 Kindergym case study Summative 40%
    4 PBL attendance and participation Summative 10%
    5 Clinical skills attendance and participation Summative 10%


    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

    Attendance to PBL tutorials is compulsory. Students will be required to sign an attendance record for each session. If a session is missed, please be aware that makeup sessions will not be offered.
    For each session, a pre and/or post online quiz will be used to determine student participation and understanding.
    A medical certificate is required for non-attendance. A medical certificate can only certify an absence for a session. If you miss a session, and supply a medical certificate, you will only receive marks for any pretest work (quiz) you may have submitted; you will not be eligible to have any marks awarded for a post session quiz.


    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 2021 SELTs stated that students felt well supported in this course and that the course content aligned well with the clinical skills, PBL and assessment pieces.

  • 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.