faculty of health sciences 2018, semester 2 nrsg370 ...€¦ · canberra commence online learning....

1

Version: FINAL 201860_05.07.18

FACULTY OF HEALTH SCIENCES

School of Nursing, Midwifery and Paramedicine

National

2018, SEMESTER 2

NRSG370: Clinical integration: Specialty practice

UNIT OUTLINE

Credit points: 10

Prerequisites/incompatibles

• NRSG136 Introduction to Australian Nursing Practice

• NRSG137 Introduction to Nursing Practice

• NRSG261 Clinical Integration: Acute Care

• NRSG262 Clinical Integration: Mental Health

• NRSG354 Clinical Integration: Complex Care

National Team Leader & Ballarat Lecturer in Charge: Jenny D’Antonio

Office location: 105.G.09

Email: [email protected]

Telephone: 03 5336 5365

Contact me: Email preferred

Melbourne: Lecturer in Charge: Alysia Coventry

Office location: 403.4.38


Telephone: 9230 8118

Contact me: Email preferred, respond within 2-3 business days, I work a 9 day

fortnight (alternating Wednesdays off), please email

[email protected] for an appointment.

Brisbane: Lecturer in Charge: Theresa Harvey



mailto:[email protected]

mailto:[email protected]

2



Contact me: email preferred option

North Sydney: Lecturer in Charge: Dr Christine Chisengantambu Winters

Office location: Level 7, 33 Berry Street, North Sydney




Canberra: Lecturer in Charge: Sharon Coman



Telephone: (02) 6209 1366


UNIT RATIONALE, DESCRIPTION and AIM: This unit provides students with the opportunity to

synthesise theory and experience acquired in previous and concurrent units in order to prepare

them for a specific nursing context. Students will actively engage in critical reflection on their ability

to undertake appropriate assessment(s) and maintain holistic perspectives and cultural awareness

during the delivery of nursing care to the person, family and community across the life span. This

unit will allow students to explore nursing care and /or health from a specialty and /or international

perspective. Students will critically evaluate their practice in order to create new knowledge from

which they may develop further, both personally and professionally.

Mode: Includes the following:

• 3-hour lecture (online or face-to-face);

• Clinical practicum;

• Online learning modules.

Attendance pattern: One three-hour lecture

Duration: This unit is run as blended learning unit during the course of the 10 weeks. Lectures for this unit will occur during the scheduled intensives timetabled for final semester units. You should anticipate undertaking 150 hours of study for this unit, including clinical placement, completion of online modules, lecture attendance, readings and assignment preparation.

LEARNING OUTCOMES

The Bachelor of Nursing (BN), Bachelor of Nursing/Bachelor of Business Administration

(BNBADM) and the Bachelor of Nursing/Bachelor of Paramedicine (BNBP) courses are

professional program that require development of particular attributes for accreditation purposes.

These are also included in the learning outcomes -please see below

PROFESSIONAL STANDARDS FOR PRACTICE

The Nursing and Midwifery Board of Australia has Registered Nurse Standards for Practice. The standards developed in this unit are:

3


NMBA Registered nurse standards for practice: Learning Outcomes:

1. Thinks critically and analyses nursing practice.

1.1, 1.2, 1.3, 1.4, 1.

1, 5, 7, 8

2. Engages in therapeutic and professional relationships

2.1, 2.2, 2.3, 2.4, 2.6, 2.7 4, 6

3. Maintains the capability for practice.

3.1, 3.3, 3.4, 3.5 3, 8

4. Comprehensively conducts assessments.

4.1, 4.2, 4.3, 4.4 2, 3

5. Critical Thinking and Analysis:

5.1, 5.2, 5.3, 5.4, 5.5 2, 3

6. Provision and Coordination of Care:

6.1, 6.2, 6.3, 6.4, 6.5, 6.6 1, 2

7. Evaluates outcomes to inform nursing practice.

On successful completion of this unit, you should be able to:

1. Distinguish the roles and responsibilities of a nurse in the selected speciality practice area. 2. Utilise a collaborative approach to plan, coordinate and implement, after meticulous and

comprehensive assessment, evidence based, safe person-centred care of individuals experiencing alterations in health specific to the elected specialty; and their families;(GA6)

3. Demonstrate safe use of selected technologies in the environment of the elected specialty 4. Utilise effective communication skills when interacting with people and the health care

team;(GA9) 5. Utilise a clinical decision-making framework in the provision of appropriate ethical, legal,

evidence-based, holistic care to people and their families/carers; 6. Promote the rights of clients and carers and their role in treatment planning and recovery.

(GA1) 7. Reflect upon personal perceptions and meanings of health, illness, dying and death as

appropriate in the specialty practice area; (GA4) 8. Extend your professional portfolio reflecting on your learning and development towards the

NMBA Registered nurse standards for practice using examples of skill development and nursing. (GA4,10)

Additional Learning Outcomes for students undertaking an international health study program: 9. Explain how health and illness and health care practices are constructed by people within

the culture of a host country 10. Discuss factors that can impact on the roles and functions of health care professionals within

the host country

4


GRADUATE ATTRIBUTES

Each unit in your course contributes in some way to the development of the ACU Graduate

Attributes which you should demonstrate by the time you complete your course. All Australian

universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater

emphasis on ethical behaviour and community responsibility than those of many other universities.

All of your units will enable you to develop some attributes.

On successful completion of this unit, you should have developed your ability to:

GA1 demonstrate respect for the dignity of each individual and for human diversity

GA2 recognise your responsibility to the common good, the environment and society

GA3 apply ethical perspectives in informed decision making

GA4 think critically and reflectively

GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline

and/or profession

GA6 solve problems in a variety of settings taking local and international perspectives

into account

GA7 work both autonomously and collaboratively

GA8 locate, organise, analyse, synthesise and evaluate information

GA9 demonstrate effective communication in oral and written English language and

visual media

GA10 utilise information and communication and other relevant technologies effectively

CONTENT

Topics will include:

1. Introduction to nursing in a specialty area

• The settings for specialised field of nursing

• The specialist knowledge and skills needed to provide care for people who require nursing care in the specialist area

• Current models of care 2. Professional nursing standards

• Competencies

• Professional qualities

• Professional boundaries

• Ethical issues 3. Legislation

• Particular legislation associated with the specialty

• Current Policy and Standards of Care in specialty area

• Patient rights

4. Nursing care of the person who requires nursing care in the specialist area

• Comprehensive assessment (e.g. biopsychosocial, family, cultural)

• Advanced and specialist Clinical Assessment Skills

• Specialist environment, ward and personal assessment skills and protocols

• Admission and discharge planning

https://www.studentportal.acu.edu.au/ACUInfo/cau/graduate-attributes



5


5. Diagnosis

• Common observations, tests and procedures used in the specialist area

• Diagnosis and classification of disorders 6. Nursing Management

• Therapeutic interventions

• Advanced clinical skills

• Working in specialist teams

• Chronic and acute care issues

• Specific populations o CALD o Homeless o Refugee

• Care co-ordination

7. Pharmacology

• Important classes of medications prescribed and the disorders for which they are used

• Applied pathophysiology underpinning the use of medications used to treat the people in the specialist area

• The role of the specialist nurse in administration of medication and related nursing interventions including medication indication, interactions, side effects and precautions

• Relevant legal and ethical issues related to the administration of medications

• Education and compliance 8. Communication

• Observation

• Interviewing (includes questioning, listening, jargon)

• Communication within the specialist and /or multidisciplinary team

• Communication with families

• Confidentiality 9. Co-morbidity

• Service delivery frameworks

• Screening and Assessment

• Referral and follow-up 10. Communication within the nursing team

• Leadership and management

QUALITY ASSURANCE AND STUDENT FEEDBACK

This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT)

online surveys.

In response to student feedback, timing and assessment design has been altered to suit off campus

learning and to accommodate for late and changed professional experience allocations. In addition,

the constructive alignment of learning outcomes, learning activities and assessment tasks was

reviewed and adjusted to foster student success in this unit.

SELT surveys are usually conducted at the end of the teaching period. Your practical and

constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the

6


SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course

coordinators and/or through student representatives.

LEARNING AND TEACHING STRATEGY AND RATIONALE

This unit will comprise of a 3-hour lecture/webinar at the beginning of the semester, a clinical practicum placement as well as other learning tasks throughout the semester. The unit will utilise the fundamental clinical skills which students are familiar with through Inquiry-Based Learning (IBL) and five previous semesters of practice in the clinical skills laboratories.

LECTURE CAPTURE

Lectures for this unit will be recorded and made available to students on each campus.

SCHEDULE

For the most up-to-date information, please check your LEO unit and note advice from your

lecturing and tutoring staff for changes to this schedule.

Starting Campus Topic Format

July 2nd North Sydney

Commence online learning

See LEO

July 9th North Sydney Introduction, assessments, placements, Q&A

One, 3-hour Lecture – see LEO and timetabling for specific

times for your campus

July 16th Ballarat

Melbourne

Introduction, assessments, placements, Q&A

One, 3-hour Lecture – see LEO and

timetabling for specific times for your campus

July 23rd Ballarat

Melbourne

Brisbane

Canberra

Commence online learning.

Introduction, assessments, placements, Q&A

See LEO

July 30th Brisbane

Canberra

Commence online learning

See LEO

CLINICAL This unit requires attendance to a total of 80 clinical hours (equivalent of 2 weeks depending on the health care facility). Please note that many students are under the required hours for course completion. In this case an additional one week may be allocated with your NRSG 370 as makeup hours. Students should be aware that certain health care facilities may have clinical placement schedules that differ to the minimum duration requirements set by Australian Catholic University (ACU). This means that students may be required to fulfil additional hours as set by a health care

7


facility, increasing the total clinical placement duration to above 80 hours. ACU and their health care facility partners have legal agreements in place, which means that if such health care facility requirements are not met, the student may be awarded an NN grade for that clinical unit. Students are required to submit a Medical Certificate or signed Statutory Declaration for any clinical hours missed. All hours missed must be made up prior to course completion in order to meet AHPRA requirements for registration. Please refer to the Nursing Clinical Placement Manual on the Professional Practice LEO Page 2018. ❖ Clinical Placements

Clinical hours for NRSG370 may be undertaken in either a block placement or flexible mode. Please refer to the 2018 Clinical Calendar (Professional Practice LEO Page 2018) for dates of block placements. Where clinical placements associated with this unit are not available within the periods stated students will be allocated to attend clinical at an alternative time. It is each student’s responsibility to regularly check their ACU email account, the Professional Practice LEO site and/or In Place for clinical placement dates, allocations and information. Students who fail to attend an allocated clinical placement, without appropriate correspondence with the Placement Services office PRIOR to the scheduled commencement of the placement, will be awarded an NN (Fail) grade for the unit. Enquiries relating to clinical placement allocations should be directed to the Placement Services office on your campus. Students are to use only their ACU email account when communicating via email. Private email addresses will not be responded to. Prior to attending clinical placement students are advised to familiarise themselves with the Nursing Clinical Placement Manual on the Professional Practice LEO Page 2018.

❖ Unsatisfactory, Unprofessional or Unsafe Behaviour

ACU or your host organisation can ask you to leave professional practice if your behaviour is unsatisfactory, unprofessional or unsafe (this includes breaching scope of practice). This might mean you're unable to perform caring tasks without risk of harm or injury to yourself or others, or that you're disrupting other students. If this happens, you may be withdrawn from placement and you'll need to make an appointment with your Clinical Coordinator to discuss the issues involved.

❖ Scope of Practice It is important that all students are fully aware of their ‘Scope of Practice’. Breaching ‘Scope of Practice’ will result in the student being withdrawn from placement and a Fail Grade assigned to the placement.

Information regarding ‘Scope of practice’ can be found: a) Student Clinical Placement Manual (includes ACU definition of scope) b) Professional Practice LEO page

c) Professional Practice Experience online learning package NMBA Registered nurse standards for practice Definition of scope of Practice

“Scope of practice is that in which nurses are educated, competent to perform and permitted by law. The actual scope of practice is influenced by the context in which the nurse practices, the health needs of people, the level of competence and confidence of the nurse and the policy requirements of the service provider”.

https://leo.acu.edu.au/course/view.php?id=26862



https://leo.acu.edu.au/course/view.php?id=26862&section=1

8


❖ Mandatory Documentation for Clinical Placements All FHS students who undertake placements as part of their course must meet certain mandatory State or Territory legal and industry policy requirements. Students are required to submit evidence that they have completed all mandatory requirements to the Placement Services Office at the beginning of semester one each year. Information related to mandatory requirements and submission of documentation can be found by contacting Placement Services. Essential student pre-placement preparation Please note: Students cannot be allocated to clinical placements until all documentation has been received. Failure to submit mandatory documentation within the designated timeframe will result in a Fail (NN) grade as per Academic Regulation 7.1: Assessment Procedures and Requirements. If at any time during a course enrolment an allocated clinical placement is cancelled due to a student not updating their mandatory requirements an NN (Fail) grade will be awarded for the clinical unit.

ASSESSMENT STRATEGY AND RATIONALE

A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements – please see table below. In order to pass this unit, you are required to attain a cumulative mark of 50% or above and successfully complete a clinical practicum placement. A failure to attain either a cumulative mark of 50% or a pass in clinical practicum will result in an NN (fail) grade being awarded for this unit.

The assessment tasks for this unit are designed for you to demonstrate your achievement of each

learning outcome.

ELECTRONIC SUBMISSION, MARKING AND RETURN

Assessment Tasks Due date Weighting Learning Outcome/s Graduate Attributes

Assessment Task 1: Professional Portfolio – clinical competency assessment • Nursing Competency

Assessment Schedule (NCAS)

• Clinical skills assessments 1. Managing the care of a

client/patient for a span of duty

2. Teaching a colleague

Within five (5) business days of the completion of the clinical placement

Hurdle

1, 2, 3, 4, 5, 6, 7, 8, 9

14, 6,9,10

Assessment Task 2: Case Study Assignment

Monday 27th August, 2018 – 5.00pm

50% (1600 words)

2,5,6 1,6

Assessment Task 3: Part A - Online Module 1 & 2 Module 1: Issue of safety Module 2: Confidentiality

Part B - Online Module 3 Reflection on personal perceptions and meanings of health, illness, dying and death

Friday 12th October, 2018 5.00pm

Part A: 35% (1200 words)

Part B: 15% (500 words)

1,8 7

10 4

9


Assessment task 1: Professional portfolio consisting of:

1. The Nursing Competency Assessment Schedule (NCAS) is completed by the Clinical Facilitator throughout the clinical placement. Students must achieve a minimum competency rating of ‘supervised’ in order to gain a ‘Satisfactory’ grading for the placement. An ‘Unsatisfactory’ grading for the placement will result in an NN (Fail) grade for the unit. A copy of the NCAS must be kept by the student.

2. Two (2) clinical skills assessments: I. Managing the care of a client/patient for a span of duty

II. Teaching a Colleague A minimum rating of ‘Supervised’ for each element of the performance criteria for each of these skills must be obtained for the student to be deemed satisfactory. A maximum of two (2) attempts are allowed for each clinical skill. A Satisfactory grading in each of the above clinical skills assessments must be obtained in order for a Satisfactory grading to be awarded for the clinical placement. An ‘Unsatisfactory’ grading for either of the above skills will result in an unsatisfactory grading for the placement and an NN (Fail) grade for the unit. Clinical skills assessments are conducted by the Clinical Facilitator or Registered Nurse nominated by the Clinical Facilitator.

Due date: Within 5 days of completion of clinical placement

Weighting: Satisfactory/Unsatisfactory (Ungraded). Students must submit and pass this assessment task to pass the unit.

Length and/or format: To be completed during Clinical Placement using the NCAS

forms available on the Nursing Professional Practice LEO Page 2018 LEO page.

Purpose: Clinical assessment in the Bachelor of Nursing is based on the NMBA Registered Nurse Standards for Practice. It is expected that by the end of the course, you will have been able to meet all of these competencies in order to be eligible for registration.

Learning outcomes assessed: 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10 How to submit: Submission is online via the Nursing Professional Practice

LEO Page 2018 LEO page. Please select your campus tile and submit in the appropriate clinical unit. It is the student’s responsibility to ensure that all areas of the NCAS are completed and signed prior to submission. Incomplete and inaccurate submissions will be awarded an NN (Fail) grade for NRSG 370.

Return of assignment: Submissions will not be returned to students. Students are

required to retain a copy of their Nursing Competency Assessment Schedule and Clinical Skills Assessments for their own records.

Assessment criteria: All documents that form part of the Clinical Portfolio can be

found in the Nursing Professional Practice LEO Page 2018 LEO page.

10


Assessment task 2: Case study Assignment

Students will complete a case study which discusses the provision of ethical, legal, evidence-based,

holistic person-centred care including the establishment of realistic and relevant goals through the

theoretical examination of a particular nursing specialty case study using the Clinical Reasoning

Cycle (Levett-Jones, 2013).

Due date: Monday 27th August 2018, 5.00pm

Weighting: 50%

Length and/or format: 1600 words +/-10%

Purpose: The case study is designed to allow students the opportunity

to demonstrate synthesis of theory and experience acquired in

previous and concurrent units while exploring a specific

nursing context.

Learning outcomes assessed: 2, 5, 6

How to submit: Students should submit electronically via the appropriate

Turnitin drop box located in the assessment block on the LEO

site.

Return of assignment: Assignments will be marked online and students will be

notified via LEO when results and feedback are available.

Assessment criteria: Further information pertaining to the case study can be found

in the assessment block on LEO and in the APPENDIX of this

unit outline. Please refer to the criterion reference rubric.

Assessment task 3: Online modules – Part A & Part B

Students are required to complete three (3) online modules found on the LEO site. The online

modules cover a range of content related to the clinical specialty practice of your choice. Each

module has an activity attached which the students are required to complete. Your response to

all three modules must be submitted as instructed below.

Due date: Friday 12th October 5.00pm

Weighting: Part A 35%, Part B 15% - (50%)

Length and/or format: Part A 1200 Words, Part B 500 Words - (1700 words)

Purpose: Online module tasks are designed to enable students to

demonstrate understanding of the specialty practice

environment in terms of roles and responsibilities, rights,

communication processes and the meaning of illness for

patients. The modules include the critical analysis of an issue

of safety, confidentiality and a reflection on personal

perceptions and meanings of health, illness, dying and death

to consolidate learning about the specialty practice

environment.

11


Learning outcomes assessed: Part A (1, 8), Part B (7)

How to submit: Part A: Students should compile their answers to online

modules 1 & 2 into a single document and submit into the

appropriate Turnitin drop box located in the assessment block

on the LEO site.

Part B: Students submit their response to module 3 into the

appropriate Turnitin drop box located in the assessment block

on the LEO site.


notified via LEO when results and feedback are available.

Assessment criteria: Further information pertaining to the case study can be found

in the assessment block on LEO and in the APPENDIX of this

unit outline. Please refer to the criterion reference rubric.

REFERENCING

This unit requires you to use the American Psychological Association (APA) referencing system.

See the ‘Academic referencing’ page of the Student Portal for more details.

ACU POLICIES AND REGULATIONS

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including

regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and

responsibilities. These are in the ACU Handbook, available from the website.

A list of these and other important policies can be found at the University Policies page of the Student

Portal.

ACU POLICIES AND REGULATIONS

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including

regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and

responsibilities. These are in the ACU Handbook, available from the website.

A list of these and other important policies can be found at the University policies page of the

Student Portal. You should particularly review the ACU student code of conduct and also the ACU

social media policy – your awareness of ACU’s expectation particular to student conduct is

essential.

ACADEMIC INTEGRITY

You have the responsibility to submit only work which is your own, or which properly acknowledges

the thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the

Academic Honesty Policy are available from the website. Please read them, and note in particular

that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic

dishonesty can vary in severity, and can include being excluded from the course.

TURNITIN

The ‘Turnitin’ application (a text-matching tool) will be used in this unit, in order to enable:

• students to improve their academic writing by identifying possible areas of poor citation and

referencing in their written work; and

https://www.studentportal.acu.edu.au/acuinfo/services-and-support/academic-skills-unit/academic-referencing-skills

https://www.studentportal.acu.edu.au/ACUInfo/admin/up

https://www.studentportal.acu.edu.au/ACUInfo/admin/up

http://www.acu.edu.au/policy/student_policies/student_conduct_and_discipline

http://www.acu.edu.au/policy/governance/social_media_policy

http://www.acu.edu.au/policy/governance/social_media_policy

12


• teaching staff to identify areas of possible plagiarism in students’ written work.

• To submit, mark and return assessment tasks through the Grademark function in Turnitin.

While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more

important. Information on avoiding plagiarism is available from the Academic Skills Unit.

For any assignment that has been created to allow submission through Turnitin (check the

Assignment submission details for each assessment task), you should submit your draft well in

advance of the due date (ideally, several days before) to ensure that you have time to work on any

issues identified by Turnitin. On the assignment due date, lecturers will have access to your final

submission and the Turnitin Originality Report.

Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be

used as a means of submitting, marking and returning assessment tasks and so a text matching

percentage will appear on your submission automatically.

FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND

TORRES STRAIT ISLANDER STUDENTS

Every campus provides information and support for Aboriginal and Torres Strait Islander Students.

Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.

http://www.acu.edu.au/453155

STUDENT SUPPORT

If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a

disability/medical condition which may impact on your studies, you are advised to notify your

Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.

For all aspects of support please visit ACU Info section in the Student Portal.

• Academic Skills offers a variety of services, including workshops (on topics such as

assignment writing, time management, reading strategies, referencing), drop-in sessions,

group appointments and individual consultations. It has a 24-hour online booking system for

individual or group consultations.

• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be

involved with community projects.

• The Career Development Service can assist you with finding employment, preparing a

resume and employment application and preparing for interviews.

• The Counselling Service is a free, voluntary, confidential and non-judgmental service open

to all students and staffed by qualified social workers or registered psychologists.

• Disability Services can assist you if you need educational adjustments because of a

disability or chronic medical condition; please contact them as early as possible.

The Support Services web page provides links for each service.

Inherent Requirements To support your progression in this unit, students are directed to access the course inherent requirements, on the link below, to understand the essential aspects of their course. If you require assistance to enable you to achieve the knowledge, skills and attitudes outlined in the inherent requirements, please speak with your academic and or a disability advisor for support. www.acu.edu.au/inherent-requirements

http://www.acu.edu.au/453155

https://www.studentportal.acu.edu.au/ACUInfo/ss

http://www.acu.edu.au/inherent-requirements%20%0d

13


If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects of support please contact the Office of Student Success via https://www.studentportal.acu.edu.au/acuinfo/ss/departments-and-units

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

The LEO page for this unit contains further readings/ discussion forums.


In addition, for this unit you will be required to use the following technologies: Turnitin

TEXTS AND REFERENCES:

Required text(s)

There are no required texts associated with this unit

Recommended references

Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching, 5(1), 51-73, DOI: 10.1080/1354060990050104

International Council of Nurses (2012). The ICN code of ethics for nurses. Retrieved from http://www.icn.ch/images/stories/documents/about/icncode_english.pdf

Levett-Jones, T. (2018). Clinical Reasoning: Learning to think like a nurse (2nd Ed). Frenchs

Forest, N.S.W.: Pearson. Nursing and Midwifery Board of Australia (NMBA) (2018). Code of conduct for nurses.

Retrieved from: http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-

Statements/Professional-standards.aspx

Code of Conduct for Nurses (Effective 1 March 2018) Registered Nurse Standards for Practice (Effective 1 June 2016)

It is recommended that students consult their previously prescribed texts on physiology and pathophysiology, pharmacology and nursing care for this unit.

https://www.studentportal.acu.edu.au/acuinfo/ss/departments-and-units


http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx

http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx

14


Further references

Farrell, M., & Dempsey, J. (2011). Smeltzer and Bare’s textbook of medical-surgical nursing

(3rd Australian and New Zealand ed.). Sydney: Wolters Kluwer Health/ Lippincott Williams &

Wilkins.

Forrester, K., & Griffiths, D. (2010). Essentials of law for health professionals (3rd ed.). Sydney:

Mosby Elsevier.

Jarvis, C., Forbes, H., Watt, E., (2012) Australian and New Zealand edition Jarvis’s Physical

Examination & Health Assessment St. Louis, Missouri: Elsevier/ Saunders.

King, J., Hawley, R., & Weller, B.F. (Eds.) (2008). Australian nurses’ dictionary (4th ed.).

Sydney: Balliere Tindall.

Martini, F. H., Nath, J. L. & Bartholomew, E. F. (2012). Fundamentals or anatomy & physiology

(9th International ed.). S. F. California: Pearson/ Benjamin Cummings.

McCance, K., Heuther, S., Brashers, V., & Rote, N. (Ed.). (2010). Pathophysiology: The biologic

basis for disease in adults and children (6th ed.). St. Louis: Mosby Elsevier.

McKenna, L. & Lim, A. G. (2012). Pharmacology for nursing and midwifery. (1st Australian and

New Zealand Edition). Broadway: Lippincott Williams & Wilkins

Nursing and Midwifery Board of Australia. (2013). National competency standards for the

registered nurse. Retrieved from http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-

Statements/Codes-Guidelines.aspx

Tollefson, J. (2010). Clinical psychomotor skills: Assessment tools for nursing students (4th

ed.). South Melbourne: Cengage Learning

Extended reading

N/A

15


APPENDIX A

Assessment task 2: Case Study

Students will complete a case study which discusses the provision of ethical, legal, evidence-

based, holistic person-centred care including the establishment of realistic and relevant goals

through the theoretical examination of a particular nursing specialty case study using the

Clinical Reasoning Cycle (Levett-Jones, 2013).

Students must select and respond to the case study question that reflects their allocated

clinical placement specialty. If you have not been allocated a specialty placement, OR you are

repeating this unit, please refer to your LEO campus announcements forum and the 3-hour

lecture for instructions on how to proceed (you should not repeat the same case study

question twice). Case study questions can be found on LEO via this link:


Due date: Monday 27th August, 2018 5.00pm

Weighting: 50%

Length and/or format: 1600 words +/-10%

Purpose: The case study is designed to allow students the

opportunity to demonstrate synthesis of theory and

experience acquired in previous and concurrent units

while exploring a specific nursing context.

Learning outcomes assessed: 2, 5, 6

How to submit: Student should submit into the appropriate Turnitin drop

box located in the assessment block on the LEO site.


notified via LEO when results and feedback are

available.

Assessment criteria: Further information pertaining to the case study can be

found in the assessment block on LEO. Please also

refer to the criterion reference rubric below.


16


APPENDIX B

Criterion Referenced Rubric: Assessment Task 2, Case Study

Criteria for

marking

High Distinction

(95-100%)

High Distinction

(85-94%)

Distinction

(75-84%)

Credit

(65-74%)

Pass

(50-64%)

Unsatisfactory

(31-49%)

Unsatisfactory

(0-30%)

Sequencing

5%

The content in the case

study directly matches

the outline presented in

the introductory

paragraph. The case

study ends with a rational

conclusion.


study comprehensively

matches the outline

presented in the

introductory paragraph.

The case study ends with

a rational conclusion.


study thoroughly matches

the outline presented in

the introductory

paragraph and the case

study ends with a rational

conclusion.


study matches the

outline presented in the

introductory paragraph.

and the case study

ends with a rational

conclusion.

The content in the

case study mostly

matches the outline

presented in the

introductory

paragraph and the

case study ends with

a conclusion.

There is a clear

introduction, followed

by the body of the case

study, with a

conclusion. However,

content within the body

and within paragraphs

is not always logically

sequenced.

There is no clear

introduction, body

and/or conclusion.

There is no

sequencing evident.

Content

50%

Extensively defines and discusses the provision of ethical, legal, evidence-

based, holistic person-centred care, including the establishment of

realistic and relevant goals.

Includes relevant discussion on the

collection, processing and presentation of client/patient information.

Clearly identifies and prioritises 3 relevant nursing issues/ problems.

Strong evidence of use and understanding of the

clinical reasoning cycle.

Comprehensively defines and discusses the provision of ethical, legal,

evidence-based, holistic person-centred care, including the

establishment of realistic and relevant goals.

Includes relevant discussion on the

collection, processing and presentation of client/patient information.


Clear evidence of use and understanding of the

clinical reasoning cycle.

Thoroughly defines and discusses the provision of ethical, legal, evidence-

based, holistic person-centred care, including the establishment of

realistic and relevant goals

Includes discussion of the collection, processing

and presentation of client/patient information.


Evidence of use and

understanding of the clinical reasoning cycle.

Defines and describes the provision of ethical, legal, evidence-based,

holistic person-centred care, including the establishment of

relevant goals

Includes the collection, processing and presentation of

client/patient information.

Identifies and prioritises 2-3 relevant nursing issues/ problems.

Some evidence of use

and understanding of the clinical reasoning cycle.

Describes the provision of ethical, legal, evidence-based,

holistic person-centred care, but does not provide clear

rationale for choices or the establishment of relevant goals

Discusses the

collection, processing and presentation of client/patient

information.

Issues/problems

identified are unclear or not relevant to the case study. Minimal

evidence of use and understanding of the clinical reasoning

cycle.

Limited evidence of the consideration or provision of ethical,

legal, evidence-based, holistic person-centred care,

issues/problems

identified are not relevant to the case study or poorly

prioritised or key issues/problems have been omitted.

No evidence of use and understanding of

the clinical reasoning cycle

No evidence of the consideration or provision of ethical,

legal, evidence-based, holistic person centred care,

No issues/problems

identified.

No evidence of use

and understanding of the clinical reasoning cycle

17


Critical thinking, reasoning and

evaluation of evidence

30%

There is evidence of

comprehensive depth and

breadth of reading. A

concise and well

supported analysis

related to nursing care

and issues/problems is

presented, and is

supported by adequate

and appropriate

evidence.


detailed depth and breadth

of reading. A concise and

well supported analysis

related to nursing care and

issues/problems is

presented, and is

supported by adequate

and appropriate evidence.

There is evidence of both

depth and breadth of

reading. An analysis is

presented related to

nursing care and

issues/problems, and is

supported by appropriate

evidence.

An analysis is


nursing care and

issues/problems

supported by evidence.


supportive reading

An analysis is


nursing care and

issues/problems with

minimal supportive

evidence

Minimal analysis is


nursing care and

issues and/or analysis

presented lacks

relevance to the topic.

Little to no analysis is


nursing care and

issues

Paragraph, structure / intelligibility

5%

Flawless presentation of

ideas.

The writing is organised

into paragraphs that are

structured well, and the

information is organised

appropriately within the

paragraph. Each

paragraph relates to a

discrete idea. There are

clear linking sentences

that link each paragraph to

the next consistently.


into paragraphs, and the

information is organised

consistently and

appropriately within the

paragraph. Each

paragraph relates to a

discrete idea. There are

clear linking sentences

that link most paragraphs

to the next.


into paragraphs, and

the information is

organised appropriately

within the paragraph.

Most paragraphs

relates to a discrete

idea. There are clear

linking sentences that

link most paragraphs to

the next.

The writing is

organised into

paragraphs, and the

information is mostly

organised

appropriately within

the paragraph. Most

paragraphs relates to

a discrete idea. The

paragraphs mostly link

to one another.


paragraphs, however

paragraph structure is

disorganised, with no

clear ideas, and no

links.

Some evidence of

paragraphs, however

paragraph structure is

disorganised, with no

clear ideas, and no

links.

Sources & Referencing

10%

Credible and relevant references are used.

Accurate use of APA referencing style in all instances. A broad range

of in-text citations has been used.

Credible and relevant references are used.

Accurate use of APA referencing style in all instances. A range of in-

text citations has been used.

Credible and relevant

references are used.

APA referencing style is

almost always accurate.

A range of in-text

citations has been used.



APA referencing style is

accurate on most

occasions. There is

limited use of a range of

in-text citation formats.



APA referencing style

is demonstrated

inconsistently. There

is no variation of in-

text citation format.

Not all references are

credible and/or

relevant. There are

inaccuracies with the

APA referencing style.

There may be an

overuse of direct

quotations.

Not all references are

credible and/or

relevant. There are

several inaccuracies

with the APA

referencing style.

There may be an

overuse of direct

quotations.

18


APPENDIX C

Assessment task 3: Online Modules

Students are required to complete and submit the three (3) online modules. The online modules cover a

range of content, which should be related to the clinical specialty practice of your choice. Each module is

designed to help you achieve learning outcomes set for the unit, or to enhance your learning related to your

placement. Each module has an activity attached which the students are required to complete.

Module 1

Module one looked at the specific rights and responsibilities of the registered nurse in a specialty clinical

area, from the perspective of keeping the nurse and her/his patients/clients physically and emotionally safe.

It also raised the issue of legal responsibilities and identified issues specific to the specialty area.

For your assessment: Write 600 words on an issue of safety or of legal responsibility that you

explored in some depth, ensuring it is specifically related to the specialty area.

Module 2

Module two looks specifically at the rights of clients and in more depth the rights of carers in the process of

treatment and recovery. It raises some questions about how the nursing profession views and deals with

the rights of the carers and their need for information, particularly in the context of patients/clients who may

lack insight in their care needs.

For your assessment: Write 600 words on your understanding of the dilemma of providing

information to carers while considering the confidentiality concerns relating to the

patient/client. Don't forget to consider the ethical implications in your consideration of the issues.

Ensure it is specifically related to the specialty area.

Submission: This paragraph should be clearly labelled and with module 1 written components placed in

single document and uploaded in the relevant drop box in assessment block (Assessment 3: Part A).

Module 3

For this module, you are asked to explore some of the writings in the public domain on how people have

made meaning of their health-related issues. In the module activity, you are asked to choose one of your

readings (from one of the three perspectives listed) and write a reflection on how that has changed your

19


perspective or given you some insight into the meaning illness has for a particular person. When writing

your reflection make sure you consider your own perceptions, morals and ethics.

Preferably this will be from your area of specialty practice however this may prove difficult for some

specialties in this case pick a specialty area that interests you where there is information available.

For your assessment:

Review and refine your reflection from the activity (on ONE of the readings) for this module to a 500

word submission using the 5 R’s of reflection (Bain, Ballantyne, Packer & Mills, 1999).

Your reflection should consider:

• How that has changed your perspective or given you some insight into the meaning illness has for

that person;

• How you relate to this and make meaning of your own experiences;

• Your own perceptions, morals and ethics.

NOTE: For this assessment, it is not appropriate for you to reflect on a personal experience you have had

relating to death, dying or illness, rather you MUST select an article from the prescribed list provided in

LEO.

Submission: This paragraph should be clearly labelled Module 3 and uploaded in the relevant drop box in

assessment block on LEO (Assessment 3: Part B).

Assessment criteria: Further information pertaining to the case study can be found in

the assessment block on LEO. Please also refer to the criterion

reference rubric below.

of 23 Version: v4

APPENDIX D

Criterion Referenced Rubric: Assessment Task 3, Part A - Online Modules 1 & 2

Criteria for

Marking

High Distinction

(95-100%)

High Distinction

(85-94%)

Distinction

(75-84%)

Credit

(65-74%)

Pass

(50-64%)

Unsatisfactory

(31-49%)

Unsatisfactory

(0-30%)

Discussions

60%

Cohesive and logical

discussions.

Comprehensive and

insightful analyses

which presents a

diverse range of

perspectives.


discussions.

Thorough and

insightful analyses

which presents a

diverse range of

perspectives.


discussions.

Well-developed

analyses and

critiques from a

diverse range of

perspectives.

Cohesive and

logical discussions.

Some attempt at

analysis and

critique from a

range of

perspectives

evident.

A logical discussion is

presented with limited

consideration of

alternative

viewpoints.

Minimal cohesion to

flow of discussions.

Broad generalisations

are made.

Discussions consist

largely of personal

opinion, and/or the

discussion lacks

alignment to the

required topic

No cohesion to flow

of discussions.

Broad generalisations

are made.

Discussions consist

largely of personal

opinion and/or the

selected topic is

inappropriate

Evidence to support the analysis 30%

Relevant, high quality

literature utilised with

sophisticated

interpretation and

analysis.

Relevant, high quality


detailed interpretation

and analysis.

Relevant, quality


consistent

appropriate

interpretation &

application.

Relevant literature

used with erratic but

appropriate

interpretation &

application.

Some relevant

literature used with

some attempt to

interpret & apply the

literature.

Minimal/irrelevant use

of the literature

No use of the

literature

Organisation,

Presentation and

Referencing

10%

Flawless presentation. Flawless use of APA referencing style in all instances. A range of in-text citations has been used.

Excellent standard of written communication with few errors of spelling and grammar. Consistent accurate use of APA referencing style in all instances. A range of in-text citations has been used.

High standard of written communication with few errors of spelling and grammar. Accurate use of APA referencing style on most occasions. A range of in-text citations has been used.

Effective written communication with few errors of spelling and grammar Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text citation formats.

Adequate written communication although a number of spelling and grammatical errors. APA referencing style is demonstrated inconsistently. There is no variation of in-text citation format.

Marginal, written

presentation and

referencing, not at an

academic/professional

standard.

There are inaccuracies

with the APA

referencing style.

Poor, written

presentation and


academic/profession

al standard.

There are several


APA referencing

style.

of 23 Version: v4

APPENDIX E

Criterion Referenced Rubric: Assessment Task 3, Part B - Online Modules 3

Criteria for Marking

High Distinction

(95-100%)

High Distinction

(85-94%)

Distinction

(75-84%)

Credit

(65-74%)

Pass

(50-64%)

Unsatisfactory

(31-49%)

Unsatisfactory

(0-30%)

Reporting and

Responding

5%

Student has explicitly

identified an

appropriate critical

incident or issue, and

has:

- Reported what

happened or what the

issue or incident

involved.

- Explained why it is

relevant

- Responded to the

incident or issue by

making observations

and expressing an

informed (referenced)

opinion

- Posed questions to

address as a result of

the incident

Student has identified

an appropriate critical


has:

- Reported what


issue or incident

involved.


relevant

- Responded to the


making observations

and expressing an


opinion

- Posed questions to

address as a result of

the incident




has:

- Reported what


issue or incident

involved.


relevant

- Responded to the


making observations

and expressing an


opinion




has:

- Reported what


issue or incident

involved.


relevant




has:

- Reported what


issue or incident

involved.



incident or issue, but

has not explained

what was involved.

Student hasn’t

identified an

appropriate critical

incident or issue.

Relating 15%

Student has explicitly:

- Related or made a

connection between

the incident or issue

and own skills,

professional

experience, or

discipline knowledge

- Commented on

aspects that they

have or have not

experienced before

- Analysed the

similarities and

differences between

Student has:

- Related or made a

connection between


and own skills,

professional

experience, or


- Commented on

aspects that they

have or have not

experienced before

- Analysed the

similarities and

differences between

Student has:

- Related or made a

connection between


and own skills,

professional

experience, or


- Commented on

aspects that they

have or have not

experienced before

- Analysed the

similarities and

differences between

Student has:

- Related or made a

connection between


and own skills,

professional

experience, or


- Commented on

aspects that they

have or have not

experienced before

Student has:

- Related or made a

connection between


and own skills,

professional

experience, or


Student has

unsuccessfully

attempted to relate

(connect) the incident

or issue to their own

skills, professional

experience or


The student has not

made an effort to

relate (connect) the

incident or issue to

their own skills,

professional

experience or


of 23 Version: v4

the conditions of this

environment and the

conditions of other

environments they

have encountered

- Explained the extent

to which their skills or

knowledge will

enable them to deal

with the incident or

issue


environment and the

conditions of other

environments they

have encountered

- Explained the extent

to which their skills or

knowledge will

enable them to deal

with the incident or

issue


environment and the

conditions of other

environments they

have encountered

Reasoning 25%


- Highlighted in detail

significant factors

underlying the

incident or issue

- Explained and

analysed their

importance

- Referred to relevant

theory and literature

to support their

reasoning

- Considered different

perspectives – (eg

theoretical or ethical)

in relation to this

issue

Student has:


significant factors

underlying the

incident or issue

- Explained and

analysed their

importance



to support their

reasoning

- Considered different

perspectives – (eg

theoretical or ethical)

in relation to this

issue

Student has:


significant factors

underlying the

incident or issue

- Explained and

analysed their

importance



to support their

reasoning

Student has:


significant factors

underlying the

incident or issue

- Explained and

shown why they are

important

Student has:


significant factors

underlying the

incident or issue

Student has:

- Identified significant

factors underlying the

incident or issue, but

has not provided

details

Student has:

Limited

understanding of the

incident or issue and

its significance to

their discipline

Restructuring 15%


- Explained how and

why future practice or

professional

understanding has

been reconstructed

- Described how they

would deal with this

next time

- Elaborated on what

might work and why

- Identified different

options and/or

scenarios and

Student has:

- Explained how and


professional

understanding has

been reconstructed



next time


might work and why

- Identified different

options and/or

scenarios and

Student has:

- Explained how and


professional

understanding has

been reconstructed



next time


might work and why

- Explained how

theories or relevant

literature support

their ideas

Student has:

- Explained how

future practice or

professional

understanding has

been reconstructed



next time

- Explained how

relevant literature

supports their ideas

Student has:

- Explained how

future practice or

professional

understanding could

be reconstructed



next time

Student has:

- Provided an

Unsatisfactory

attempt at reframing

or reconstructing

future practice or

professional

understanding.

Student has:

- Not explained how

future practice or

professional

understanding could

be reconstructed.

of 23 Version: v4

hypothesised

possible outcomes

- Explained how


literature support

their ideas

- Explored whether

changes could be

made to benefit other

stakeholders

hypothesised

possible outcomes

- Explained how


literature support

their ideas

- Explored whether

changes could be

made to benefit other

stakeholders

Integration of Reflective Components 30%

The student has

explicitly

and successfully

integrated each of the

elements (reporting

and responding,

relating, reasoning,

and reconstructing) of

the reflection.

There is evidence

that the

reconstruction builds

on each of the other

elements.

The four elements

are linked clearly,

cohesively, and

logically.

The student has

successfully


elements (reporting

and responding,



the reflection.

There is evidence

that the



elements.

The four elements

are linked clearly,

cohesively, and

logically.

The student has

successfully


elements (reporting

and responding,



the reflection.

There is evidence

that the



elements.

The student has

integrated all of the

elements (reporting

and responding,


and reconstructing)

into a cohesive

reflection.

The student has

integrated some but

not all of the

elements (reporting

and responding,


and reconstructing)

into a cohesive

reflection.

The student has

unsatisfactorily

attempted to

integrate the

elements (reporting

and responding,



the reflection.

The student has not

made an attempt to

integrate the

elements (reporting

and responding,



the reflection.

Organisation,

Presentation and

Referencing

10%

Flawless presentation. Flawless use of APA referencing style in all instances. A range of in-text citations has been used.

Excellent standard of written communication with few errors of spelling and grammar. Consistent accurate use of APA referencing style in all instances. A range of in-text citations has been used.

High standard of written communication with few errors of spelling and grammar. Accurate use of APA referencing style on most occasions. A range of in-text citations has been used.

Effective written communication with few errors of spelling and grammar Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text citation formats.

Adequate written communication although a number of spelling and grammatical errors. APA referencing style is demonstrated inconsistently. There is no variation of in-text citation format.

Marginal, written

presentation and


academic/profession

al standard.

There are


APA referencing

style.

Poor, written

presentation and


academic/profession

al standard.

There are several


APA referencing

style.

faculty of health sciences 2018, semester 2 nrsg370 ...€¦ · canberra commence online learning....

Documents