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School of Nursing, Midwifery &
Social Work
Undergraduate Nursing and Midwifery Programs
Information
Booklet for
Clinical
Preceptors
2016
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Author Ms Denita Ward 2016 Parts of the Information for this booklet has also originated from previous ‘UQ School of Nursing and Midwifery Clinical Placement Booklets’, ‘Master of Nursing Studies Information Booklet for Clinical Mentors and Preceptors’ and ‘Preceptor Information - University of Queensland Final Year Nursing, Midwifery & Dual degree Students’. Credit to the following authors from previous booklets Dr Marion Tower Dr Jacqui Young A/Prof Fiona Bogossian Ms Jenny McIntosh Dr Victoria Kain Ms Catherine Carmody
Copyright materials contained herein have been reproduced under the provisions of the Copyright Act
1968, as amended, or with the permission of the copyright owner.
This material may not be reproduced in any manner whatsoever except with the approval of the School
of Nursing, Midwifery & Social Work. University Provider Number 00025B
© The University of Queensland 2010.
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Contents
Contents………………………………………………………………………………………………………………………………………………….3
Welcome to the School of Nursing, Midwifery & Social Work……………………………………………………….………..4
Introduction………………………………………………………………………………………………………………………………..………….5
UQ undergraduate Nursing & Midwifery Model……………………………………………………………………..………………6
Clinical Supervision…………………………………………………………………………………………………………………..…………….7
Bachelor of Nursing program overview………………………………………………………………………………….……………….8
Bachelor of Midwifery program overview……………………………………………………………………………………..………11
Dual Degree program overview………………………………………………………………………………………………………..…..14
Problem based learning………………………………………………………………………………………………………………………..15
Student assessment & feedback……………………………………………………………………………………………………….…..16
Student expectations & standards…………………………………………………………………………………………………………17
Clinical experience for first year students………………………………………………………………………………………..……18
Semester one nursing skills session guide…………………………………………………………………………………..19
Semester two nursing skills session guide……………………………………………………………………………..……20
Semester one midwifery skills session guide………………………………………………………………………………21
Semester two midwifery skills session guide………………………………………………………………………………22
Clinical experience for second year students…………………………………………………………………………………………23
Semester one nursing skills session guide…………………………………………………………………………………..24
Semester two nursing skills session guide……………………………………………………………………………..……25
Semester one midwifery skills session guide………………………………………………………………………………26
Semester two midwifery skills session guide………………………………………………………………………………27
Mental health clinical practice for second year students………………………………………………………..….28
Clinical experience for final year students……………………………………………………………………………………………..29
Electronic clinical practice performance portfolio………………………………………………………………………………...30
References…………………………………………………………………………………………………………………………………….………36
Welcome To The School of Nursing, Midwifery & Social Work
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Welcome to the clinical preceptorship program with the University of Queensland. Your clinical
expertise will be a valuable resource for the students whilst they undertake a Bachelor of Nursing
or Midwifery or Dual degree program. The undergraduate nursing and midwifery programs are
underpinned by the principle of partnership in all aspects of their development, implementation
and evaluation.
One of the most critical partnerships in this program is the clinical partnership between students,
nursing and midwifery clinicians. The expertise that clinicians have to bring to teaching and
learning is highly valued and makes a significant difference to students as they strive to integrate
diverse knowledge and skills in the real world of practice. In their own words our undergraduate
students consistently illustrate just how much they are guided and taught by clinical staff who:
▪ understand the position we are in
▪ explain new things, allowing us to try our skills
▪ lead by example, preventing us from picking up bad habits
▪ provide feedback on ways we can improve
▪ value students as part of the team
▪ make time to answer questions
▪ encourage me to think independently
▪ give me an example to work towards
▪ are kind, caring, patient, tolerant, understanding
We at the UQ School of Nursing, Midwifery & Social Work welcome the opportunity to work
together with you across the education and health sectors as we prepare new graduates for our
future nursing and midwifery workforce.
Introduction
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The University of Queensland (UQ), School of Nursing, Midwifery & Social Work recognises the
vital role clinicians play in the preparation of the next generation of nurses and midwives. This
occurs in many ways, such as, through formalised teaching and learning roles or through informal
teaching and learning opportunities.
This booklet has been prepared to assist clinicians who are involved with the undergraduate
students, either as clinical educators, mentors or preceptors. The aim of this booklet is to provide
clinicians with information relating to the theoretical and clinical preparation of students, and
the expectations during the various stages of their development. You will also find contact details
for the Clinical Supervisors who are responsible for the students allocated to your area.
Thank you for your contribution to the education of the University of Queensland Nursing and
Midwifery students. If you have any questions, concerns or feedback regarding the program
please contact:
Dr. Marion Tower Director, Undergraduate Nursing, Midwifery & Pre-registration Programs University of Queensland St Lucia Campus, Chamberlain Building (35) QLD 4072 M: 0420 310 264 Email: [email protected]
UQ Undergraduate Nursing and Midwifery Model
6
In 2004 the UQ School of Nursing & Midwifery commenced implementation of an innovative
Bachelor of Nursing (BN) program. Special features of the program included a problem based
learning approach and a clinical partnership model of teaching. However it wasn’t until 2007 when
the School introduced and accepted the first students into the Bachelor of Midwifery program,
followed by the introduction of the Bachelor of Nursing and Bachelor of Midwifery dual degree in
2008.
The UQ model was established in response to the Senate report―National review of nursing
education 2002‖(Turner, Davis, Beattie, Vickerstaff & Wilkinson, 2006). The report made 36
recommendations that focused on three areas: Building a sustainable workforce through
Partnership; Maximising health outcomes through Quality Education; and Capacity Building. The
curriculum model emerged from a strategically planned partnership between the University of
Queensland and health care providers committed to improving graduate outcomes and transition
into professional practice (Turner, et al 2006).
The UQ model is a preceptor model, where the student’s work alongside a clinical preceptor and are
exposed to the clinical area’s early in the program, attend clinical shifts each week where they can
immediately implement skills learned in university. Students place great value on early exposure to
the clinical setting, and the personalised engagement from their clinical preceptors. UQ nursing and
midwifery supervisors are responsible for liaising and consulting regularly with students, unit staff
and preceptors in the clinical facility to provide on-going support to ensure students meet the
relevant learning objectives, and to respond promptly to any concerns and needs of the students.
The overarching aim of the undergraduate Bachelor of Nursing and Bachelor of Midwifery programs
is to develop a cohort of graduates who have developed a lifelong commitment to continuing
education and the ability to contribute to the continuing evolution of nursing and midwifery
knowledge.
Clinical Supervision
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We are pleased to introduce you to the UQ Clinical Supervisor’s working at your facility. Over the
coming weeks they will be seeking feedback regarding progression of student(s) in your clinical
area. The Clinical Supervisor’s regularly visit students when on clinical placement, so they would
be happy to discuss a student’s progress in person, or if more convenient via phone or email.
A student’s learning opportunity is magnified with constructive criticism and positive feedback
and students are encouraged by UQ to seek such feedback from clinical staff. We welcome and
support clinical staff in providing timely and ongoing feedback for students.
If you have any questions, concerns or other general feedback regarding students clinical
placement please do not hesitate to contact the Clinical Supervisors on the pager numbers,
telephone numbers or emails below:
Clinical Supervisors Nursing: Contact via pager number:-
Clinical Supervisors Midwifery: Contact via pager number:-
Bachelor of Nursing Program Overview
8
The BN degree is a three year (6 semesters) curriculum with clinical practice and problem-based
learning integrated throughout the program. The curriculum integrates content from a variety of
disciplines and applies this to nursing practice. As well as the theoretical focus, students undertake
clinical practice units, which prepare students for beginning practice in a range of metropolitan
hospital and community settings. Students have early and regular exposure to the clinical setting.
In first semester the theoretical focus is on human development throughout the lifespan. In second
and third semester Australia’s national health priority areas with the themes of promoting healthy
lifestyles and managing complex health problems drive the content. In the fourth semester the
focus shifts to major international health priority areas, which also happen to be Australian
priorities.
During the fifth and sixth semesters of the degree the third year students undertake two semesters
of intensive clinical practice. In the fifth semester students select an area of specialty practice and
a corresponding theoretical course. In the final semester students undertake intensive clinical
practice in a ward setting in their designated base teaching hospital in preparation for transition
to the role of a Registered Nurse. Students are required to demonstrate their competence by
completing a comprehensive Clinical Practice Performance Electronic Portfolio.
Bachelor of Nursing Program Overview (cont)
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Semester One:
Foundations of Nursing Practice:
Human Development throughout the Lifespan
▪ Embryology, neonate and child
▪ Adolescence and young adults
▪ Adults and older persons
▪ Systematic Preparation for Clinical Practice: Clinical Practice 1 (120 hours clinical placement)
Semester Two:
Foundations of Nursing Practice:
National Health Priorities
▪ Cardiovascular Health
▪ Respiratory Health
▪ Musculoskeletal Health
▪ Systematic Preparation for Clinical Practice: Clinical Practice 2 (120 hours clinical placement)
Semester Three:
National Health Priorities
▪ Nutritional and Metabolic Health
▪ Immunological Health
▪ Mental Health
▪ Systematic Preparation for Clinical Practice: Clinical Practice 3 (120 hours clinical placement)
Semester Four: National Health Priorities
▪ Neuro-Endocrine Health
▪ Injury prevention
▪ Healthy Aging
▪ Systematic Preparation for Clinical Practice: Clinical Practice 4 (120 hours clinical placement)
Bachelor of Nursing Program Overview (cont)
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Semester Five:
Foundations of Nursing Practice:
Speciality Clinical Elective
▪ Acute Care
▪ Aged Care
▪ Community Care
▪ Indigenous Health
▪ Mental Health
▪ Rural and Remote Health
▪ Paediatric
▪ Systematic Preparation for Clinical Practice: Clinical Practice 5 (264 hours clinical placement)
Semester Six:
Foundations of Nursing Practice:
▪ Systematic Preparation for Clinical Practice: Clinical Practice 6 (336 hours clinical placement)
Bachelor of Midwifery Program Overview
11
The BM degree is a three year (6 semesters) curriculum with clinical practice and problem-based
learning integrated throughout the program. The curriculum integrates content from a variety of
disciplines and applies this to midwifery practice. As well as the theoretical focus, students
undertake clinical practice units, which prepare students for beginning practice in a range of
metropolitan hospital and community settings. Students have early and regular exposure to the
clinical setting.
In first semester the theoretical focus is on human development throughout the lifespan. In second
semester the emphasis is on normal fertility patterns and conception, the midwives role in
promoting health in pregnancy during the antenatal period, and preparing women for birth and
parenting. Third semester focuses on preparing women for the experience of normal birth and
the post-natal care as well as managing mental health issues that may arise. In the fourth semester
the emphasis shifts to managing complex health problems and acute trauma in the pregnant
woman as well as management of multiple pregnancy and preterm birth.
During the fifth and sixth semesters of the degree the third year students undertake two semesters
of intensive clinical practice. In the fifth semester students select an area of specialty practice and
a corresponding theoretical course. In the final semester students undertake intensive clinical
practice in a ward setting in their designated base teaching hospital in preparation for transition
to the role of a Registered Midwife. Students are required to demonstrate their competence by
completing a comprehensive Clinical Practice Performance Electronic Portfolio.
Bachelor of Midwifery Program Overview (cont)
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Semester One:
Foundations of Midwifery Practice:
Human Development throughout the Lifespan
▪ Embryology, neonate and child
▪ Adolescence and young adults
▪ Adults and older persons
▪ Systematic Preparation for Clinical Practice: Clinical Practice 1 (120 hours clinical placement)
Semester Two:
Foundations of Midwifery Practice:
▪ Preconception and pregnancy planning
▪ The midwife and healthy pregnancy
▪ Preparing for birth and parenting
▪ Systematic Preparation for Clinical Practice: Clinical Practice 2 (120 hours clinical placement)
Semester Three:
Foundations of Midwifery Practice:
▪ Promoting normal birth
▪ Birth and immediate post-natal care
▪ Mental health in pregnancy
▪ Systematic Preparation for Clinical Practice: Clinical Practice 3 (120 hours clinical placement)
Semester Four:
Foundations of Midwifery Practice:
▪ The midwife and high-risk pregnancy
▪ The midwife and acute trauma management
▪ Caring for the vulnerable newborn
▪ Systematic Preparation for Clinical Practice: Clinical Practice 4 (120 hours clinical placement)
Bachelor of Midwifery Program Overview (cont)
13
Semester Five:
Foundations of Midwifery Practice:
Speciality Clinical Elective
▪ Systematic Preparation for Clinical Practice: Clinical Practice 5 (264 hours clinical placement)
Semester Six:
Foundations of Midwifery Practice:
▪ Systematic Preparation for Clinical Practice: Clinical Practice 6 (336 hours clinical placement)
Dual Degree Program Overview
14
The Bachelor of Nursing/Midwifery Dual degree is a four year (8 semesters) curriculum with clinical
practice and problem-based learning integrated throughout the program. The curriculum
combines theoretical content from the bachelor of Nursing and the Bachelor of Midwifery degrees
(outlined previously). As well as the theoretical focus, students undertake clinical practice units,
which prepare students for beginning practice in a range of metropolitan hospital and community
settings. Students have early and regular exposure to the clinical setting.
Problem Based Learning
15
Problem based learning (PBL) is an educational format that is centred on the discussion and
learning that develops from the analysis of a clinically based problem. It is a method that
encourages independent thinking, challenging of previously accepted norms and strategic learning
and gives students practice in tackling puzzling situations that can arise in the clinical practice
situation.
Students begin by defining their own gaps in understanding of components of relevant clinical
problems and then explore the underpinnings of this issue with the most current research and
evidence based practice. This basis in real-life scenarios promotes a contextual nature to the
course and makes it more likely that students will be able to recall the material later in the clinical
setting.
It is a way of learning, which encourages a deeper understanding of the foundations of practice
rather than superficial review. This depth of understanding allows students to develop skills, which
will equip them to stay at the forefront of the ever changing world of information within the
healthcare environment.
The small group setting used in PBL encourages an inquisitive, exploratory and detailed look at all
issues, concepts and principles related to the problem. The time spent outside of the classroom
setting facilitates the development of skills such as literature retrieval, critical appraisal of available
information and the seeking of opinions of peers and specialists. PBL encourages students to
become responsible for, and more involved in, their own learning. Many students have reported
that this is a highly enjoyable and effective way to learn.
Student Assessment and Feedback
16
Assessment is a fundamental and considered activity that is an integral part of the teaching and
learning process, is grounded in sound curriculum design, development and implementation, and
makes a significant contribution to learning outcomes.
Within the Bachelor of Nursing and Bachelor of Midwifery programs, assessment of student
performance is varied. In each theoretical course students may be required to give an oral
presentation about a critical issue or submit a written assignment on a contemporary topic and
undertake an examination. In addition to this, students may also be required to complete
structured self-directed learning activities.
In each clinical course, the students are required to undertake a formative clinical assessment,
which provides feedback on progress, and a summative assessment, which determines whether
objectives have been met at the end of the period of placement. These assessments are framed
on the Nursing and Midwifery Board of Australia (NMBA) competency guidelines. For both
formative and summative clinical assessment the responsibility to provide evidence of
achievement rests with the student and this is assessed by their Clinical Lecturer.
Throughout the program, students complete an extensive electronic Clinical Practice Performance
Portfolio (e-CPPP) (refer to page 30 for more detail) in which they provide evidence of achievement
of the NMBA competencies and the University of Queensland graduate attributes. Only during
the final year of the student’s program will the clinical preceptors be required to make comments
in the e-CPPP.
As a clinician involved with the BN, BM and DD students whether in the role of mentor or preceptor
you will not be required to formally assess a student, this is the role of the Clinical Lecturer or
Supervisor. However, your input into the assessment process is critical in terms of providing
feedback and guidance directly to the student and, indirectly, about your perceptions of the
individual student‘s strengths and areas requiring improvement.
Student Expectations and Standards
17
Expectations of students while on clinical Prac
▪ Students are expected to look up and follow the protocols and procedures of the clinical
unit they are practicing on.
▪ Students are expected to practice safely within their professional scope of practice.
▪ Students are expected to seek assistance if they are unsure.
▪ Students are expected to be punctual to all clinical placements and to remain until the
completion of their shift.
▪ Students are expected to advise the clinical unit in advance directly in the event of
absence from a scheduled shift.
▪ Students are expected to use ‘down time’ in the clinical unit constructively.
▪ Students are expected to conduct themselves in a professional manner as they are
representing the School of Nursing, Midwifery & Social Work of The University of
Queensland.
▪ Students are expected to adhere to the School of Nursing, Midwifery & Social Work
uniform and to ensure that their attire and appearance is professional at all times:-.
o Purple UQ polo shirt
o Black long trousers, shorts, culottes or skirt
o Black Vest - Cardigans may not be worn during patient contact
o Black closed shoes
o Hair should be tied back neatly if it touches the collar
o Nails should be kept short, clean and free of nail polish
o No jewellery (including piercings) should be worn except for a plain wedding ring
and ear studs
o Wristwatches should not be worn during patient contact
o Student/ Clinical unit ID should be worn at all times while in the clinical unit
Clinical Experience for First Year Students
18
During the first year of practice students become familiar with the principles and foundation of
nursing and midwifery practice. The learning curve is steep and students may struggle with
balancing the new environment, the new level of responsibility and the technicalities of new skills
and equipment.
A supportive environment for students in this phase of learning is essential in order to build
confidence in the student and rapport between students and staff. The nursing and midwifery
culture transforms abnormal situations into what they consider normal (for example most people
normally shower without assistance and often in hospital people rely on assistance with this basic
function) so after a while, exposure to managing intimate cares for a patient/client becomes
second nature to the student. It is important to remember that beginning students are not yet
initiated into this culture and may experience some difficulty adjusting.
By the end of the first semester, students will be able to safely manage the care of a patient/client
and meet their basic care needs. While students have differing levels of skill and confidence, it is
anticipated that they will seek learning opportunities and support from staff in order to improve
and develop their clinical practice. Students must seek assistance for procedures they are
unfamiliar with. Students are expected to work within their scope of practice.
Students undertake weekly clinical skills sessions at university that prepares them for clinical
practice. Each week the students learn new skills with which they can then incorporate into their
scope of practice and begin to perform while on clinical placement. Students are permitted to
administer medications following their classroom sessions, in second semester (excluding insulin
administration and S8 medications which they will learn in 2nd year), this must be under direct
supervision of their clinical preceptor at all times. All medications and documentation must be
counter-signed and checked by a RN/RM. Students need to be aware that they are accountable
for their practice and thus are expected to be aware of actions, interactions and side effects of ALL
medications they administer.
Semester One Nursing Clinical Skills Sessions Guide
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The following is a guide to the weekly skill sessions in Year 1, semester 1.
Semester 1 clinical skills sessions
Week 1 Hand Hygiene
Infection control
PPE
Week 2 Vital signs
Week 3 Professional communication
Week 4 Nutrition
Assisting patients with eating
Making a hospital bed
Patient hygiene cares
Pressure area care
Week 5 Blood Glucose Monitoring
Week 6 Documentation
Handover
Week 7 Patient health assessment
Falls risk
Week 8 Patient mental health assessment
Week 9 Continence management – care of IDC
Fluid balance charts
Specimen collection - urinalysis
Week 10 Mini-OSCE - Vital signs assessment
Week 11 Mini-OSCE - Vital signs assessment
Week 12 Summative assessment
PLEASE NOTE:-
Students should not use the pulse oximeter or dynamap for pulse and blood pressure
measurement. A student needs to be able to detect pulse abnormalities, describe pulse quality
and take blood pressures manually. These are vital and examinable skills so manual pulse and
blood pressure measurement practice is essential for these students.
Semester Two Nursing Clinical Skills Sessions Guide
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The following is a general guide to the weekly skill sessions in Year 1, semester 2.
Semester 2 clinical skills sessions
Week 1 Chest pain management ECG measurement
Week 2 Oral medication administration
Medication documentation
Week 3 Topical medication administration
Enema and suppository administration
Ear, nose and eye medication administration
Week 4 Parenteral medication administration
Week 5 Respiratory assessment
Oxygenation
Week 6 Lung function tests - spirometry
Week 7 Aseptic technique
Week 8 Simple wound management Removal of sutures and clips
Removal of IVC
Week 9 Traction, splints and bandaging
POP care
Week 10 Mini OSCE - parenteral administration
Week 11 Mini OSCE - parenteral administration
Week 12 Summative assessment
Semester One Midwifery Clinical Skills Sessions Guide
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The following is a general guide to the weekly skill sessions in Year 1, semester 1.
Semester 1 clinical skills sessions
Week 1 Hand hygiene
Infection control PPE
Week 2 Vital signs
Week 3 Professional communication
Week 4 Making a hospital bed
Hygiene cares for women – bathing a baby
Support actions for breastfeeding mother
Week 5 Health assessment of mother and neo-nate (newborn examination, neo-natal screening
Blood glucose monitoring
Week 6 Ante-natal health assessment
Week 7 Intra-partum assessment
Week 8 Mental health assessment
Week 9 Continence assessment
Specimen collection
Week 10 Mini OSCE - Vital signs assessment
Week 11 Mini-OSCE - Vital signs assessment
Week 12 Summative assessment
PLEASE NOTE: -
Students should not use the pulse oximeter or dynamap for pulse and blood pressure
measurement. A student needs to be able to detect pulse abnormalities, describe pulse quality
and take blood pressures manually. These are vital and examinable skills so manual pulse and
blood pressure measurement practice is essential for these students.
Semester Two Midwifery Clinical Skills Sessions Guide
22
The following is a general guide to the weekly skill sessions in Year 1, semester 2.
Semester 2 clinical skills sessions
Week 1 Cardiac assessment - ECG
Auscultation fetal heart rate
Week 2 Oral medication administration
Medication documentation
Week 3 Topical medication administration
Enema and suppository administration
Ear, nose and eye medication administration
Week 4 Parenteral medication administration
Week 5 Respiratory assessment mothers and neonates
Oxygenation Lung function tests - spirometry
Week 6 Neo-natal screening test Serum bilirubin collection
Week 7 Aseptic technique
Simple wound management Removal of sutures and clips
Removal of IVC
Week 8 Simple wound management – caesarean section
Perineum care Cord care
Week 9 Musculo-skeletal assessment Von-rosen splints, talipes, POP care Symphysis pubis dysfunction
Week 10 Mini OSCE - parenteral administration
Week 11 Mini OSCE - parenteral administration
Week 12 Summative assessment
Clinical Experience for Second Year Students
23
During the second year of practice students are consolidating the foundation skills learned in the
previous year and adding new more advanced level skills to their repertoire. While students have
differing levels of skill and confidence, it is anticipated that they will seek learning opportunities
and support from staff in order to improve and develop their clinical practice. By the end of the
second year students will be able to safely manage the nursing care of at least two patients
independently. This includes giving and receiving handover.
Students again undertake weekly clinical skills sessions at university that prepares them for clinical
practice in their 2nd year. Each week the students learn new skills with which they can then
incorporate into their scope of practice and begin to perform while on clinical placement. Students
are permitted to administer S8 medications and insulin following their classroom sessions in 1st
semester, all medication administration must be checked by a registered nurse/midwife and
always under their direct supervision. Students are unable to countersign the Dangerous Drug
book as second signatory as they are not yet registered. All other documentation must be counter-
signed by a registered nurse/midwife.
In order to give S8 medication students must be knowledgeable about the medication and its side
effects and should be able to safely manage a patient following narcotic administration. Students
need to be aware that they are accountable for their practice.
Students are expected to be aware of actions, interactions and side effects of ALL medications they
administer. Students should be able to articulate a strategy for the assessment and management
of toxicity/anaphylaxis. Students must seek assistance for procedures they are unfamiliar with and
are always expected to work within their scope of practice.
Semester One Nursing Clinical Skills Session Guide
24
The following is a guide to the weekly skill sessions in Year 2, semester 1.
Semester 1 clinical skills sessions
Week 1 Revision – Aseptic Technique, suture and clip removal, parenteral medication
Week 2 IV therapy administration
Week 3 IV Medication administration
Week 4 Mini OSCE – IV therapy
Week 5 Insulin administration
Week 6 Pain assessment S8 administration
PCA & epidurals
Week 7 Oncology PPE & spill kit
Surgical scrubbing, gowning and gloving
Week 8 Surgical wounds and drains
Week 9 Introduction to mental health
MSE
Week 10 Depression
Week 11 Psychosis
Week 12 Substance misuse Suicidal Thoughts
Semester Two Nursing Clinical Skills Session Guide
25
The following is a guide to the weekly skill sessions in Year 2, semester 2.
Semester 1 clinical skills sessions
Week 1 Neurological assessment
Week 2 IDC insertion
Week 3 NGT insertion and management
Week 4 Care of the unconscious & dying patient
Week 5 CVAD & dressing
Week 6 Chest drain management
Week 7 Blood administration
Week 8 Tracheostomy care
Week 9 Arrhythmias
Week 10 ABG
Week 11 Stoma care
Week 12 OSCE
Semester One Midwifery Clinical Skills Session Guide
26
The following is a guide to the weekly skill sessions in Year 2, semester 1.
Semester 1 clinical skills sessions
Week 1 Revision
Week 2 IV therapy and drug administration
Week 3 S8 administration
Week 4 Epidural anaesthesia
Insulin administration
Week 5 Surgical scrubbing, gowning and gloving
Post caesarian care woman/baby
Week 6 Pain assessment and management
Pain strategies in labour
Week 7 Normal vaginal birth
Vaginal exam
Abdominal assessment
Week 8 Assessment of women throughout labour and delivery
Week 9 Antenatal/Postnatal depression
Puerperal psychosis
Week 10 Advanced communication skills
Week 11 Mental health assessment
Week 12 Risk assessment Care of patient at risk of self harm
Semester Two Midwifery Clinical Skills Session Guide
27
The following is a guide to the weekly skill sessions in Year 2, semester 2.
Semester 1 clinical skills sessions
Week 1 Neurological assessment
Week 2 IDC insertion
Week 3 NGT insertion and management – adult and baby
Week 4 ARM
Membrane sweep
Week 5 Fetal scalp electrode
Week 6 Venipuncture
Blood administration
Week 7 Antepartum/postpartum haemorrhage
Week 8 Management and care of the woman and family experiencing grief and loss
Week 9 Thermoregulation and phototherapy in the neonate
Week 10 IV cannulation
Week 11 Neonatal resuscitation
Week 12 OSCE
Mental Health Clinical Practice For Second Year Students
M
28
During the second year of the program in addition to their usual clinical practice students have the
opportunity to attend a mental health placement. Mental health often encompasses a holistic
approach to client care and the psychological, social, cultural and spiritual dimensions of the
person are all key points of consideration in the care of mental health clients. Students are
expected to explore this holistic approach with a view to developing and understanding of nursing
beyond the task oriented ‘doing‘. While the student activity role in these placements may be
limited, it is important for students to be attentive observers to the processes and interactions
between staff and clients. Students are expected to look deeply into the underpinnings of
psychological issues and draw upon the expertise of the nurses in this area to develop their own
knowledge base. Students may find their personal and professional boundaries challenged during
this placement and should be aware of appropriate channels of communication and supports.
Students are expected to be aware of issues regarding personal safety and adhere to
unit/placement policies.
Specific focus - Exploration of the challenges of Mental Health Nursing
In the weeks allocated for Mental Health placement, students are expected to continue with their
professional development and expansion of their knowledge base. They will:
▪ Develop a basic knowledge about mental health and the manifestations of illness.
▪ Explore the impact of mental illness on the person as an individual and their significant
others.
▪ Observe and commence an introduction into mental health/illness assessment. This should
include medications, provisional diagnoses, health history, impacting psychosocial factors
and plan of management.
▪ Explore the stigmas toward mental illness with a view to challenging negative and harmful
approaches to mentally ill clients.
▪ Reflect on practice and identify areas of strength and areas for improvement.
▪ Discuss personal and professional boundaries with mentor and implement strategies to
maintain personal & professional integrity.
Clinical Experience For Final Year Students
29
Students entering the final year of practice have completed all the required clinical skills and all
theoretical components of the program. They have been assessed throughout the program using
the NMBA Competency Standards and the UQ graduate attributes. Final year students have
undertaken on-campus briefing sessions at the commencement of the semester to prepare them
for their final year and are motivated to demonstrate a higher level of practice and to consolidate
their skills and knowledge and begin the transition from student to beginning level practice as a
RN/RM.
Final year students are usually preceptored by only one or two RN/RM’s in the clinical placement
area, so they can be mentored more closely and where students can further develop and refine
their clinical and time management skills, clinical reasoning, as well as their professional, ethical
and legal practice. Utelising the electronic Clinical Practice Performance Portfolio (eCPPP), clinical
preceptors can record their feedback of student’s progress throughout the year (see page 30).
By the end of the year, students should be taking on a patient load of 80-90 % and be directing
care for their patients under the supervision of the RN/RM. The role of the preceptor should
change throughout the final semester as the requirement for support and guidance diminishes
with increasing student competence. Students should be accountable for their actions and should
continue to seek assistance in areas where they are uncertain; however the focus is to develop a
realistic exposure to day-to-day nursing/midwifery.
Even though final year students have increased confidence and competence, ALL medication and IV
administration must be observed and checked by a registered nurse/midwife and always administered
under their direct supervision, otherwise the student will be working outside of their scope of practice.
Electronic Clinical Practice Performance Portfolio
30
The electronic Clinical Practice Performance Portfolio (eCPPP) has been developed to assist
students to transition to become safe, competent RN/RMs. It provides students with the
opportunity to produce evidence to support their claims of competence, develop an archive of
achievements, demonstrate personal and professional growth over time, as well as develop skills
in self-assessment, critical reflection and identification of appropriate learning strategies.
As a clinician involved with the nursing or midwifery program you will be asked to provide feedback
regarding a student with respect to a specific competency and the student may use this as
evidence of their performance. In order to do this you will be given electronic access to the
students’ e-CPPP. The student will guide you in setting up a password which is protected to your
name only. Within sections of the e-CPPP a preceptor comment is required. As the student
successfully demonstrates an attribute of the RN/RM role, you will be asked to sign that you have
seen this demonstrated clinically. This enables the Clinical Lecturer to build a picture of the
student’s competence.
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The following information about the e-CPPP will offer some guidance for you as the preceptor. It
has been designed so that students may achieve competency in a number of Nursing and Midwifery
Board of Australia (NMBA) attributes, along with those competencies that are more facility/specialty
focussed and develop their personal philosophy of nursing or midwifery.
It is anticipated that the student will work with you to complete the portfolio in a timely manner.
However, the initiation and completion of this portfolio is entirely the responsibility of the student.
This portfolio represents two semesters work and as such is a vital part of their final year assessment.
It is intended to model for the students the value of maintaining a record of the competencies they
have achieved, a library of relevant literature and a journal of their clinical experiences.
By completing this portfolio, the student is acquiring the attributes of a novice registered nurse or
midwife. This is also an opportunity for them to appreciate the depth and scope of nursing or
midwifery practice, and to acknowledge the array of skills they have.
What is a portfolio?
“In education, a portfolio is usually a collection of information that informs the demonstration of
learning that has occurred for an individual in a specific course or programme of studies” (Andre &
Heartfield, 2011, p3-4). The portfolio is self-directed by the owner and can contain a collection of
work in the form of narratives, certificates, photos or other documents, that demonstrates
achievement. “An effective portfolio not only includes description of experiences and practice but
links to the relevant nursing or midwifery knowledge to produce an argument about the level of
competence or learning that has been achieved” (Andre & Heartfield, 2011, p4).
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Portfolio contents
This portfolio has been designed in three sections:
Section 1: Provide high quality nursing/midwifery care through the safe and effective
nursing/midwifery practice according to the NMBA competency standards:
These attributes/elements relate specifically to the Competency Standards for the respected
professions of Nursing and Midwifery. Each student will address each attribute/element of the
specific degree they are completing. For Bachelor of Nursing students, they will address the
Competency Standards for the Registered Nurse. For Bachelor of Midwifery students they will
address the Competency Standards for the Midwife. Students completing the Bachelor of
Nursing/Bachelor of Midwifery will complete attributes/elements across both Competency
Standards documents.
Section 2: Direct your own learning and apply clinical reasoning skills in your nursing/midwifery
practice, which will continue throughout your professional life.
Facility specific skill competencies:
The student is required to obtain evidence of competency in a minimum of three elective specific
skill competencies and five final placement skill competencies. The student should show learning
outcomes, learning strategies and performance indicators to their preceptor and reach agreement
with them.
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Section 3: Demonstrate the qualities, skills, knowledge and abilities expected of a University of
Queensland (UQ) graduate.
Summary of clinical development and skills
(a) In-depth knowledge of the field of nursing/midwifery:
(b) Effective Communication:
(c) Independence and Creativity:
(d) Critical Judgement:
(e) Ethical and Social Understanding:
For each of the competencies, we have identified learning strategies and performance indicators.
When learning outcomes have been achieved, evidence must be provided to explain how the
student used their knowledge and skills to attain competency.
There are also areas within this portfolio for the student to comment on critical incidents they
witnessed or were a part of. This section of the portfolio is designed for them to document the
incident, reflect on the actions of those involved, go to the literature to support the interventions
they are discussing and to gain comment from one of the RNs/RMs involved. This is not designed
to be a ‘whinge’ about something, rather it is intended that the student reflect on both positive
and negative incidents experienced whilst on clinical placement, with a view to seeking support
from the literature and to demonstrate personal and professional development.
Students are not limited in the number of comments that they include per section. This portfolio is
evidence of their learning and professional abilities and, as such will be a very valuable tool when
they are seeking employment as a novice registered nurse/midwife. Therefore, they are
encouraged to be pro-active in gathering as many testimonials as they deem necessary to
demonstrate their level of achievement. The student alone is responsible for its completion.
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It is strongly recommended that they take the opportunity to complete as many facility generated
competency packages relevant to their intended area and scope of practice.
It should be noted that the student is expected to find an appropriate balance between meeting the
requirements of this portfolio and spending time consolidating their skills and acquiring the new
skills/attributes the facility offers them.
Who is this portfolio for?
This portfolio is intended for the final year Bachelor of Nursing, Midwifery or Dual degree students
at the University of Queensland. It has been designed to be part of the assessment for
NURS3001/MIDW3001 Clinical Practice 5 and NURS3002/MIDW3002 Clinical Practice 6, as well as
complement the assessment for the Speciality Clinical Elective selected (i.e. MIDW3003, and
NURS3013).
Your role
You have an important role in helping students to achieve their goal of becoming a registered
nurse/midwife. Your role is as a facilitator of the student’s experiences, both theoretical and clinical.
The students will ask you to observe them as they perform new skills and demonstrate skills they
already possess. You will be called upon by the student to provide expert feedback to the student
that verifies the attribute/skill they are demonstrating is at a competent level.
The intention of this portfolio is that you are the student’s facilitator. You are not expected to assess
the students. Your role is to provide feedback on whether the student is demonstrating competency
in the skill/attribute and to offer any professional advice as to how to better demonstrate skills and
attributes they may not be competent in. It is anticipated that this take no more than 15 minutes
each shift.
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Once you have deemed the student competent in a skill, they do not need to demonstrate that skill
again for assessment purposes. However, please note that you, as the preceptor will be asked to
provide written feedback to the student once they have demonstrated the skill/attribute
competently. For the majority of attributes/skills, you will see a section entitled “Preceptor
comments”. If you feel the student is competent, you may write any comments you wish, sign and
date the entry.
Providing feedback to the student
One suggested statement is:
“I have witnessed (student name) performing this attribute/skill (number) and have provided
positive feedback.”
However if you the preceptor, feel that the student is not maintaining competency, you are within
your rights to seek further demonstration of the skill/attribute.
If, in your opinion, the student cannot demonstrate the skill/attribute adequately, and you cannot
provide positive feedback, do not make any written comments. Discuss your decision with the
student, and offer any guidance you deem appropriate.
References
36
Andre, K., & Heartfield, M. (2011) Nursing and midwifery portfolios: evidence of continuing
competence. 2nd edn. Elsevier Australia:Chatswood.
Turner, C., Davies, E., Beattie, H., Vickerstaff, J,. Wilkinson, G. (2006). Developing an Innovative
Undergraduate Curriculum – responding to the 2002 National Review of Nursing Education
In Australia. Collegian. 13:2. pg. 7-14. doi:10.1016/S1322-7696(08)60518-1