NURSING 7213 - Applied Nursing Practice II

North Terrace Campus - Semester 2 - 2022

This course provides an opportunity to further extend and refine all aspects of nursing practice for clients in complex health care across the lifespan.Develop and refine skills of observation, assessment, communication and documentation apply and integrate knowledge from the nursing and biological sciences and evidence based practice into complex health care, articulate the impact of complex illness on patients and families across the lifespan and critically analyse nursing practice.

  • General Course Information
    Course Details
    Course Code NURSING 7213
    Course Applied Nursing Practice II
    Coordinating Unit School of Nursing
    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
    Course Description This course provides an opportunity to further extend and refine all aspects of nursing practice for clients in complex health care across the lifespan.Develop and refine skills of observation, assessment, communication and documentation apply and integrate knowledge from the nursing and biological sciences and evidence based practice into complex health care, articulate the impact of complex illness on patients and families across the lifespan and critically analyse nursing practice.
    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.

  • 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)

    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.

    1-5

    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.

    1-3, 5, 6

    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.

    1-3, 5

    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.

    2-6

    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.

    2, 3 5

    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.

    5

    Attribute 7: Digital capabilities

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

    1

    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.

    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 - MyUni
    Workload

    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
    1. Intro & Shock
    2. Anaesthesia
    3. Perioperative Nursing Practice
    4. Shock
    5. Shock
    6. Intracranial Pressure & Spinal Injury
    7. Hepatic dysfunction
    8. Pancreas & Endocrine (Excluding Diabetes Mellitus)
    9. Organ Donation
    10. Acute renal failure
    11. Chronic renal failure and dialysis
    12. Renal Failure Overview
    13. Haematological Conditions
    14. Chronic Disease
    Tutorial Series
    1. Head Injury
    2. Hepatitis and blood borne virus
    3. Falls and complex patient assessment
    4. Renal Failure Overview
    5. Acute Injuries Across the Lifespan
    Inquiry Based Learning
    1. Perio-operative Care
    2. Shock
    3. Head Injury
    4. Liver Disease
    5. Renal
  • 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

    No information currently available.

    Assessment Detail

    ASSESSMENT 1: IBL PARTICIPATION
    Due Date: Ongoing throughout semester
    Weighting: NGP and 10%
    Length: Ongoing throughout course
    This 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
    This will be discussed in class and there will be exemplars from previous students available on MyUni

    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 resources
    Knowledge 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 base
    Reasoning
    • 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 summary
    Personal, 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 case
    Verbal 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 accurate
    Most core concepts
    (propositions) are identified, relevant and accurate
    Many core
    concepts
    (propositions) are identified, relevant and accurate
    Core concepts
    (propositions) are identified although some elements are missing
    Core concepts
    (propositions) are vague, irrelevant and inaccurate
    Concept map structure (Skills of Concept Mapping)
    (20%)
    Hierarchy,
    branching and
    cross links reflect complex levels of meaning and identify all subconcepts. No errors
    Hierarchy,
    branching and
    cross links reflect complex levels of meaning although a few subconcepts are missing. No significant errors
    Hierarchy,
    branching & cross links reflect a
    reasonably
    complex level of meaning with some subconcepts missing. 1 or 2 significant errors
    Hierarchy,
    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 described
    The 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 discussion
    Discussion 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 practice

    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.

    Not applicable due to low number of responses.
  • Student Support
  • Policies & Guidelines
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