NURSING 7031 - Foundations of Critical Care

North Terrace Campus - Semester 1 - 2018

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 School of Nursing
    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 Available to M.NSc and G.DipNurSc students only
    Course Description 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.
    Course Staff

    Course Coordinator: Mr Iain Everett

     Course Coordinators:

    Iain Everett
    Phone: +61 8 8313 4308
    Email: iain.everett@adelaide.edu.au

    Sindy Millington
    Phone: +61 8 83132996
    Email: sindy.millington@adelaide.edu.au

    Julia Muller Spiti
    Phone: +61 8 8313 6284
    Email : julia.mullerspiti@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
    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)
    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 - 8
    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, 2, 4 - 8
    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
    6 - 8
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    8
    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
    4, 6
    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
    6 - 8
  • Learning Resources
    Required Resources
    Prescribed texts

    Aitken, L Marshall, A & Chaboyer, W 2015, ACCCN’s critical care nursing, 3rd edn, Mosby Elsevier, Sydney.

    OR

    Curtis K, and Ramsden C 2016, Emergency and Trauma Care for Nurses and Paramedics. 2nd edn, Elsevier, Sydney.

    AND

    Talley, NJ & O’Connor, S 2014, Clinical examination: a systematic guide to physical diagnosis, 7th edn, Churchill/Livingstone, Elsevier, Sydney.

    AND

    Wesley, K 2011, Huszar’s basic dysrhythmias: interpretation and management, rev. 4th edn, Mosby, St Louis.



    Recommended Resources
    Reading lists, web-links, library resources, essay writing guides, study guides, referencing guides, TURNITIN



    Online Learning
    • Use of MyUni, Articulate Storyline for resource materials / lectures
    • Use of announcements, discussion boards, quizzes, lecture recordings, 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 lectures and tutorials utilising the principles of; ‘Problem-Based Learning’.

    Lectures
    The lecture locations will be made available on the MyUni website. Articulate storyline Lectures/office Mix will be available on the MyUni Canvas course to facilitate students preparation for specific weeks, and therefore students are required to review these reosurces prior to attending class.

    Reading
    There are several prescribed texts for this course and an online reading list that will be made available on MyUni in the Canvas course. The readings have been carefully chosen. The required and recommended readings have been selected to optimise knowledge on the topic and so that they will continue to be of use after graduating.

    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 Canvas course on 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 Respiratory anatomy & physiology
    Respiratory assessment; monitoring & diagnostics
    2 Acute respiratory failure
    Common respiratory disorders
    3 Pain, analgesia & procedural sedation
    Thoracotomy & UWSD management
    Oxygen therapy
    4 Non-invasive & Mechanical ventilation
    5 Cardiovascular anatomy & physiology
    Cardiac monitoring; Anti-arrhythmic pharmacology
    6 Sinus & Atrial arrhythmias
    Junctional & Ventricular arrhythmias
    7 Atrio-ventricular blocks
    Cardiac pacing
    8 12-lead ECG interpretation
    Axes; bundle branch & fascicular blocks
    9 Differentiation of broad complex tachycardias
    Other ECG findings              
    Acute Coronary Syndromes
    10 Haemodynamic monitoring
    Shock states
    11 Inotropes & vasoactive pharmacology
    Transfusion
    12 Hypertension & hypertensive crisis
    Vascular emergencies
    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.
    Small Group Discovery Experience
    It is our endeavour to have Small Group Discovery (SGDE) experiences for many of our tutorial based exercises during our face to face time with students. Groups will be allocated to work together on clinical scenarios and problems that will be explored for solutions/actions that reflect evidence based care, professional team work and best practice.
  • 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 COURSE LEARNING OUTCOME
    Search Strategy & Synopsis Formative NGP 3, 7, 8
    Literature Review Summative 30% 7, 8
    Essay Summative 30% 1 - 8
    Written Exam Summative 40% 1 - 5, 7, 8
    Clinical Skills Diary Summative NGP 1 - 8
    Assessment Related Requirements
    Clinical Skills Diary: NGP
    The assessment of skills will occur throughout the semester. Students will be assessed by the Critical Care registered nurses and/or Clinical  Titleholders, with whom they work. Please refer to the information provided in the Clinical skills Diaries regarding skills assessment criteria. The diaries will be graded Pass or Fail and are a hurdle requirement ie. Students' must pass this assessment to pass the course.
    Assessment Detail

     Search Strategy & Synopsis – Formative (NGP): 1000 words. The aim of this assessment is to introduce the topic for your essay,and provide a justification for the topic; outline the key points and issues to be critiqued; describe the search strategy used to source information; and include a reference list of at least 5 contemporary preliminary references. Choose your topic from those presented to you below:Discuss the recent advances (within the last 10 years) that have occurred in the management of one of the following topics in your specialty area:
        Acute respiratory failure
        Arrhythmia management
        Myocardial infarction

    Literature Review – Summative (30%): 2000 words. Following on from Assessment 1 (Search Strategy & Synopsis), students are required to produce Annotated Bibliography and justification for the inclusion of 10 articles ( not in word count )related assignment.
    Before you start the assignment make sure the topic you have chosen is not too broad. Narrow your search down until you find a specific recent advance in the management of either Acute Respiratory failure, MI or Arrhythmia. Focus on something that interests you.
    Find your most relevant 10 articles on the topic and familiarise yourself with their content. Out of the 10 choose 5 and write an annotated bibliography for each. Also, justify why you have chosen these articles (sample, methodology, clinical context…?).
    1. Bibliography list of the 10 articles (not in the word count)
    2. Annotated Bibliography and justification for inclusion:
    · Reference of article;
    · Annotated Bibliography (200-250 words);
    · Justification for inclusion (max 100 words). 

    Essay – Summative (30%): 2500 words. Following on from Assessment 1 & 2 (Literature Review) students are required to submit an essay on their chosen topic to demonstrate understanding of certain key concepts associated with the course and communicate this understanding in a formal, structured way. Discuss the recent advances that have occurred in management of one of the following subjects in your specialty area: Please consider the implications for specialist nurses when writing the paper.
    acute respiratory failure
    arrhythmia management
    myocardial infarction.
    In your discussion you must include reference to the following areas:
    assessment
    pathology/ pathophysiology
    nursing management
    medical management

    Written Exam – Summative (40%): 2 hours with additional 10 mins reading time (2000 word equivalent). This assessment includes multiple choice and short answer questions and is designed to ensure summative knowledge of the course material. 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. The exam will be held on a Wednesday during the University Exam week(s) and date confirmed later in semester.
    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 record. A series of mandatory clinical skills must be completed in order to pass the course.



    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
    Facilities are nice, the content is largely clinically relevant and benefits my learning.
    Shared teaching is good to break up voices.
    The face to face lectures enable for clarification and further discussion on topics to enable better understanding.
    The lecturers have been fantastic! They have not only taught our course the vital information required via interesting lectures, but have also been very supportive throughout the course.
    Although each lecturer has come from a different area of nursing they have done a wonderful job in bringing together the ICU, Cardiac and Emergency nurses and taught us in fulfilled, safe environment, where all students felt comfortable in asking questions and participating in class activities.
    Tutorials are the best. The lecturers are very knowledgeable and it is a great learning environment. Enjoyed interacting with other students from different disciplines and hospitals. Actually, having hands on learning experience with experts. The topics were well set out, very appropriate for my context of nursing, and interesting!

    The face to face classes. By having regular interactions with tutors in an open environment learning is better facilitated. Points of difficulty can be discussed there and then. If the course were to be delivered online this would not happen.

    Areas for improvement
    The content was considered a heavy workload and the contact hours difficult in the setting of shift work.
    More clinical scenarios and examples that relate to practice environments were requested.
    The weekly resources to be made available in timely manner to facilitate students’ preparation.
    Making explicit the required advanced practice knowledge for ventilation, haemodynamics etc for specific clinical specialties.
    Electronic eportfolio and new learning platform  were identified as additional stressor this semester for some students and therefore the Mahara eportfolio was discontinued and clinical skills diary reimplemented.

  • 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.