NURSING 7154 - Emergency Nursing

North Terrace Campus - Semester 2 - 2019

This course introduces the emergency nurse to the provision of care to those patients presenting to the emergency department. The concepts of patient assessment, care delivery and ongoing management of the emergency department patient priorities will be explored. The content will be primarily oriented toward the adult patient. Reference to physiological changes throughout the age span including neonates, infants, paediatrics and geriatrics will be made when appropriate, and reference will be made to the approaches to clinical management and care delivery. Same as the above but this course piggybacks ENII (7128) with practical clinical workshops in assessment and skills that build on the theory in ENIII. It has a greater small group focus and greater industry input with specialty guest lecturers.

  • General Course Information
    Course Details
    Course Code NURSING 7154
    Course Emergency Nursing
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Available for Study Abroad and Exchange N
    Restrictions Available to MNSc and GradDipMNSc students only
    Course Description This course introduces the emergency nurse to the provision of care to those patients presenting to the emergency department. The concepts of patient assessment, care delivery and ongoing management of the emergency department patient priorities will be explored. The content will be primarily oriented toward the adult patient. Reference to physiological changes throughout the age span including neonates, infants, paediatrics and geriatrics will be made when appropriate, and reference will be made to the approaches to clinical management and care delivery.
    Same as the above but this course piggybacks ENII (7128) with practical clinical workshops in assessment and skills that build on the theory in ENIII. It has a greater small group focus and greater industry input with specialty guest lecturers.
    Course Staff

    Course Coordinator: Mr Iain Everett

    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.  Demonstrate the provision of patient focussed culturally competent and integrated holistic care across a range of emergency department patient presentations.


    2.  Integrate advanced theoretical and clinical knowledge required for the coordination of care delivery across throughout the emergency department environment.


    3.  Actively, assertively implement and/or coordinate appropriate advanced emergency assessment and emergency care as a member and/or leader of the multidisciplinary care team.


    4.  Identify and articulate the clinical concepts that make emergency nursing unique.


    5.  Evaluate care with consideration given to revision of the care plan in response to the observed or measured alterations in the patient’s physiological/ psychological/ emotional status.


    6.  Integrate advanced theoretical and clinical knowledge in order to undertake assessment and implement nursing care for specific patient presentations with consideration to ethical and legal constraints– for example: violent crime, sexual assault, drug and alcohol, mental health presentations and child protection.


    7.  Select and perform with confidence and competence the necessary clinical skills required for specific emergency patient presentations or emergency situations.


    8.  Appraise, select and utilise health care and information technologies to ensure the delivery of advanced emergency assessment, emergency care delivery and communication throughout the health care setting.


    9.  Evaluate the current clinical issues in emergency nursing and consider the implications for the local, national and international context.
    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)
    2, 4, 5 & 6
    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, 5, 6, 8, & 9
    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
    3, 7, 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
    3, 5, 7, & 9
    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
    1, 5, & 9
    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, 4, 6, 7 & 8
  • Learning Resources
    Required Resources
    Most of the teaching is done through CANVAS with readings for each week, web based resources available online. Students are encouraged to access the prescribed text books that are pertinent to the course. Access to our ANS librarian who will help students with Literature searches and accessing resources through the library.
    Recommended Resources
    Most of the teaching is done through CANVAS with readings for each week, web based resources available online. Students are encouraged to access the prescribed text books that are pertinent to the course. Access to our ANS librarian who will help students with Literature searches and accessing resources through the library.
    Online Learning
    MyUni and the platform CANVAS are integral to the course – Recorded face to face lectures through ECHO 360, Readings, reflective activities, Communication with students. Online resources – texts as well as web links, Professional organisations web pages and the ABS and State and Federal health departments and the Health Info-net for Indigenous web links.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Face to face lectures / presentations most weeks with an interesting mix of industry health experts that present regularly. Detailed information is provided on MyUni (Canvas) for this course. 

    Some of the content - presentations / lectures usually have a theoretical component supported by their readings and reflective activities and then further enhanced by case based discussions, tutorials & short workshops.

    The assessments are geared for the student to critically assess the topic in light of recent evidence based practice and the research behind that. Content is evidenced based with all the readings ebing up to date, recent and relevant.

    International students and those for which English is a second language are encouraged to use the resources of the writing centre for assistance in their course work as well as access to our ANS librarian is off great benefit for our students with literature searches and accessing resources.


    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.

    Lectures/ Tutorials
    The student is expected to attend Course lectures once a week - usually a wednesday or Thursday (dependent on Timetabling) from 8:00 am to 1300 at the University of Adelaide AHMS Campus, North Terrace.
    Student participation and discussion will be expected in all sessions.

    Readings
    A reading list has been compiled for this course and will be made available through MyUni. Lecture and readings have been carefully chosen. All of these are required and have been selected to optimise your knowledge on the topic and so that they will continue to be of use after you graduate.

    Clinical Practice and Skills Acquisition
    This course supplements theoretical knowledge with field based learning. Students are required to complete clinical skills and work a minimum of 300 clinical hours in the emergency department during this semester
    It is expected that you will need to invest about 24 hours per week of study to successfully complete this course. This includes study activities, attendance at lectures 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

    Face to face lectures / presentations most weeks with an interesting mix of industry health experts that present regularly. One example being our presentation and tutorial on Sexual Assault. The topic is presented by the SA Sexual Assault unit – Nurse Practitioner – specialist in this area.

    The presentations and lectures usually have a theoretical component supported by their readings and reflective activities and then further enhanced by case based discussions.

    The assessments are geared for the student to critically assess the topic in light of recent evidence based practice and the research behind that. Content is evidenced based with all their readings up to date, recent and relevant.

    International students and those for which English is a second language are encouraged to use the resources of the writing centre for assistance in their course work as well as access to our ANS librarian is off great benefit for our students with literature searches and accessing resources.
    Specific Course Requirements
    The student needs to be working in the Emergency Area of practice at least 0.6FTE, have at least 2 to 3 years’ experience in the area and have the support of their Clinical Managers to do the course. This is a both a theoritical and practical course requiring mentoring and support in the clinical area for the development of the students in the acquisition of clinical skills/competencies.  The development of critical thinking is an important aspect as the student is based in a very fluid and high pressure environment. 
    Small Group Discovery Experience
    With certain topics that require a tutorial/Small group work – The large group is split into smaller groups with students (ensuring students from different clinical Contexts / Emergency Departments are brought together) we use case based discussions and then have them reporting back to the whole group.

    An example of this is in the week when we are covering the importance of ‘Persons centred care’. Letters of complaint and encouragement from consumers are given to students to discuss and analyse in small groups . We identify and discuss the main issues for the consumer’s discontent or praise, such as lack of communication, poor attitudes and so and then the solutions or changes needed in an often busy environment.
  • 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 (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
    Search Strategy and synopsis Formative NGP No 1, 5, 6, 8
    Essay/Case Study – 3000 words Summative 30% No 1, 3, 5, 6, 9
    Structured Clinical Assessment Summative NGP Yes 1, 2, 3, 6, 7, 8
    Poster/Presentation Summative 30% No 2, 5, 6, 7
    Exam Summative 40% No 1, 2, 5, 6, 7, 8
    Clinical Skills diary Formative NGP Yes 1, 2, 3, 6, 7, 8
    Assessment Detail
    500 word – Synopsis & Search Strategy (Weighting NGP – formative): students will be required to provide their search strategy and synopsis regarding the Essay/Case study they will be producing. This should provide a very brief outline/plan of the pathology, assessment, nursing and medical interventions applied and the evidence to support this. 

    2500 word - Essay/Case Study (30%): Demonstrating an understanding of the emergency presentation – pathophysiology, appropriate assessment/interventions (Nursing & Medical) and critiquing the evidence base for the case or condition and relating it to their own practice context in emergency nursing.

    Structured Clinical Assessment (NGP – Hurdle assessment): Replicating an emergency patient scenario, the student is assessed on their ability to demonstrate a focussed clinical assessment, that is appropriate and holistic with the resulting interventions being reflective of current evidence based emergency nursing care.

    2000 word equivalent - Poster/presentation (30%): Poster or presentation on a specific aspect within their practice context that requires patient or health staff education. It can be a procedure or a specific presentation that requires further education. For example alerting Health professionals about the need for identifying injuries as a result of Domestic Violence and the assistance that should be offered that is confidential and holistic.

    Exam (40%): A combination of MCQ (20%) and 2 scenario based long answer questions. Students will be given 4 scenario questions that cover most of the content of the course over the semester to revise before the exam. On the day 2 questions will be chosen for the exam out of the 4 they have revised – they will not know, the question that will be chosen. The MCQ will cover content that is not used in the scenario based questions.

    Clinical Skills Diary (NGP – Hurdle requirement): This is a record kept by the student and their workplace. It includes the Emergency Nursing Standards (College of Emergency Nursing Australasia) that need to be demonstrated by the expert Emergency Nurse. These standards need to be demonstrated at a beginning level for the emergency nursing student. The skills and competencies are demonstrated in some the workshops in the course but predominantly in their practice setting. They can observe and practice these skills and are assessed as competent or proficient by their clinical facilitators or the coordinator after.
    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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