NURSING 7152 - Specialised Perioperative Nursing Practice

North Terrace Campus - Semester 2 - 2019

This course provides the clinician with the specialty-focused skills and knowledge to function at an advanced perioperative nurse level within the perioperative environment. The course builds upon the knowledge and skills acquired along the patient's perioperative pathway and how these are applied to the numerous subspecialties of surgery and the implications on perioperative nursing practice, specifically the instrument and circulating nurse roles. The course examines and investigates the advanced knowledge and skills required to competently manage these patients. There is a strong focus on the acquisition of skills in the clinical environment. The completion of this course will enable the clinician to function at an advanced clinical level within their specialised area of perioperative nursing.

  • General Course Information
    Course Details
    Course Code NURSING 7152
    Course Specialised Perioperative Nursing Practice
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Flexible delivery mode
    Available for Study Abroad and Exchange N
    Prerequisites NURSING 7145
    Restrictions Available to M.NurSc and G.DipNurSc students only
    Course Description This course provides the clinician with the specialty-focused skills and knowledge to function at an advanced perioperative nurse level within the perioperative environment. The course builds upon the knowledge and skills acquired along the patient's perioperative pathway and how these are applied to the numerous subspecialties of surgery and the implications on perioperative nursing practice, specifically the instrument and circulating nurse roles. The course examines and investigates the advanced knowledge and skills required to competently manage these patients. There is a strong focus on the acquisition of skills in the clinical environment. The completion of this course will enable the clinician to function at an advanced clinical level within their specialised area of perioperative nursing.
    Course Staff

    Course Coordinator: Mrs Jo Perry

    Course Coordinator: Jo Perry
    Phone: +61 8 8313 2010
    Email: jo.perry@adelaide.edu.au

    Adelaide Nursing School, University of Adelaide
    School OfficePhone: +61 8 8313 3595
    Email: nursing@adelaide.edu.au
    Location: Level 4, AHMS Building
    Course Timetable

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


    Topics covered:

    General Surgery

    Breast and Endocrine Surgery

    Gynaecological/Obstetric Surgery

    Renal and Urological Surgery

    ENT, Head and Neck Surgery

    Ophthalmological Surgery

    Orthopaedic Surgery

    Vascular Surgery

    Cardiothoracic Surgery

    Neurological Surgery

    Plastic Surgery and thermal injuries

    Oromaxillofacial surgery






  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    Describe surgical subspecialty anatomy, pathology and corresponding perioperative variances in patient care.

    Investigate a unique patient situation from a perioperative patient journey

    Explain how the nursing process applies across all perioperative practice sub-speciality settings

    Demonstrate competency in a range of surgical subspecialties

    Present a complex surgical procedure from within a surgical subspecialty

    Design a surgical plan of care for patients undergoing surgery from 2 sub-specialties

    Compare perioperative patient journeys across a variety of surgical sub-specialties

     



    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)
    1,2,4
    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
    5,2
    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
    6,7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3,6,7,4
    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
    7,2
    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
    3,2
  • Learning Resources
    Required Resources
    This course will require the following texts and other resources:

    Prescribed texts
    Rothrock 2018, Alexander’s care of the patient in surgery, 16th edition, Mosby,
    St. Louis.

    Resources
    Asynchronous online lectures, accessed via Canvas. Articles and readings
    accessed via Canvas portal
    Recommended Resources
    Perioperative Practice

    Australian College of Operating Room Nursing (ACORN), 2017-2018, ACORN standards for perioperative
    nursing, ACORN, Adelaide.
    Online Learning
    Online Lecture Content

    The lecture content associated with this course is accessible from within the lecture content section of this course available
    via the Canvas website.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will be delivered through the following means:

    Lecture content will be asynchronous online presentations linked to relevant
    electronic resources such as professional documents, websites and e-books.
    Workload

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

    The student is expected to engage with this course for 12 hours/week

    Lecture content - 2 hours

    Chat - 1 hour

    Assignments - 6 hours

    Weekly reading - 3 hours

    Learning Activities Summary

    Assessment Task Assessment Type (Formative and/or Summative) Percentage of total assessment weighting for grading purposes (Summative Tasks must add up to 100%) Hurdle Requirement (Yes or No) Learning Outcomes being assessed / achieved
    Case Study Brief Formative 0% 2
    Learning Portfolio Summative 40% 1-7
    Case Study Summative 40% 2
    Wiki Summative 20% 1, 3-7
    Clinical Skills Handbook Summative 0% Yes 4






    Specific Course Requirements
    Purchase of the textbook is required for the associated learning activities which form part of the learning portfolio work.
    Small Group Discovery Experience
    There is a "drop in" online chat area for discussing issues and topics throughout the course. The chatroom is open for 1 hour per week. However, students may make submissions to the chatroom asynchronously.
  • 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 1: LEARNING PORTFOLIO
    Due Date: Part A (first specialty) – Week 7
    Part B (second specialty) – Week 13
    Weighting: 40%
    Length: 2,500 words (approx)

    ASSESSMENT 2: CASE STUDY BRIEF
    Due Date: Week 3
    Weighting: 0% (Formative)
    Length: 500 words
    This assessment is scheduled early in the semester to assist in the planning
    and development of the case study, so that students can receive feedback on
    your work before handing in their final assignment.

    ASSESSMENT 3: CASE STUDY
    Due Date: Week 9
    Weighting: 40%
    Length: 2,500 words

    ASSESSMENT 3: WIKI
    Due Date:      Wiki due: Week 10, Friday 10 October 2014
    Weighting:     20%
    Length:          1000 word equivalence

    ASSESSMENT 5: CLINICAL SKILLS HANDBOOK
    Due Date: Week 12
    Weighting: NGP / NGF
    Length: Not applicable



    Assessment Related Requirements
    The Learning Portfolio submissions contain material from the online resources associated with the textbook. Students must purchase the textbook for this course in order to access these materials.
    Assessment Detail
    ASSESSMENT 1: LEARNING PORTFOLIO

    Topic
    Students are expected to submit a portfolio of activities. Students must choose
    TWO surgical specialties from the 12 weeks within the course. You are
    encouraged to plan your work and complete your activity of choice on a weekly
    basis. The portfolio is to be submitted in two parts; Part A covering one
    chosen surgical specialty, and Part B covering the other chosen surgical
    specialty.

    ASSESSMENT 2: CASE STUDY BRIEF

    Topic
    Select a patient you have cared for, relating actual events in which you were
    involved and critiquing the clinical events based upon the literature.

    Once you have selected the patient:

    Identify the relevant part of the patient’s hospital journey, whilst being
    careful not to identify the patient or your institution in any way. Provide a
    brief paragraph which situates the patient, providing background, identifying
    the significance to perioperative nursing and any limitations or boundaries of
    your intended work (this is designed to assist in the development of the
    introduction for your final case study assignment).

    Provide a rough plan (in dot point form) of your case study identifying
    headings that demonstrate the logical sequence and structure for your proposed
    paper.

    Outline the key points to be discussed using headings identified above and the
    issues to be critiqued (this is designed to assist in the development of the
    content of the paper ensuring the patient selection and significant issues are
    covered appropriately, and from a variety of perspectives).

    Describe the search strategy undertaken to identify preliminary references
    including key works and databases used (this is to ensure contemporary and
    reliable resources are used).

    Provide a reference list containing 5 preliminary references relevant to your
    case study which complies with the School of Nursing’s School Academic Manual.

    A high academic writing standard is required with key points in text referenced
    appropriately.


    ASSESSMENT 3: CASE STUDY

    Topic
    Full text journal articles available through electronic databases.
    Each student is required to complete a 2,500 word nursing case study of a high
    academic standard. Case studies allow clinical episodes and practices to be
    articulated and explored. The case study should be about a patient you have
    cared for, relating actual events in which you were involved and critiquing
    the clinical events based upon the literature. You may write in the first
    person to convey actual conversations. Please also ensure patient anonymity is
    maintained.

    It will be of more interest for you to explore a case where an event actually
    happened rather than a case where everything went perfectly as planned. You can
    then analyse what policy or system factors contributed to the event and put
    forward strategies for future prevention of repeat events.

    Structure of the Case Study
    The following areas should be considered:
    Introduction to the case and explanation of the reason for selection.
    Body of text that covers the following areas:
         • present the patient’s story - including clinical
    presentation, diagnosis, any relevant history and the pathophysiology of the
    patient’s condition
         • outline of the clinical progress of the patient through
    the perioperative environment, including interdisciplinary interventions (with
    an emphasis on nursing)
         • critique the nursing management of the patient and
    interpret the outcomes of interventions, supported with relevant (and
    appropriate) literature.
    Conclusion that summarises the patient case study.

    Confidentiality
    The patient’s anonymity must be maintained. Always use a pseudonym so that the
    patient is not identifiable and state in the case study that this is what you
    are doing. Do not include any other information that may potentially identify
    the patient including palaces, dates, times or events.



    ASSESSMENT 4: WIKI

    Topic

    This Perioperative Practice Wiki must be submitted no later
    than the nominated date. If you follow the suggested guidelines then the 1500
    word length will be achieved. High academic standard continues to be expected.

    The Wiki must be on a clinical procedure covered within this
    semester's surgical specialty program. The information must be presented as a
    wiki, using the marking guide as outlined below. Therefore students are
    expected to follow the guidelines as suggested for advice.

    You will be able to edit your own wiki and the wikis of
    others, just as in the “real” published Wikipaedia. If you add anything to
    anyone else’s wiki, the rules of referencing apply. You cannot add anything
    which you do not have justification for.



    ASSESSMENT 5: CLINICAL SKILLS HANDBOOK



    Topic
    The assessment of skills will occur over the two academic semesters (Semester
    1, Semester 2). Each of the competencies for the course has been given a level
    that must be achieved as part of the assessment. Students are required to
    complete at least 50% of the competencies for this semester. Which competencies
    are completed is dependent upon the clinical rotations of the students.

    Students will be assessed by a clinical supervisor / clinical title holder whom
    they work with. It is essential that students who do not have exposure to
    particular skills, negotiate with the course coordinator with enough time to
    arrange for clinical experience to occur. Clinical skills assessment books must
    be submitted to the Course Coordinator by the due date in Semester 2.

    Submission
    Marking Rubrics are available in the Study Guide.
    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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