NURSING 3005 - Nursing in Complex Settings (Perioperative)

North Terrace Campus - Semester 1 - 2021

This course describes the professional and legal issues associated with the role of the Registered Nurse in the perioperative setting. Careful preoperative assessment and patient identification are essential skills within the course. The post operative care phase is examined in respect of pain management, wound and drain care and a focus on the clinical signs and symptoms that suggest a patient condition is deteriorating. Students will need to use contemporary best practice guidelines to support their descriptions of perioperative nursing care across all ages.

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Course Details

Course Code	NURSING 3005
Course	Nursing in Complex Settings (Perioperative)
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
Prerequisites	NURSING 2011
Restrictions	Available to B.Nurs students only
Assessment	PBL attendance, assessment of clinical skills, drug calculation test, preoperative assessment of the surgical patient, exam

Course Staff

Course Coordinator: Mrs Jo Perry

Jo Perry
jo.perry@adelaide.edu.au
+618 8313 2010

Email contact is best due to this lecturer being part time.

Adelaide Nursing School
Level 4, AHMS Building
University of Adelaide North Terrace Campus
Phone: +61 8313 3595
Email: nursing@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

1. Apply principles of NMBA competencies, code of conduct and National Standards to nursing care in the perioperative environment

2. Describe the perioperative environment, including roles and functions of staff.

3. Understand and relate anatomy and physiology, pathophysiology and pharmacology to care of patients in the perioperative setting.

4. Demonstrate understanding of pre, intra and postoperative patient assessment and nursing interventions, including considerations for special patient populations across the lifespan.

5. Explore how situational awareness, decision making and effective communication contribute to perioperative outcomes.

6. Develop knowledge and skills for assessing and caring for a patient with a complex wound, including burns.

7. Describe principles and nursing considerations for surgical conscience, asepsis and infection control, scrubbing, gowning and gloving.

8. Explore applications of anaesthetic care, acute pain management, postoperative nausea and vomiting.

9. Identify nursing assessment points and management for underwater seal drains, surgical drains, venepuncture, pressure injury, fall prevention, patient ID and procedure matching.

10. Discuss general principles of medico-legal, health informatics, medical imaging and intra hospital transfer of 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)	1,2,3,4
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	3,4,5,10
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	2,8,9,10
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1,2,3,6,10
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	1,2,3
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	1-10

Learning Resources

Required Resources

Hamlin, L, Davies, M, Richardson-Tench, M & Sutherland-Fraser, S, 2016, Perioperative Nursing – An Introduction, 2nd Ed
Elsevier, NSW, Australia.

Tollefson, J, Hillman, E, 2018 Clinical Psychomotor Skills, 7th Ed. Cengage Learning Australia, South Melbourne, Vic.

Recommended Resources

Readings as per Lectures and Modules outlined in Canvas

Online Learning

Lectures and tutorials for this course are recorded and posted online in Canvas. Assessments and other course activities are also
online. Readings from journals and internet sources are also available online.

Learning & Teaching Modes

Each week there will be an online lecture and a face to face tutorial session. Attendance is recommended at all sessions in order to optimise learning. Throughout the course are skills sessions which also form part of the assessment. A group presentation on a PBL Case Study is a summative assessment piece of this course.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The student will be expected to spend between 4-6 hours engaging with the activities of this course each week during the semester on campus. Off campus work will include 3-4 hours of reading as well as viewing online lectures and viewing materials. Preparation of assignments is on top of this time commitment. Students are encouraged to plan well, since this course has a lot of content and requires extensive reading and preparation for sessions.

Learning Activities Summary

Module Lecture Content

1	Course Introduction Framing the Perioperative environment/Perioperative Roles Preoperative Care Preoperative Care across the Lifespan Pt ID and Procedure Matching Surgical Conscience
2	Nursing Informatics MedicoLegal in Perioperative Care Complex Wound Care Asepsis & Infection Control Burns Under Water Seal Drains & Surgical Drains
3	Intraoperative Care Special Patient Populations (including Mental Health & Aboriginal Health in Periop) Perioperative Pressure Care Fall Prevention Perioperative Communication Intrahospital transfer/Discharge Planning
4	Anaesthetics Anaesthetic Agents Anaesthetic Emergencies Post-Operative Care Advanced Acute Pain Relief/PCA/Epidural Post Operative Nausea/Vomiting

* Each module goes over 2 weeks

Tutorials (face to face activities)

- Preoperative Assessment Activity
- Basic Lab Interpretation
- Medical Imaging modalities and nursing considerations
- Decision making and situational awareness
- Landmark medico-legal cases in surgery

Clinical skill activities

- Preoperative interview techniques
- Venipuncture/Labaratory interpretation
- ANTT/Surgical ANTT/Complex Wound Care
- Scrubbing, gowning, gloving
- Anaesthetics and postoperative care
- Hand hygeine and nursing informatics
- Situational awareness/special patient populations
- PACU/Xray/UWSD

PBL sessions

- Perioperative Case Studies, incorporating aspects of care across the lifespan and special patient populations.

Specific Course Requirements

Clinical placement is complementary to this course, and it is expected that the students will be able to apply knowledge from the theory course to their clinical site.

Small Group Discovery Experience

Problem Based Learning (PBL) occurs in small groups and is based around case scenarios. Participation of all members of the group is essential for the overall success of the group. Students will be expected to use their knowledge to analyse and critically plan care for the patient in each scenario.

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 Summary

Item Number	Item	Weighting	Learning Outcomes
1	Preoperative H5P activity	Formative	1, 2
2	Drug Calculation Test (HURDLE)	NGP/NGF	1
3	Insulin Administration Quiz	NGP/NGF	1,2
4	Problem Based Learning group work	40%	1, 2, 3, 4, 5, 6, 7, 8, 9, 10
5	Clinical Skills	60%	1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Assessment Related Requirements

The drug calculation test is a hurdle. That means that this piece of assessment must be passed before the student can pass the course.

Students will be allocated to groups for skills sessions. Due to limited spacing it is very difficult to change people around between groups. Any switches must be approved by the course coordinator ahead of the session time.

Assessment Detail

Formative Assessment – Preoperative Assessment H5P activity

Drug Calculation Test
This is a Hurdle requirement of the course and students will be awarded either a Non Graded Pass or Fail for this aspect of the course.

Insulin Administration Quiz
Meeting the requirments of the Insulin administration session and quiz will enable the student to admininster insulin within their appropriate scope of practice on clinical placement.

Practical Skills Worksheets/Quiz
Each Skills session has a worksheet/quiz to complete and submit by the following week to capture the main points of learning attained.

PBL Case Study Group Project
In small groups you will work through an assigned case study and prepare a report/presentation for your peers as a group.

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.

To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline.

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.

The final grade for this course will be a culmination of all activities.

Each skill module is worth 15%. A student must participate in the skills session in order to be able to submit the accompanying summative work for assessment grading. If a student does not participate in the skills session, yet submits the worksheet/quiz, they will not receive credit in points for it, they will be awarded a zero for that session.

Grading of written work will be guided by a rubric which students will have access to prior to submitting their assignment. Review of the originality report prior to submission is also highly recommended.

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.

2020 saw more lectures being online, with successful viewing by students according to their schedule. This will continue in 2021, with set posting times of content, so that students can regulate their viewing schedule.

Skills sessions worked best in 2019 when there was interation and "hands on" activity. This will continue with suggested refinements in 2021. In 2020, skills which could be stepped through online were utilised with students giving positive feedback about the activities. The online activities will form the basis of the summative skills assessments.

In 2019, students liked the smaller group work in the skills sessions, and also enjoyed having the opportunity to feedback in a timely fashion as to positive and negative aspects of the course. A survey monkey for contemporaneous skills feedback will be utilisd again.

Positive feedback included the use of the Intellilearn software for the drug calculation test, and this process has been refined.

PBL was a popular aspect of this course, and will be restructured for volume and delivery reasons in 2021 to be a small group activity where students present their PBL case back to their peers.

The exam was a source of great stress for students, and the exam has been replaced by smaller quizzes within the skills assessment of the course.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator