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Bachelor of Nursing Program Structure

The following section contains details of the subjects in the Bachelor of Nursing Program.

Year 1

Principles of Nursing Care

Year 2

Principles of Episodic Care

Year 3

Principles of Chronic & Complex Care

Session

1

NMIH101 Effective Communication in Health Care Relationships SIM IPS

NMIH201 Principles of Episodic Care LABS/SIM

NMIH301 Nursing Care of People with Chronic Condition LABS/SIM WPE*10

NMIH102 Patterns of Knowing in Nursing

NMIH202 Developing Nursing Practice 1 LABS/SIM CP*20

NMIH302 Mental Health Nursing 2 SIM WPE*1

NMIH103 Art and Science of Nursing A LABS/SIM

NMIH203 Family Centred Nursing LABS/SIM

NMIH303 Therapeutic Use of Self SIM

NMIH104 Art and Science of Nursing B LABS/SIM WPE*10

NMIH204 Reflection and Practice IPS

NMIH304 Evidence Appreciation and Application in Health Care Practice IPS

Session 2

NMIH105 Primary Health Care Nursing SIM

NMIH205 Cultural Competence in Health Care Practice IPS

NMIH305 Nursing Care of People with Complex Conditions LABS/SIM

NMIH106 Essentials of Care A LABS/SIM

NMIH206 Therapeutics in Nursing

NMIH306 Challenges of Ageing SIM

NMIH107 Essentials of Care B LABS/SIM WPE*10

NMIH207 Developing Nursing Practice 2 LABS/SIM WPE*10

NMIH307 Leadership in Health Care Practice IPS

NMIH108 Introduction to Behaviour Change IPS

NMIH208 Mental Health Nursing1 SIM WPE*10

NMIH308 Transition to Professional Practice LABS/SIM WPE*25

Table 1: University of Wollongong Bachelor of Nursing Program Structure

Legend: WPE: Workplace Experience (*number of days) IPS: Inter-professional Subject SIM: Simulation

NMIH101 Effective Communication in Health Care Relationships

Rationale Effective communication in health care relationships is fundamental to effective and efficient health care. Students of health care practice need to understand the theoretical concepts of interpersonal communication, the importance of interpersonal skills in health care, the beginning skills for relating to patients/clients and the fundamentals of professional presentation skills.

Aim This subject will introduce the student to the concepts of self-awareness, professional relationships and the therapeutic use of self and professional behaviour and interprofessional communication skills.

Learning Outcomes 1. Demonstrate a beginning awareness of the concepts of self, self-awareness and the

therapeutic use of self in interactions with patients/clients. 2. Describe the basic processes of interpersonal and organisational communication, including

potential barriers to effective communication, issues of power and the role of verbal and non-verbal communication.

3. Demonstrate an awareness of a range of communication skills appropriate to health care relationships.

4. Differentiate between therapeutic and non-therapeutic interpersonal communication and between professional and non-professional relationships.

5. Display an understanding of the principles of conflict resolution. 6. Demonstrate appropriate academic and professional presentation skills. 7. Discuss the structure of formal and informal groups and the processes that contribute to

enhancing their performance.

Major Content Areas

Professional Practice

Self-awareness. Building relationships.

Professional distance. Therapeutic use of self.

Professional boundaries. Cultural competency and safety.

Professional etiquette. Foundations of a safe working environment.

Communication differences in age groups.

Use of interpreters.

Privacy and Personal Information Protection Act 1998 - NSW.

Speech and language disabilities.

Privacy Act 1988 - Federal.

Critical Thinking and Analysis

Problem solving. Finding information.

Evidence based presentation skills. Critical reading.

Documentation and report writing. Informal and formal presentations.

Presentation of ideas. -

Provision and Coordination of Care

Questioning skills. Listening skills.

Non-therapeutic touch. Responding skills.

Therapeutic touch. -

Collaborative and Therapeutic Practice

Interpersonal communication. Formal and informal networks.

Organisational communication. Breaking down barriers.

Conflict management. Verbal & non-verbal communication: Body language/posture.

Assertion / assertiveness. Introduction to De-escalation.

Facial expression and gestures. Use of IT in healthcare: Email, patient/client records and care plans. Use of Social Media Empathy.

‘I’m okay you’re ok’, value of self and others.

Therapeutic and non-therapeutic communication.

Rapport. Individual and group counselling.

Function of groups. Giving and receiving constructive feedback.

Persuasion, influencing and positive regard.

Networking and function of organisational communication.

Assessment Method

Assessment Tasks / Method

Weighting Learning Outcomes

Graduate Qualities

ANMC Competency

On line activity 20% 2, 5, 7 1, 2, 4 9,10

Individual in-class presentation

30% 1, 2, 6 1, 2, 4, 5 2, 3, 4, 7

Assignment 50% 1, 2, 3, 4, 5 1, 2, 3, 4, 5 3, 6, 9, 10

Textbooks and Supplementary Materials

Prescribed Text Higgs, J, Ajjawi, R, McAllister, L, Trede, F & Loftus, S 2012, Communicating in the Health Sciences, 3rd edn, Oxford, Victoria.

Examples of Recommended Additional Readings

Bulman, C & Schutz, S, 2004, Reflective practice in nursing, 3rd edn, Blackwell, Carlton.

Burnard, P 2002, Learning human skills: an experiential and reflective guide for nurses and health care professionals, Butterworth-Heinemann, Oxford.

Candlin, S 2007, Therapeutic communication. A lifespan approach, Pearson Education Australia, Frenchs Forest.

NMIH102 Patterns of Knowing in Nursing

Rationale Four fundamental patterns of knowing in nursing have been identified in the literature as the structure of nursing knowledge empirical (science), personal (intuitive & experiential), aesthetic (art) and ethical knowledge. It is imperative that students of nursing are able to discern sources of knowledge and ways of knowing. Therefore the ways of knowing will be introduced to enable the student to explore how knowledge and knowing contributes to nursing practice.

Aim To introduce the student to the four fundamental patterns of knowing in nursing: empirical (science); personal (intuitive & experiential); aesthetic (art) and ethical knowledge.

Learning Outcomes 1. Consider the importance of types of knowledge and knowing in nursing. 2. Outline the patterns of knowledge in nursing. 3. Identify ways of raising ethical issues and how ethical principles can assist in decision

making in health care. 4. Explain ‘duty of care’ in the context of nursing practice. 5. Demonstrate an understanding of the legal issues in the context of health care. 6. Consider approaches to understand and resolve tensions and overlap the between legal

and ethical issues in health care.

Major Content Areas


Beliefs and values Use of Social Media

Professional boundaries. Confidentiality

Duty of care. Accountability and delegation.

Advocacy. Personal ethical commitments.

Autonomy. Beneficence.

Non-maleficence. Justice.

Respect for persons. Valid consent.

Statutory law. Case law.

Sources and functions of law. Criminal law.

Civil law. Record keeping.

Personal and vicarious liability. Dignity of risk.

Guardianship and vulnerability. Privacy and Personal Information Protection Act 1998.

Protected Disclosures Act 1994. Health Records and Information Privacy Act 2002.

Civil Liability Act 2002. Coroners Act 2009.

Commonwealth of Australia Constitution Act

2003. Privacy Act 1988.


Introduction to science and nursing. Types of questions: empirical, scientific and philosophical.

Introduction to the research process and evidence based practice.

Types of knowledge and knowing.

Learning styles. Intuition and experiential learning.

Pattern recognition. Cognitive function and capacity.

Theory development. -


Nursing as an art and as a science. Collaborative and Therapeutic Practice

Therapeutic modes. Personal (intuitive).

Ethical and legal knowledge. Aesthetic (art).

Empirical (science). -

Assessment Method



Graduate Qualities

ANMC Competency

In class quiz – MCQ 20% 1, 2, 3, 5 1, 2, 4, 1, 2

Assignment 40% 1, 2. 1, 2, 4, 5 1, 2, 3, 4

Exam 40% 3, 4, 5, 6 1, 2, 3, 4, 5 1, 2, 5


Prescribed Text

Atkins, K, Britton, B & de Lacey, S 2011, Ethics and law for Australian nurses, Cambridge University Press, Melbourne.

Recommended Additional Reading

Carper, B 1978, ‘Fundamental patterns of knowing in nursing’, Advances in Nursing Science, vol. 1, no. 1, pp.13-23.

Zander, P. 2007 Ways of Knowing in Nursing: The Historical Evolution of a Concept Journal of Theory Construction & Testing; Spring/Summer, Vol. 11 Issue 1, p7

Clements, PT & Averill, JB 2006, ‘Finding patterns of knowing in the work of Florence Nightingale’, Nursing Outlook, vol. 54, no. 5, Sep-Oct, pp. 268-74.

NMIH103 Art and Science of Nursing A

Rationale

This is a foundation subject in the undergraduate program. Nursing practice in the 21st

century needs to be based on a sound knowledge base; therefore, it is imperative that the students of nursing are exposed to the essential elements that underpin safe practice. As nursing is considered to be both an art and a science it is important that the nature of nursing, the development of nursing as a profession, the social and cultural context of nursing and the nature of nursing knowledge and practice are considered.

Aim This subject will introduce the student to nursing; its nature and evolution and the knowledge, skills and behaviours that form a basis for the development of nursing competence.

Learning Outcomes 1. Describe the process of becoming a nurse within the regulatory framework. 2. Define ‘nursing’ and the art of caring. 3. Define cultural competence and describe cultural competence development. 4. Consider the components incorporated in a ‘model of nursing’, utilising the Roper, Logan

and Tierney activities of living approach assessing, planning, implementing and evaluating nursing care.

5. Describe simply the physical functioning and interrelation of the body systems. 6. Define ‘pathology’ and explain how it affects human functioning. 7. Describe the role of biological, psychological, social cultural, environmental and politico

economic factors in human functioning. 8. Describe health and well-being.

Major Content Areas Professional Practice

Introduction to the curriculum. The professional regulatory frameworks and ANMC (2006) competencies.

Being a professional. Aboriginal and Torres Strait Islander people and health. Context of nursing

Code of conduct/Code of Ethics Actions and consequences.

Accountability. Novice to advance beginner.

Advocacy. Professional and lay caring.

Historical development of nursing. Emergence of modern nursing.

Diversity - Culture, gender, age, ethnicity, religion, disability effects on human functioning.

Lifespan - Cognitive / affective and psychomotor development.

Disability Services Act 2006. Employees Liability Act 1991.

Health Practitioner Regulation Amendment Act 2010 No.34

What is a nurse


Knowledge and understanding of evidence in practice.

Looking for evidence.

Cognitive development. Academic progress.


Structure of health provision - Impact for Aboriginal and Torres Strait Islander people.

Structure of health provision - Contexts of care in multicultural Australia.

Philosophies and models of nursing. Structure of health provision - Person; health; environment and nursing.

An introduction to transcultural nursing.

An introduction to Roper, Logan and Tierney’s activities of living model.

Introduction to sociology, psychology, anthropology, public health, philosophy, economics, and politics.

A systematic overview of anatomy and physiology. Specifically cardiovascular system, respiratory system, temperature regulation.

Health and wellness. -


Introduction to pathology. Personal safety.

Health and wellbeing. Therapeutics.

Assessment Method



Graduate Qualities

ANMC Competency

Assignment 45% 1, 2, 3, 4 1,2,3,4,5 1, 2, 3, 5

Exam 55% 4, 5, 6, 7, 8 1,2,3,5 3, 5


Prescribed Text Berman, A., Snyder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Luxford, Y., Moxham, L., Park, T., Parker, B., Reid-Searl, K. and Stanley, D. (Eds.). (2012). Kozier and Erb's Fundamentals of Nursing (2nd Australian Ed). Sydney, Australia: Pearson, Education. 9781442541672 (Vol 1); 9781442541689 (Vol 2); 9781442541696 (Vol 3) (Also textbook for NMIH104)

Holland, K, Jenkins, J, Solomon, J & Whittam, S (eds) 2008, Applying the Roper, Logan & Tierney model in practice, 2nd edn, Churchill Livingstone, Edinburgh, imprint of Elsevier Limited. (Useful for NMIH104)

Marieb, EN & Hoehn, K 2013, Human anatomy and physiology, Pearson international edition, 9th edn, Pearson Benjamin Cummings Publishing Company Inc, San Francisco, California. (Also a recommended additional reading for NMIH104)


Attwood, B 2005, Telling the truth about Aboriginal history, Allen & Unwin Crows Nest, NSW.

Daly, J, Speedy, S & Jackson, D 2006, Contexts of nursing: an introduction, 2nd edn, Elsevier, NSW.

Roper, N, Logan, WW & Tierney, AJ 1999, The elements of nursing: a model for nursing based on a model of living, 4th edn, Churchill Livingstone, Edinburgh, Scotland, UK

Health Practitioner Regulation Amendment Act 2010 No.34 Accessed: 22-Jan-2013 http://www.legislation.nsw.gov.au/xref/inforce/?xref=Type%3Dact%20AND%20Year%3D2010%20AND%20no%3 D34&nohits=y

http://www.legislation.nsw.gov.au/xref/inforce/?xref=Type%3Dact%20AND%20Year%3D2010%20AND%20no%3D34&nohits=y

http://www.legislation.nsw.gov.au/xref/inforce/?xref=Type%3Dact%20AND%20Year%3D2010%20AND%20no%3D34&nohits=y

NMIH104 Art and Science of Nursing B Rationale

This is a foundation subject in the undergraduate program and complements Art and Science of Nursing A. It extends the understanding of the art and science of nursing. The prerequisites of nursing practice are knowledge, skills and behaviours; therefore, it is imperative that the students of nursing are exposed to the essential elements that underpin safe practice and are prerequisite to all other nursing subjects. Students will have the opportunity to participate in care delivery in practice during a 10 day clinical placement attached to this subject.

Aim

This subject will provide a basis for safe nursing practice. It will introduce the student to the skills required in the nursing process and the activities of living model as the approach to the organisation of patient/client care.

Learning Outcomes

1. Describe and participate in care planning identifying the sources of knowledge. 2. Describe and participate in nursing skills utilised in the activities of living approach to

patient/client care. 3. Describe key Work Health and Safety principles in the context of nursing. 4. Describe and apply principles of safe nursing practice. 5. Demonstrate an ability to consider diversity and to incorporate differences in culture,

age, gender, ethnicity religion and disability into plans of care. 6. Describe the role of biological, psychological, social cultural, environmental and politico

economic factors on activities of living.

Major Content Areas


Law and the nurse. Legislation.

Valuing diversity - Culture, gender, age, ethnicity, religious and disability.

Lifespan: Assessment of different needs across the lifespan (beginning level).

Work health and safety. Life expectancy of Aboriginal and Torres Strait Islander people.

Work Health and Safety Act 2011 Poisons and Therapeutic Goods Act 2008.

Work Health and Safety Regulations 2011

Poisons and Therapeutic Goods Regulation 2008.

Disability Discrimination Act 1992. Racial Discrimination Act 1975.

Sex Discrimination Act 1984. -


Problem solving rationale for action. Numeracy skills (simple calculations).


Application of the Roper, Logan and Tierney model.

Nursing process - An introduction.

An introduction to microbiology.

Policies and procedures. Organisation of nursing teams.

Organisation and delivery of care. Medication calculations.


Nurse patient/client relationship. Patient/client records & record keeping.

Implementation of basic nursing care skills.

Waste management - Sharps, equipment, clinical waste and linen.

Standard precautions. Body mechanics and manual handling.

Monitoring vital signs. Medication safety.

Ionising radiation. Substances hazardous to health.

Risk assessment of work environment. Hand-washing.

Isolation techniques. Protective clothing.

Basic CPR. First aid.

Incidents and accidents. Transmission of infection.

Health care teams. -

Assessment Method



Graduate Qualities

ANMC Competency

In class quiz 20% 3, 4 1, 2, 5 1, 4

Assignment 40% 1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5 1, 2, 5, 6, 7, 9, 10

Exam 40% 2, 3, 4, 5 1, 2, 3, 5 1, 2, 3, 4, 8

NCAS (minimum satisfactory level

must be achieved)

- 1, 2, 3, 4, 5, 6 1, 2, 3, 5 1 to 10

Prescribed Text Berman, A., Snyder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Luxford, Y., Moxham, L., Park, T., Parker, B., Reid-Searl, K. and Stanley, D. (Eds.). (2012). Kozier and Erb's Fundamentals of Nursing (2nd Australian Ed). Sydney, Australia: Pearson, Education. 9781442541672 (Vol 1); 9781442541689 (Vol 2); 9781442541696 (Vol 3) (also in NMIH103)

Harris, P, Nagy, S & Vardaxis, N 2006, Mosby’s dictionary of medicine, nursing & health professions, Elsevier-Mosby, Marrickville, NSW.


Levett-Jones, T & Bourgeois, S 2011, The clinical placement, an essential guide for nursing students, Elsevier Australia.

Marieb, EN & Hoehn, K 2013, Human anatomy and physiology, Pearson international edition, 9th edn, Pearson Benjamin Cummings Publishing Company Inc, San Francisco, California. (Also in NMIH103)

Taylor, C, Lillis, C & LeMone, P 2000 Fundamentals of nursing: the art & science of nursing care, 4th edn, Lippincott, Philadelphia, PA.

NMIH105 Primary Health Care Nursing

Rationale The World Health Organisation’s (WHO) ‘Global strategy for health for all by the year 2000’ (WHO, 1981) and the revised strategy ‘Health21: Health for all in the 21st century’ (WHO, 1998) has identified a science-based guide to better health development and outlined a process that will lead to progressive improvement in people's health. The National Health Priorities Areas (NHPA) is Australia’s response to the burden of illness and injury in the community and how this burden can be reduced. Improving the health and well-being of all Australians is a key objective of this Government's health portfolio and national research agenda. It is therefore imperative that the students of nursing are introduced to health promotion, health education and primary care nursing.

Aim To introduce the student to the factors that facilitate and inhibit the process of health promotion, health education and community development and the nurse’s role in preventative and primary care nursing.

Learning Outcomes 1. Define health promotion and health education in the context of an individual, a

community and a population across the lifespan. 2. Describe the funding mechanisms for health promotion and education. 3. Describe the role of the nurse in Primary Health Care; in urban, rural and remote. 4. Assess the needs of an individual’s and/or community’s health promotion and health

education requirements recognising the influence of culture and diversity. 5. Discuss the roles and responsibilities of the multidisciplinary health care team in meeting

the diverse needs of individuals and the communities’ health promotion and education requirements.

6. Demonstrate teaching skills related to one-to-one and small group interactions. 7. Consider how a health promotion activity contributes to health and well-being.


Diversity of Australian culture. Aboriginal and Torres Strait Islander people and primary health care.

Notifiable diseases, immigration health issues.

Health promotion and education at a beginning level: Local; Aboriginal and Torres Strait Islander; national (urban, rural and remote) and at a global level.

Diversity - appreciate impacts on health education and promotion.

Lifespan - Impact of nursing practice, well- woman, well-man and well-child.

Diversity and cultural issues. Screening, immunisation, travel health.

Health care policy. Common-good versus individualism and paternalism.

Social policy. Public Health and Wellbeing Act 2008.

Public and Environmental (General) Health Regulations 2006.

Millennium Development Goals


Epidemiology. National health priorities.

Distinguish between health promotion and health education.

Teaching/learning methods, skills and strategies.

Implications of government policy. -


Primary health care. Philosophy of primary care.

Health education and promotion for individuals and communities (rural and urban, workplace and school).

Promoting health and well-being in urban, rural and remote areas.

Immunology.


Assess, plan and evaluate a learning opportunity.

Demonstrate teaching skills related to one-to-on and small group interactions.

Media resources. Alcohol and health promotion.

Education for health, role and functions in health promotion.

Empowerment of the patient/client by providing information.

Community development and teaching. Travel health.

Mental health first aid. Empowerment.

Development of community as a resource.

Safety-barriers to health education and promotion (cultural, familial, occupational and industrial, etc.).

Assessment Method



Graduate Qualities

ANMC Competency

Assignment 40% 3, 4, 5, 7 1, 2, 3, 4, 5 2, 3, 5, 6, 7, 8, 9

Group in class presentation

20% 6, 7 1, 3, 4, 5 3, 4, 5, 8

Exam 40% 1, 2, 5, 6, 1, 2, 3, 4, 5 1, 2, 3, 5, 6, 7, 8, 9, 10


Prescribed Text

Keleher, H & MacDougall, C 2011, Understanding health, 3rd edn, Oxford University Press, South Melbourne, Australia.


Attwood, B 2005, Telling the truth about Aboriginal history, Allen & Unwin, Crows Nest, NSW.

Baum, F 2008, The new public health, 3rd edn., Oxford University Press, South Melbourne.

Berman, A., Snyder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Luxford, Y., Moxham, L., Park, T., Parker, B., Reid-Searl, K. and Stanley, D. (Eds.). (2012). Kozier and Erb's Fundamentals of Nursing (2nd Australian Ed). Sydney, Australia: Pearson, Education. 9781442541672 (Vol 1); 9781442541689 (Vol 2); 9781442541696 (Vol 3)

NMIH106 Essentials of Care A

Rationale Nursing practice is a complex and dynamic process; students of nursing are required to develop the knowledge, skills and behaviours necessary to participate in patient/client care. To begin with, students of nursing need to focus on simple, uncomplicated presentations of patient/client problems to develop beginning competence. This subject is designed to further develop the essential skills in utilising health sciences - building on the content of Art and Science of Nursing A and on Art and Science of Nursing B. This subject is also co-requisite with Essentials of Care B

Aim To develop the clinical skills and knowledge required to care for patients/clients with uncomplicated problems.

Learning Outcomes 1. Describe appropriate health sciences that underpin nursing practice in this subject. 2. Contribute to the assessment of patients/clients using the activities of living approach for:

communications, mobilising, working and playing, expressing sexuality, sleeping and dying.

3. Identify primary and secondary data used in the identification of patient/client problems associated with: communications, mobilising, working and playing, expressing sexuality, sleeping and dying.

4. Identify specific interventions applying knowledge and evidence to a variety of appropriate interventions related to: communications, mobilising, working and playing, expressing sexuality, sleeping and dying.

5. Describe how care could be evaluated with regard to: communications, mobilising, working and playing, expressing sexuality, sleeping and dying.

6. Illustrate the influences of culture, age, gender, ethnicity, religion and disability on communications, mobilising, working and playing, expressing sexuality, sleeping and dying.

7. Explain the importance of accurate nursing documentation and health care communication in communications, mobilising, working and playing, expressing sexuality, sleeping and dying.


Standards of care. Quality use of medicines.

Aboriginal and Torres Strait Islander people historical factors and health status.

Lifespan - Differentiates client dependency and the principles of ageing.

Work Health and Safety. Ethical issues - Valid consent and confidentiality.

Assessment of risk. Diversity - Culture, age, gender, ethnicity, religion

Documentation and Record keeping. and disability impacts on care planning and delivery.


Evidence based practice - Primary and secondary data and problem identification.


Related biosciences: Nervous system, Ears, eyes, nose, mouth and touch. Musculo-skeletal system. Skin.

Aboriginal and Torres Strait Islander people and cultural awareness.

Teaching and learning - Including the learning of a skill.

Individualised patient/client care planning. Beginning assessment skills and problem identification and implementation of nursing interventions particularly related to: communication, mobilising, working and playing, expressing sexuality, sleeping and dying.


Effective communication - Verbal and written skills.

Therapeutic modes - Nurse’s role in nursing and medical interventions e.g. communication, mobilising, working and playing, expressing sexuality, sleeping and dying.

Use of IT in healthcare. Employment / unemployment, play / leisure.

Leadership and management - Working in a multi-disciplinary team.

Safety - Nursing and medical interventions (pre- , intra-, and post-intervention), demonstrate nursing skills and procedures.

Promoting sleep and rest. Last offices - patient/client & family wishes.

Manual handling. Dealing with pain.

Assessment Method



Graduate Qualities

ANMC Competency

In class quiz 20% 1, 4 1,2,5 3, 4, 5, 6

Assignment 40% 2, 3, 4, 5, 6, 7 1,2,3,4,5 2, 3, 5, 6, 7, 8

Exam 40% 1, 3, 4, 6, 7 1,2,3,4,5 1, 2, 4, 5, 6, 7, 9


Prescribed Text

Berman, A., Snyder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Luxford, Y., Moxham, L., Park, T., Parker, B., Reid-Searl, K. and Stanley, D. (Eds.). (2012). Kozier & Erb's Fundamentals of Nursing (2nd Australian Ed). Sydney, Australia: Pearson, Education. 9781442541672 (Vol 1); 9781442541689 (Vol 2); 9781442541696 (Vol 3) (also textbook for NMIH107)

Harris, P, Nagy, S & Vardaxis, N 2010, Mosby’s dictionary of medicine, nursing & health professions - Australian and New Zealand edition, 2nd edn, Elsevier-Mosby, Sydney.

Holland, K, Jenkins, J, Solomon, J & Whittam, S (eds) 2008, Applying the Roper, Logan & Tierney model in practice, 2nd edn, Churchill Livingstone, Edinburgh, imprint of Elsevier Limited.

Marieb, EN & Hoehn, K 2013, Human anatomy and physiology, Pearson international edition, 9th edn, Pearson Benjamin Cummings Publishing Company Inc, San Francisco, California.


Thomson, N (ed.) 2003, The health of Aboriginal and Torres Strait Islander Australians, Oxford, Melbourne.

Thomson, N, Burns, J, Hardy, A, Krom, I & Stumpers, S 2007, Overview of Australian Aboriginal and Torres Strait Islander health status, Australian Aboriginal and Torres Strait Islander HealthInfoNet, Perth, Western Australia, viewed 28 June 2012, http://www.healthinfonet.ecu.edu.au/health-facts/overviews

http://www.healthinfonet.ecu.edu.au/health-facts/overviews

NMIH107 Essentials of Care B

Rationale This subject continues to explore nursing practice as a complex and dynamic process, it requires students to develop the knowledge, skills and behaviours required to participate in the assessment, planning, implementation and evaluation of patient/client care. It continues to develop students of nursing to focus on simple, uncomplicated presentations of patient/client problems to develop beginning competence. It also is designed to further develop the essential skills in utilising health sciences - building on the content of Art and Science of Nursing A and on Art and Science of Nursing B. This subject is a co-requisite with Essentials of Care A. Students will have the opportunity to participate in care delivery in practice during a 10 day clinical placement attached to this subject.

Aim To develop the clinical skills required to care for patients/clients with uncomplicated problems.

Learning Outcomes 1. Describe appropriate health sciences that underpin nursing practice in this subject. 2. Contribute to the assessment of patient/clients using the activities of living approach for:

maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature.

3. Identify primary and secondary data used in the identification of patient/client problems associated with: maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature.

4. Identify specific interventions applying knowledge and evidence to a variety of appropriate interventions related to: maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature.

5. Describe how care could be evaluated with regard to: maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature.

6. Illustrate the influences of culture, age, gender, ethnicity, religion and disability on maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature.

7. Explain the importance of accurate and consistent nursing documentation and health care communication in maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature.


Evidence based practice. Reflection on practice incidents.

Principles of consent, confidentiality and privacy.

Aboriginal and Torres Strait Islander people historical factors and health status.

Standards of care. Assessment of risk.

Lifespan - Differentiates client dependency, principles of ageing.

Diversity - Culture, age, gender, ethnicity, religion and disability impacts on care planning and delivery.

Work Health and Safety. Record keeping

Documentation and record keeping


Identifying sources of evidence, primary and secondary data and problem identification.

Identification of a learning need.


Individualised patient/client care planning. Beginning assessment skills and problem identification and implementation of nursing interventions particularly related to: Maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and

hygiene, controlling body temperature.

Related biosciences, respiratory, cardiovascular system, gastro-intestinal and renal systems. Fluid balance, pain identification, temperature regulation, oxygen management.

Aboriginal and Torres Strait Islander people and cultural awareness.


Effective communication - Verbal and written skills.

Quality use medicines.

Therapeutic modes - Nurse’s role in nursing and medical interventions, e.g. maintaining a safe environment, breathing, eating and drinking, elimination, personal cleansing and dressing, controlling body temperature.

Safety - Nursing and medical interventions (pre, intra-, and post-intervention), demonstrate nursing skills and procedures e.g. wound management, administration of medicines, intravenous infusions, pain etc.

Manual handling. Personal safety.

Accidents in the workplace. Working in a multi-disciplinary team.

Assessment Method



Graduate Qualities

ANMC Competency

Assignment 35% 2, 3, 4, 5, 6, 7 1,2,3,4,5 2, 3, 5, 6, 7, 8

Assignment 65% 1, 3, 4, 6, 7 1,2,3,4,5 1, 2, 4, 5, 6, 7, 9, 10

NCAS (minimum satisfactory

level must be achieved)

- 1, 2, 3, 4, 5, 6, 7 1,3,4,5 1 to 10


Prescribed Text

Berman, A., Snyder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Luxford, Y., Moxham, L., Park, T., Parker, B., Reid-Searl, K. and Stanley, D. (Eds.). (2012). Kozier and Erb's Fundamentals of Nursing (2nd Australian Ed). Sydney, Australia: Pearson, Education. 9781442541672 (Vol 1); 9781442541689 (Vol 2); 9781442541696 (Vol 3) (also textbook for NMIH106)

Harris, P, Nagy, S & Vardaxis, N 2010, Mosby’s dictionary of medicine, nursing & health professions, 2nd Australian & New Zealand edn, Elsevier-Mosby, Sydney. Holland, K, Jenkins, J, Solomon, J & Whittam, S (eds) 2008, Applying the Roper, Logan & Tierney model in practice, 2nd edn, Churchill Livingstone, Edinburgh, imprint of Elsevier Limited.

Marieb, EN & Hoehn, K 2013, Human anatomy and physiology, Pearson international edition, 9th edn, Pearson Benjamin Cummings Publishing Company Inc, San Francisco, California.

Examples of Recommended Additional Readings Thomson, N (ed.) 2004, The health of Aboriginal and Torres Strait Islander Australians, Oxford, Melbourne.

Thomson N, MacRae A, Brankovich J, Burns J, Catto M, Gray C, Levitan L, Maling C, Potter C, Ride K, Stumpers S, Urquhart B 2012, Overview of Australian Aboriginal and Torres Strait Islander health status, 2011, viewed 19 July 2012 from http://www.healthinfonet.ecu.edu.au/health-facts/overviews



NMIH108 Introduction to Health Behaviour Change

Rationale An understanding of human behaviour is imperative in health care. This subject provides an introductory overview of areas of psychological investigation, introducing students to the study of individuals and human experience. Topics covered include learning, cognition, motivation, emotion, personality and lifespan development. The aim of this subject is to introduce the major areas of study in the science of psychology.

Aim To introduce students to the theories and strategies of health behaviour change at the levels of the individual, the group, the community, and the population; and review the ethical and practical issues inherent in endeavouring to persuade people to change their health-related behaviours.

Learning Outcomes

1. Understand the practical issues associated with health behaviour change. 2. Describe the various models of individual behaviour change. 3. Identify which model(s) are best suited to a specific health behaviour issue and target

group. 4. Describe the different settings used for health behaviour change at the group level. 5. Understand the differences between individual, group, and population strategies for

behaviour change. 6. Have a good understanding of how health behaviour change models have been used in

different projects and programs.


Inequalities in health, personal and population health.

Role of the nurse in behaviour change, psychological perspectives.

Autonomy and paternalism. Development across the lifespan.


Program outcomes and measurement.

Teaching and learning methods - Behaviour change - Individual and interpersonal change models.

Principles of psychology. Learning, cognition and emotion.


Community interventions.


Principles of health communications, persuasion, teaching and learning.

Principles of behaviour change, one on one and group interventions; motivational interviewing.

Management of change. Media influences and strategies.

High risk activities and behaviours. Motivation. Personality.

Assessment Method



Graduate Qualities

ANMC Competency

Assignment 60% 1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5

2, 3, 4, 6, 7, 8, 9

Exam 40% 1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5

2, 3, 4, 6, 7, 8, 10


Prescribed Text

Glanz, K, Rimer, BK & Lewis, FC (eds.) 2008, Health behaviour and health education, theory, research and practice, 4th edn, Jossey Bass, San Francisco.


Nutbeam, D & Harris, E 2004, Theory in a nutshell: a practical guide to health promotion theories, 2nd edn, McGraw-Hill, Sydney, Australia.

Theory at a Glance: A Guide for Health Promotion Practice available at the following website: http://www.cancer.gov/PDF/481f5d53-63df-41bc-bfaf-5aa48ee1da4d/TAAG3.pdf

Edberg, M 2007, Essentials of health behavior social and behavioral theory in public health, Jones and Bartlett Publishers, Ontario, Canada.

http://www.cancer.gov/PDF/481f5d53-63df-41bc-bfaf-5aa48ee1da4d/TAAG3.pdf

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