NURSING 1110NA - Health Assessment and Complex Care I

Ngee Ann Academy - Semester 1 - 2016

Health Assessment and Complex care 1 & 2 will enable students to build on their existing knowledge and skills to develop advanced clinical reasoning and problem solving skills. There is no prerequisite requirement for these courses. The topics for assessment have been based on the most common causes of mortality and morbidity as reported by the Singapore Ministry of Health in their statistics. Students will be asked to consider a complex patient scenario based on their own practice setting. The skills required for advanced comprehensive physical, mental, behavioural and psychosocial assessment as well as the advanced pathophysiology and pharmacological issues will be explored and practiced in this course. Students will have opportunities to present and discuss their own cases with other students in the tutorials. It is anticipated that students will learn not only from their own cases but also from those presented by the other students. In presenting their case studies the students will further develop their own teaching skills. The curriculum includes the following content specified by the Singapore Nursing Board curriculum requirements: Health and Physical assessment, Teaching and Learning, Pathophysiology, Applied Pharmacology, and Behavioural Sciences and Sociology.

  • General Course Information
    Course Details
    Course Code NURSING 1110NA
    Course Health Assessment and Complex Care I
    Coordinating Unit School of Nursing
    Term Semester 1
    Level Undergraduate
    Location/s Ngee Ann Academy
    Units 3
    Contact Intensive lectures in weeks 1-2, 6-7, 11-12 and tutorials in the intervening weeks
    Available for Study Abroad and Exchange N
    Restrictions Available to B Nurs (Post Registration) students in Singapore only
    Course Description Health Assessment and Complex care 1 & 2 will enable students to build on their existing knowledge and skills to develop advanced clinical reasoning and problem solving skills. There is no prerequisite requirement for these courses.
    The topics for assessment have been based on the most common causes of mortality and morbidity as reported by the Singapore Ministry of Health in their statistics. Students will be asked to consider a complex patient scenario based on their own practice setting. The skills required for advanced comprehensive physical, mental, behavioural and psychosocial assessment as well as the advanced pathophysiology and pharmacological issues will be explored and practiced in this course. Students will have opportunities to present and discuss their own cases with other students in the tutorials. It is anticipated that students will learn not only from their own cases but also from those presented by the other students. In presenting their case studies the students will further develop their own teaching skills.

    The curriculum includes the following content specified by the Singapore Nursing Board curriculum requirements: Health and Physical assessment, Teaching and Learning, Pathophysiology, Applied Pharmacology, and Behavioural Sciences and Sociology.
    Course Staff

    Course Coordinator: Mr Paul McLiesh

    Course Coordinator: Paul McLiesh
    Phone: +61 8 8313 6286
    Email: paul.mcliesh@adelaide.edu.au
    Location: School of Nursing, The University of Adelaide
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Demonstrate effective interpersonal relationships and communication skills and practice with a holistic approach to integration of knowledge, organisation and management of care
    2 Evaluate common complex problems that may be seen in the clinical setting
    3 Demonstrate advanced skills of health assessment and distinguish normal from abnormal assessment findings
    4 Document a comprehensive physical, mental and psychosocial assessment, accurately describing the findings and move inductively from specific physical findings to a more general description of the patient’s condition
    5 Identify behavioural issues relating to the chosen case and understand the implications these have for nursing practice in terms of patient education, counselling and patient care.
    6 Integrate the information gained from the comprehensive patient assessment with an understanding of the pathophysiology of complex cases to problem solve in clinical practice.
    7 Demonstrate a comprehensive understanding of the drugs that may be used in the management of complex disease states seen in their own practice setting. In particular the pharmacokinetics, interactions and issues such as poly-pharmacy.
    8 Communicate the pathophysiological and pharmacological implications of the complex case succinctly and accurately to multidisciplinary members of the healthcare team
    9 Identify and address specific patient education requirements related to the complex case
    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, 6, 7
    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
    2, 5,
    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, 8, 9
    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, 3, 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, 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
    2, 3, 5
  • Learning Resources
    Required Resources
    Prescribed Texts
    Jarvis, C 2016, Jarvis's Physical Examination and Health
    Assessment: ANZ adaptation, Elsevier Health Sciences APAC

    McCance, L , Huether, S, Brashers, V, & Rote N, 2010 (eds) Pathophysiology The Biologic Basis for Disease in Adults and Children, 6th Ed, Mosby Elsevier, Philadelphia,
    Recommended Resources
    Nil
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Teaching occurs in teaching intensive blocks 3 times a semester at Ngee ANN Adelaide Centre

    There are 20 hours of face to face lectures
    There are also 2 lab sessions each semester
    Workload

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



    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 1 hour lecture / week
    • 4 x 1 hour tutorials / semester
    • 2 x 2 hour SLE / semester

    Non-contact hours for assessment and tutorial preparation will be 5 hours per
    week.

     

    Learning Activities Summary

    No information currently available.

  • 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

    No information currently available.

    Submission

    No information currently available.

    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 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.

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