NURSING 7031 - Foundations of Critical Care

North Terrace Campus - Semester 1 - 2024

This course introduces the advanced practice nurse to the provision of care in the critical care setting. The concepts of assessment of the critically ill patient and the initial prioritising of care will be explored. The nursing and medical science related to the cardiac and pulmonary systems will be discussed in detail. The theoretical concepts and knowledge gained will enable the advanced practice nurse to engage in discussions regarding the principles of critical care nursing. It will have both theoretical and clinical components supported by classroom teaching. Students will also be expected to complete a range of clinical competencies throughout the course.

  • General Course Information
    Course Details
    Course Code NURSING 7031
    Course Foundations of Critical Care
    Coordinating Unit Adelaide Nursing School
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Up to 5 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Graduate Diploma in Nursing Science or Master of Nursing Science
    Assessment Search strategy, essay, quizzes, exam, clinical skills diary
    Course Staff

    Course Coordinator: Mr David Freer

    Course Coordinator: David Freer
    Phone: +61 8 8313 2010
    Email: david.freer@adelaide.edu.au 
    Location: Level 4, AHMS, Adelaide Nursing School, 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
    On successful completion of this course students will be able to:

    1 Recognise the signs of cardio-respiratory distress; and differentially diagnoses potential causes based on history-taking and clinical assessment.
    2 Analyse and interpret diagnostic tests and monitoring used to assess the adequacy of the cardio-respiratory systems.
    3 Discuss the aetiology and pathophysiology of common cardio-respiratory disorders potentially resulting in cardio-respiratory failure.
    4 Identify the priorities and formulate an effective nursing care plan to manage a patient with the potential to, or is experiencing cardio-respiratory distress.
    5 Demonstrate an understanding of the indications, rationales, setup, operation, application, monitoring, and troubleshooting required for managing a patient requiring technology to optimise their cardio-respiratory condition.
    6 Plan, implement and evaluate holistic plans of care in collaboration with the health care team.
    7 Identify and evaluate the current clinical issues in critical care nursing and considers the implications for your clinical area.
    8 Identify, critically appraise and integrate current evidence based guidelines and consensus statements to inform competent clinical 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 - 8

    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, 2, 4 - 8

    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.

    6 - 8

    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.

    8

    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.

    4, 6

    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.

    6-8

    Attribute 7: Digital capabilities

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

    1-8

    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.

    6 - 8
  • Learning Resources
    Required Resources
    Prescribed texts

    Aitken, L Marshall, A & Chaboyer, W 2019, ACCCN’s critical care nursing, 3rd edn, Elsevier, Sydney.

    OR

    Curtis K, and Ramsden C 2019, Emergency and Trauma Care for Nurses and Paramedics 3rd edn, Elsevier, Sydney.

    AND

    Talley, NJ & O’Connor, S 2018, Clinical examination: a systematic guide to physical diagnosis, 8th edn, Churchill/Livingstone, Elsevier, Sydney.

    AND

    Wesley, K 2019, Huszar’s: ECG and 12-Lead Interpretation, rev. 5th edn, Elsevier



    Recommended Resources
    Reading lists, web-links, library resources, study guides, along with the Adelaide Nursing School - Style and Referencing guide, the Academic Manual and information on Turn It In.



    Online Learning
    • Use of MyUni, CANVAS, for resource materials / lectures
    • Use of announcements, discussion boards, recorded presentations - ECHO 360, quizzes, external web-links
    • Materials will be made available during the semester



  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will be delivered through a blended learning mode:

    Up to five hours face-to-face sessions per week (on-campus) including: a blend of presentations from expert clinicians and tutorials utilising the principles of; ‘Problem-Based Learning’.

    Lectures
    The presentations will be recorded via ECHO 360 and available in MyUni along with the notes. The MyUni course will facilitate students preparation for specific weeks, and therefore students are required to review these resources prior to attending presentations and tutorials.

    Reading
    There are several prescribed texts for this course and an online reading list that will be made available via MyUni. The readings have been carefully chosen for relevance and currency. The required and recommended readings have been selected to optimise knowledge on the topic.

    Clinical Practice and Skill Acquisition
    This course supplements theoretical knowledge acquisition with field based learning. Students are required to complete clinical skills and work a minimum of 300 clinical hours in their specialty setting during the 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 delivery mode of this course is mainly face-to-face lectures and tutorials on campus (up to five hours contact per week). Although attendance is not compulsory in this course, students are strongly encouraged to attend the classes. Many of the lectures and tutorials presented in this course will involve problem-based learning using real-life case studies and will have a close link to your clinical specialty.

    Reading
    There are several required texts for this course. The online reading will be made available via MyUni. However you are strongly advised to research and read widely each topic in this course. You are expected to invest about 24 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, readings and assessments; some weeks it will be more and others less.
    Learning Activities Summary

    The course content will include the following:

    WEEK         TOPIC
    1 Introduction to the course
    Respiratory Anatomy & physiology
    Respiratory assessment; mointoring & diganostics
    2 Acute Respiratory failure
    Common respiratory disorders
    3 Oxygen therapy
    Non-invasive & Invasive ventilation
    4 Cardiovascular anatomy & physiology
    120 lead ECG interpretation, Axis
    5 Rhythm monitoring: Sinus & Atrial arrhythmias
    Anti-arrhythmic pharmacology
    6 Juncitional & Ventricular arrhythmias
    Differentiation of broad complex tachycardias
    7 Atrio-ventricular blocks
    Cardiac pacing
    8 Bundle branch & Fascicular blocks
    Syncope & other ECG findings
    9 Acute Coronary Syndromes
    Heart Failure       
    10 Haemodynamic monitoring
    Shock states I
    11 Shock States II
    Inotropes & Vasoactive pharmacology
    12 Massive Transfusion
    Hyperensive Crisis
    Vascular emergencies
    13 Pain, Analgesia & Procedural sedation
    UWSD insertion & management
    Specific Course Requirements
    Clinical Practice and Skill Acquisition
    This course supplements theoretical knowledge acquisition with field based learning. Students are required to complete clinical skills and work a minimum of 300 clinical hours in their specialty setting during the semester.
  • 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 Task Type Weighting Learning Outcome
    Search Strategy Formative NGP 3, 7, 8
    Essay Summative 30% 1 - 8
    Exam Summative 40% 1 - 8
    Quizzes Summative 30% 1 - 5, 7, 8
    Clinical Skills Diary Summative NGP 1 - 8
    Assessment Related Requirements
    It is recommended that students closely follow the guidelines provided in the School Manual and the School Style and Referencing Guide all assessments required in this course, as course coordinators strictly follow these guidelines when marking students’ work.
    All assessment in this course must be attempted and submitted in order to satisfactorily complete this course. Where assessments items are not satisfactorily attempted and/or completed, final grades will be withheld.


    Assessment Detail

    Search Strategy – Formative (NGP): 1000 words. Assessment 1 is designed as preparation for Assessment 2 & 3. It is early in the semester so that you can receive feedback on your work before handing in your Annotated Bibliography and final Essay.
    It is the detailed description of the search strategy that you have created in order to identify current and relevant references in your topic of choice.

    Discuss the recent advances (within the last 10 years) that have occurred in the assessment and management of one of the following:
    Shocked states – Choose one type
    • Cardiogenic
    • Hypovolaemic
    • Distributive – septic, anaphylactic or neurogenic
    • Obstructive – Pneumothorax, Pulmonary Embolism and Tamponade

    These are broad topics, and you may wish to focus on one particular aspect of these.
    Once you have made your selection:
    • Identify the topic chosen and provide a brief paragraph which situates the topic, providing background, to assist in the development of the introduction for your final essay.
    Your search strategy must be referenced with primary and secondary sources about searching the literature.

    Anotated Bibliography Summative (30%): 1750 words. Using your search strategy from the first assessment, identify 10 of the most relevant articles on the topic and familiarise yourself with their content.
    Out of the 10 choose 5 and write an annotated bibliography for each justifying your choice after each Annotated bibliography based on sample, methodology, clinical context, etc..
    1. Bibliography list of the 10 articles (not in the word count)
    2. Annotated Bibliography – 5 articles - (200-250 words) and justification for inclusion (max 150 words).

    Essay – Summative (30%): 2000 words. In Assessment 3 you will use the Search Strategy and the Annotated bibliography to write your Essay.

    Subject: Discuss the recent advances (within the last 10 years) that have occurred in the Assessment and management of one of the following:
    Shocked states – Choose one type
    • Cardiogenic
    • Hypovolaemic
    • Distributive – septic, anaphylactic or neurogenic
    • Obstructive – Pneumothorax, Pulmonary Embolism and Tamponade
    These are broad topics, and you may wish to focus on one particular aspect of these.

    In your discussion you must include the following headings:
    • pathology/ pathophysiology
    • assessment
    • management

    Written Exam – Summative (40% - grade of 50% or more is required to complete the course): The examination will consist of a combination of multiple choice questions and short answer questions. Students will be expected to be able to analyse patient situations. The examination will be two hours in duration and will examine the theory taught in Foundations of Critical Care.
     
    Clinical Skills Diary - Summative (NGP). The assessment of skills will occur throughout the semester. Students will be assessed by the critical care registered nurses and clinical titleholders, with whom they work. Please refer to the information provided in the Clinical skills Diaries regarding skills assessment criteria.

    It is essential that students, who do not have exposure to a particular skill, negotiate with the coordinator within enough time to arrange for clinical experience to occur. The diaries will be graded Pass or Fail.



    Submission
    Assessments, unless otherwise stated in your Study guide, are to be submitted electronically via Assignments in MyUni on the due date identified in this Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/.

    Turnitin is used to submit all assignments in this course. Turnitin is a plagiarism software tool that enables the student to identify any
    matching text before final submission.

    An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file. If submitting a PowerPoint presentation for marking, the .ppt or .pptx must be submitted as .pdf file. It is also important to submit your file under your name, such as surname.firstname. MyUni stamps all the other details against your filename once you submit your assessment.

    Clinical Skills Diaries should be submitted in person to the students' respective Course Coordinator by 1630hrs on or before the due date.
    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.

    Best aspects of this course 
    Lectures and the articulated lectures online
    Teaching method is good
    Huge wealth of topics relevant to my practice
    The lectureres make learning the content interactive and fun
    Very hepful with my role in emergency.
    Information is relevant and the content pushes us to learn best practices. It also is content relevant to all critical care environments which encourages each speciality to learn about the other.
    Contact hours, combined learning with ED and cardiac students. Two of the lecturers have current practice knowledge making the content more relevant
    Very relevant topics, well presented mostly
    Weekly face to face lectures.

    Areas for improvement
    Just housekeeping, wrong lecture times printed, calendar incorrect
    Sharing content around some weeks are very content heavy and others are light
    More relevant assignments. The assignments could have been more related to the lecture content.  


  • 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.

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.