NURSING 7213 - Applied Nursing Practice II
North Terrace Campus - Semester 2 - 2020
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General Course Information
Course Details
Course Code NURSING 7213 Course Applied Nursing Practice II Coordinating Unit Adelaide Nursing School Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact Up to 10 hours per week Available for Study Abroad and Exchange N Restrictions Available to M.Clin Nurs students only Assessment Concept map, presentation, PBL participation Course Staff
Course Coordinator: Dr David Foley
Course Coordinator: Dr David Foley
Phone: +61 8 8313 6285
Email: david.foley@adelaide.edu.au
Location: Level 4, Adelaide Nursing School, AHMS
School Office
Phone: +61 8 8313 3595
Email: nursing.studentliason@adelaide.edu.au
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
1 Further develop and refine skills of observation, assessment, communication and documentation. 2 Apply and integrate knowledge from the nursing, pharmacological and biological sciences and evidence based practice into complex health care. 3 Identify the different complexities and knowledge required from the nursing and biological sciences and evidence based practice across a variety of different settings 4 Identify and describe the pharmacology of medications used for selected health problems 5 Articulate the impact of complex illness on patients and families across the lifespan 6 Critically analyse nursing practice. 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)
1-5 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
1-3, 5, 6 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
1-3, 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2-6 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 5 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, 3, 5, 6 -
Learning Resources
Recommended Resources
Brown, D. Edwards, H. Buckley, T. & Aitken, R.L. (eds) 2019 Lewis’s medical-surgical nursing, 5th edn, Elsevier, Sydney
Bryant, B & Knights, K, 2019, Pharmacology for Health Professionals, 5th edn, Mosby Elsevier, Sydney.
Lee, G & Bishop, P 2016, Microbiology and Infection Control for Health Professionals, 6th edn, Pearson Prentice Hall, Frenchs Forest.
Harris, P, Nagy, S & Vardaxis, N (eds) 2014, Mosby's Dictionary of Medicine, Nursing & Health Professions, 3rd edn, Mosby, Sydney.
McMurray, A & Clendon, J, 2014, Community Health and Wellness, 5th Edition: Primary health care in practice, Mosby Australia. -
Learning & Teaching Activities
Learning & Teaching Modes
This course is delivered using a combination of Lectures, Tutorials and weekly Inquiry (Problem) Based Learning sessions.
All materials are available and accessed via the online learning system - MyUniWorkload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The workload for this course requires attendance at:
• 2 x 2 hour lecture / week
• 1 x 2 hour tutorial / week
• 1 x 3 hour inquiry based learning workshop / week
It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. This includes all study activities, lectures, tutorials, readings and assessment. Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester.Learning Activities Summary
The tables below indicate the lecture and tutorial outlines for Applied Nursing Practice II. Please refer to the timetable above for details on class and time.
Applied Nursing Practice II Lecture Series - Intro & Shock
- Anaesthesia
- Perioperative Nursing Practice
- Shock
- Shock
- Intracranial Pressure & Spinal Injury
- Hepatic dysfunction
- Pancreas & Endocrine (Excluding Diabetes Mellitus)
- Organ Donation
- Acute renal failure
- Chronic renal failure and dialysis
- Renal Failure Overview
- Haematological Conditions
- Chronic Disease
Tutorial Series - Head Injury
- Hepatitis and blood borne virus
- Falls and complex patient assessment
- Renal Failure Overview
- Acute Injuries Across the Lifespan
Inquiry Based Learning - Perio-operative Care
- Shock
- Head Injury
- Liver Disease
- Renal
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Assessment
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
No information currently available.
Assessment Detail
ASSESSMENT 1: IBL PARTICIPATION
Due Date: Ongoing throughout semester
Weighting: NGP and 10%
Length: Ongoing throughout courseThis is both a formative and summative assessment. Inquiry based learning is an active process involving significant communication between tutors and students.During this course students will work to apply their knowledge of pathophysiology, pharmacology, fundamentals of nursing, patient education, primary health care to the series of health problems presented.
Assessment 2: SHOCK CONCEPT MAP & BRIEFING PAPER
Due Date: Late August/Early September 2020
Weighting: 30%
Length: Map plus 500 word briefing paper
Construct a concept map describing shock. You may choose to portray an overview of shock. Or you might like to concentrate on a particular aspect. Particular shock topics could include:- A shock type, such as anaphylactic, septic or haemorrhagic
- Shock management
- ICU management of shock
- Haemodynamic changes with developing shock
Assessment 3: CASE REVIEW PRESENTATION
Due Date: End of Semester 2
Weighting: 60%
Length: 20 min presentation
Students must choose a case and deliver a seminar presentation where they are required to critically analyse the case in regards to the safety and quality in line with current contemporary practice and evidence based care. The presentation must be referenced as per the school’s academic manual and additional supporting information to be discussed in the presentation is to be included in the student's notes.
Submission
Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. Students MUST keep an electronic copy of all assignments submitted. Cover sheets are required for all assignments and can be accessed from the School of Nursing website. Extension of time for submission of assignments is subject to negotiation with the course coordinator. Requests must be made before the due date of the assignment. In principle, all assignments should be submitted by the due date. However, an extension may be granted if the request is made before the due date and the usual administration procedures are followed. Late submission without an approved extension will be penalised at the rate of 5% of available marks for each working day after the due date. Work submitted more than ten days after the due date may be returned unmarked. This action will be taken to prevent students who do get their work in on time being disadvantaged.
Whenever possible staff will turn around marked assignments within 4 weeks or earlier.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 following marking guides will be used for the assignments:
Marking Guide - IBL Student Evaluation
Student performance will rated as competent, partially demonstrated or not demonstrated in relation to the following: IBL Process Skills • Identify relevant information in the case presentation
• Develop Hypotheses
• Discuss hypotheses in terms of mechanisms
• Use evidence to support reasoning
• Develop specific/concise learning issues
• Links learning issues to aspects of case
• Identify and uses appropriate resourcesKnowledge Base Development • Identify relevant knowledge required for the problem
• Apply anatomical knowledge to the problem
• Apply and integrate lecture material into discussion
• Synthesise new information and present in discussion without notes
• Apply existing and new knowledge to the problem and is able to discuss/test hypotheses with appropriate information from learning issues
• Comment on student’s knowledge baseReasoning • Presents ideas in a logical stepwise manner
• Re-evaluates hypotheses in response to new information or discussion
• Asks questions which help to clarify the problem
• Links ideas to contribute to drawing pu a concept map as a summaryPersonal, Professional and Collegial Behaviour • The student has demonstrated an ability to work effectively in a group and contribute to discussions with peers
• Actively participating in group discussions
• Using professional language at all times
• Displaying respect for colleagues, patients who are the basis of cases, staff and tutors
• Respecting and valuing other group members contributions
• Dealing with difference of opinion without conflict or confrontation
• Providing constructive feedback to tutor and other group members
• Having strategies for involving other group members in the discussion
• Prepares well for sessions
• Self-evaluates own learning needs for further development
• Demonstrates good interpersonal and communication skills
• Self-evaluates own personal abilities, the task and group issues
• Demonstrates a professional behaviour and attitude appropriate to the context of the caseVerbal Interactions • Pronunciation (clarity of speech and volume of speech)
• Style of interaction (contributes and responds freely, asks questions)
• Vocabulary and grammatical correctness
Concept Map marking guide
Category High Distinction Distinction Credit Pass Fail Critical thinking
(20%)Demonstrates
excellence in analysing, synthesizing and evaluating information and ideas from many perspectives.Demonstrates
expertise in analysing, synthesizing and evaluating information and ideas from multiple perspectives.Demonstrates
proficiency in analysing, synthesizing and evaluating information and ideas from several perspectives.Demonstrates
adequacy in analysing, synthesising and evaluating information and ideas from at least two perspectives.Does not
synthesise or evaluate information and ideas. Use a single source of information.Quality of work
(20%)Presents work of the highest quality with original & creative thinking Presents high
quality work. Suitable thinking displayed with some elements of creativity.Presents work of a good standard. Uses a standard template. Presents work that is satisfactory. Presents work that is unsatisfactory Accuracy and Relevance
(20%)All core concepts
(propositions) are clearly identified, relevant and accurateMost core concepts
(propositions) are identified, relevant and accurateMany core
concepts
(propositions) are identified, relevant and accurateCore concepts
(propositions) are identified although some elements are missingCore concepts
(propositions) are vague, irrelevant and inaccurateConcept map structure (Skills of Concept Mapping)
(20%)Hierarchy,
branching and
cross links reflect complex levels of meaning and identify all subconcepts. No errorsHierarchy,
branching and
cross links reflect complex levels of meaning although a few subconcepts are missing. No significant errorsHierarchy,
branching & cross links reflect a
reasonably
complex level of meaning with some subconcepts missing. 1 or 2 significant errorsHierarchy,
branching and
cross links reflect
satisfactory levels of meaning with subconcepts missing. Greater than 2 significant errors.Hierarchy,
branching andcross links are
poorly developed
with most subconcepts missing. Many significant errors.Briefing Paper
(20%)The reference
source for the concept map method was presented
The description of how the concepts were linked was clearly & expertly describedThe reference
source for the concept map method was presented
The description of how the concepts were linked was clearly and competently described.The reference
source for the concept map method was presented
The description of how the concepts were linked was clearly described.The reference
source for the concept map method was presented
The description of how the concepts were linked was described.The reference
source for the concept map method was not presented The description of how the concepts were linked was not described.
Marking Guide - Seminar Presentation
Structure 25% • Introduces the topic and states aims of the presentation.
• Clearly describes the way in which the presentation will proceed.
• The presentation is structured in a logical sequence so that the content flows.
• The presentation ends with a brief cogent, defendable conclusion that summarises the discussion within the presentation.
• The time for the presentation is managed well, allowing adequate time for questions/debate at the conclusion of the presentation.Content and Critical Analysis 60% Content (30%)
• The presentation has covered the topic sufficiently.
• The presentation content has clear links to contemporary nursing theory and clinical practice.
• The student's presentation demonstrates a depth of understanding of the topic and associated significant issues.
Critical analysis (30%)
• The presentation demonstrates a high degree of critical thought and insight by:
- providing justification/rationale for the discussion
- demonstrating they have reflected on the complex issues surrounding the topic
- discussing the topic from differing perspectives, thereby providing a balanced discussionDiscussion and Presentation Style 15% • Material is presented in an interesting manner.
• The student uses learning resources appropriately.
• The group's interest is maintained by the student.
• The student:
- is audible
- faces the audience
- responds to questions in an appropriate fashion
- leads an interactive discussion that challenges the group to issues related to their nursing practiceFinal results for this course will be made available through Access Adelaide.
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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.
Not applicable due to low number of responses. -
Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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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
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