NURSING 1111NA - Health Assessment and Complex Care II

Ngee Ann Academy - Semester 2 - 2015

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 1111NA
    Course Health Assessment and Complex Care II
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Undergraduate
    Location/s Ngee Ann Academy
    Units 3
    Contact Up to 3 hours per week
    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 Univeristy 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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-9
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4, 8
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 5, 9
    Skills of a high order in interpersonal understanding, teamwork and communication. 1, 4, 8
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 5
  • Learning Resources
    Required Resources
    PRESCRIBED TEXTS
    Jarvis, C 2008, Physical examination and health assessment, 5th edn, Saunders, St Louis. (Includes Student Laboratory Manual)
    A later version of this text is available (Jarvis 2011). If you are able to access a copy of that edition you will need to search for the relevant readings for each week as needed.
    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,
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will consist of intensive lecture sessions, tutorials and clinical laboratory sessions.. Participation in the tutorials is vital in making this course a constructive and enjoyable learning experience. In the event that you are unable to attend the tutorials please inform the Course Coordinator (via email) prior to the session so that this can be recorded
    Workload

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

    This course will consist of 16 hours of intensive lecture sessions,16 hours of tutorials and 8hours of clinical laboratory sessions. It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. It is recommended that you plan your time commitment to the course at the beginning of the semester. This includes all study activities, attendance at lectures, tutorials and lab sessions, 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

    Week

    Lecture

    Week 1

    Cardiovascular Assessment

    Week 2

    Cardiovascular disorders

    Week 3

    Acids and Bases

    Week 4

    Respiratory Assessment

    Week 5

    Respiratory disorders

    Week 6

    Lymphatic Assessment

    Week 7

    Endocrine Assessment

     

    Week 8

     

    Endocrine disorders

     

    Week 9

    Musculoskeletal Assessment

    Week 10

    Musculoskeletal disorders

    Week 11

    Assessment of the Frail Elderly Client

    Psychosocial and Cultural assessment

    Week 12

    Cancer

    Week 13

    Assessment of the Palliative client

     

  • 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 Task Assessment Type Weighting Learning Outcome(s) being addressed
    Online quiz
    Due week 3
    Formative N/A 2, 6
    Assessment of the elderly client essay
    Due week 7
    Summative 20% 2, 3, 5-9
    Presentation
    Due week 9
    Summative 40% 1-9
    Exam
    Due week 14
    Summative 40% 1-9
    Assessment Detail
    Assessment 1: online quiz


    ASSESSMENT OF THE ELDERLY CLIENT ESSAY
    Weighting: 20% Length: 500 words

    Topic

    Care of elderly clients is a significant majority of nursing roles in the 21st century as much of the population is aging. Elderly clients have unique needs and are affected differently by diseases and injuries. This essay should discuss an elderly client with a disease or injury found in one the topics of this semesters study guide. You should briefly identify the pathophysiology of the illness, its symptoms and how it is diagnosed. The focus of the essay should be on how the elderly client with that illness should be assessed, the types of data that should be collected (both objective and subjective) and how a diagnosis is made. A brief description of how that illness is managed should then be made followed by a succinct conclusion.
    This assignment is only 500 words long so remember to be concise and focus on the assessment of the client. Your focus should also be on the nursing assessment, describing the role of the nurse in the assessment of the client while identifying an awareness of assessments made by other healthcare workers.
    A high academic writing standard is required with key points in text referenced appropriately.

    Marking Guide – Essay
    Structure and Writing Style 25%

    Structure (15%)
    • Introduces/outlines/situates the topic of the essay.
    • Clearly describes the way in which the essay will proceed.
    • The essay is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the paper).
    • The essay ends with a cogent, defendable conclusion that summarises the discussion within the body of the paper.

    Writing Style (10%)
    • The essay is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.

    Content and Critical Analysis 60%
    Content (30%)
    Theessayquestionhasbeenansweredorthetopic/issuehasbeen discussed.
    The essay content has clear links to contemporary nursing practice.
    The student’s paper demonstrates a depth of understanding of the topic and significant issues.

    Critical Analysis (30%)

    The essay demonstrates a high degree of critical thought and insight by: providing a justification/rationale for the argument/discussion
    demonstrating they have reflected on the complex issues surrounding the topic/question
    discussing the topic from differing perspectives, thereby providing a balanced argument/discussion.

    Referencing 15%

    • The referencing style used throughout the poster is congruent with the School Academic Manual.
    • The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School Academic Manual.
    • The references cited are contemporary (i.e. less than 10 years old unless seminal papers).
    • Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source).
    • There is evidence in the paper that the student has searched widely for information related to the topic/issue.
    • The student has acknowledged all sources of information and all diagrams and photos are referenced.
    • Direct quotations are only used to make crucial points or to support the discussion/argument.




    PRESENTATION

    Topic
    Weighting: 40% (10% peer review and 30% by course coordinator)
    Length: 1500 (Equivalent) - This means that the preparation, research of the literature & design of the presentation should take the same time to do as it would to prepare & write a 1500 word essay. It does not mean that there should be 1500 words in the presentation.
    20 minute presentation and 5 minutes for questions (this time allocation may change depending on student numbers)

    You will be grouped together with other student/s and will be allocated a topic from this semesters study guide. Your group will be required to give a 20-minute presentation to your fellow students and the course coordinator. This presentation should cover the pathophysiology and symptoms of the disease/illness. The main focus of the presentation should be on the assessment of the person with this disease, how it is diagnosed, what assessments are made and by which health professionals. This section should include a practical demonstration of all or some of these assessments. You can use a mannequin, other team members or the audience to conduct these demonstrations. You should then also discuss the care of the person with that illness, including medical and nursing management, pharmacological interventions, other investigations, discharge planning and identify the long term implications.

    You will need to identify what equipment you need to conduct these assessments to the course coordinator at least 3 weeks before the presentation dates.

    You may also use other material to support your presentations, such as posters, videos, YouTube clips etc.

    Students are required to submit a copy of the presentation to the coordinator on or before the due date. You should submit this via MyUni as you would for a word document. The presentation is due a week before the day you will give the presentation so the maximum extension available is 7 days

    Please be punctual, respectful and attentive to your fellow students on the day of the presentations.

    Marking Guide: Presentation – Course Coordinator (30%)
    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


    Marking Guide: Presentation – Peer Review (10%)
    Structure – 3 Marks
    • Introduces the topic and states aims of the presentation. (1)
    • The presentation is structured in a logical sequence so that the
    content flows. (1)
    • The presentation ends with a brief cogent, defendable conclusion that summarises the discussion within the presentation. (1)

    Content and Critical Analysis – 4 Marks
    Content
    • The presentation has covered the topic sufficiently. (1)
    • The presentation content has clear links to contemporary nursing
    theory and clinical practice. (1)

    Critical analysis

    • providing justification/rationale for the discussion. (1)
    • discussing the topic from differing perspectives, thereby providing a balanced discussion. (1)

    Discussion and Presentation Style – 3 Marks
    • Material is presented in an interesting manner. (1)
    • The student: (2)
         • 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




    EXAM
    Weighting: 40% Length: 2 hours (1750 words equiv.)

    Topic

    The written examination will include (but is not limited to) a combination of multiple choice and short answer questions. The examination will be two hours in length and will examine the contents taught in this course.
    Submission

    Assessments, unless otherwise stated in the Study guide, are to be submitted electronically via Assignments in MyUni on the due date identified in the Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/. Formatting and presentation of assignments must comply with School policy as indicated in the School Academic Manual.

    An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file (or unless otherwise specified, i.e. PowerPoint). It is also important to submit your file under the student surname and id number, such as surnamestudentid (i.e. knight1234567). MyUni stamps all the other details against the filename once you submit your assessment.

    The assessment must include an Assignment Coversheet. The assignment should be submitted as one file, with the coversheet being the first page. A word version and rich text format of the Assignment Coversheet is available to download at http://health.adelaide.edu.au/nursing/current-students/. The Plagiarism Statement must be signed and dated for the assessment to be marked (signature is not required for electronic submission). More information on avoiding Plagiarism is available at www.adelaide.edu.au/writingcentre/plagiarism/.

    If students have difficulty submitting their assignment, they can call the MyUni helpdesk Monday to Friday (8am to 6pm) on 08 8313 3335.

    All assessments should be submitted by the specified due date.

    Late submission without an approved extension will be penalised at the rate of 10% of available marks for each 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.

    Students are advised to comply with word limits. Students are, of course, not expected to achieve exactly the required length and a 10% leeway on either side is acceptable. However, a penalty of 5% of available marks will apply for word limit in excess of the 10% leeway.

    Written work must comply with the formatting and referencing indicated in the School Academic Manual. Marks will be lost for failing to do so.

    Marked assignments and feedback will be returned via MyUni. For further information relating to assessment refer to the Assessment for Coursework Programs Policy.

    In accordance with University Policy, the guidelines and conditions regarding resubmission are stated below. It should be noted that these guidelines concern work that has been assessed as ‘FAIL’.

    Course coordinators, in consultation with Head of Learning & Teaching and/or the Pre-Registration or Postgraduate Learning and Teaching Sub-Committee Chairperson, are responsible for determining the circumstances in which students may resubmit assessment tasks. In determining these circumstances, the following are considered.

    a)     Students may only resubmit their work when:

    i)              It will allow them to demonstrate that they have understood feedback on their work; and/or

    ii)             They might otherwise be at risk of failing the course; and/or

    iii)            When they have received a Fail grade with an underlying mark of 45-49%; or

    iv)            The final assessment task in the course is weighted at 20% or more of the total course assessment.

    b)    In granting a resubmission, the deadline will be negotiated.

    c)     The resubmitted work will be awarded no more than the minimum pass mark (i.e. 50%).

    d)    If the resubmitted work does not achieve a pass, it cannot be submitted a third time, and a fail will be recorded.

    e)     Students who accept an offer of resubmission must take into account the possible implications, such as eligibility for graduation should the reassessment not be able to be completed in time for their preferred ceremony.

     

    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
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    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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