NURSING 7118 - Critical Care Essentials

Course Details

Course Code	NURSING 7118
Course	Critical Care Essentials
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Flexible delivery mode and three on-campus workshops
Available for Study Abroad and Exchange	N
Assumed Knowledge	Anatomy and Physiology
Restrictions	Graduate Diploma in Nursing Science or Master of Nursing Science
Assessment	Structured clinical assessment, clinical assessment sheets, quizzes

Course Staff

Course Coordinator: Purity Ng'etich

Course Coordinators:

Iain Everett	+61 8 8313 4308	iain.everett@adelaide.edu.au	Adelaide Nursing School
Sindy Millington	+61 8 83132996	sindy.millington@adelaide.edu.au	Adelaide Nursing Schoo
Julia Muller-Spiti	+61 8 8313 6284	Julia.mullerspiti@adelaide.edu.au	Adelaide Nursing Schoo

School Office
Phone: +61 8 8313 3595
Email: nursingstudentliaison@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

1	Formulate and undertake a focussed and systematic advanced health assessment
2	Through synthesis and analysis of the course content, identify those patients that have the potential to experience a critical physiological decline
3	Appraise the findings of the systematic health assessment and interpret abnormal physiological parameters and other abnormal observations assisting in the identification of those patients experiencing a critical physiological decline.
4	Develop and integrate clinical skills and academic knowledge in order to practice advanced assessment, life support and therapeutic skills
5	Participate in the delivery of advanced critical care interventions within a multidisciplinary team
6	Critique and discuss clinical practice in view of current evidence based guidelines and consensus statements.
7	Debate the multi-disciplinary team approach to the recognition and response to the patient experiencing an acute physiological deterioration
8	Engage in the delivery of high quality evidence based multidisciplinary care as either a team member or team leader.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	4-8
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	2, 3 , 6 &7
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	7-8
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	3-5
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1-3, 6
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	1 & 2
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1-8
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	4 & 6

Required Resources

Prescribed Texts
The prescribed texts are integral to the course. This course will require the following texts and other resources:

Aehlert, B 2017, ACLS Study guide, 5th edn, Mosby Elsevier St Louis.

AND

Talley, NJ & O’Connor, S 2018, Clinical examination: a systematic guide to physical diagnosis, 8th edn, Churchill/Livingstone, Elsevier, Sydney.

Recommended Text

Adam , S Odell , M & Welch , J. 2013 , Rapid Assessment of the Acutely Ill patient , Wiley-Blackwell, Chiester.
Note: students are not required to purchase the recommended texts. However , they provide a valuable supplementary reading on various aspects of the material covered within this course and so students are encourage to review them.

Reader
The readings for this course are available electronically via MyUni. There are also essential practice guidelines integral to the course available via MyUni.

Please note: it is your responsibility to organise printing should you prefer a hard copy of the reader.

Online Learning

MyUni
All students enrolled in a postgraduate coursework nursing program have access to the School of Nursing – Postgraduate Coursework Student Centre on MyUni. If you would like the opportunity to network with other students, you can use the Communication features in the site. This site will also feature information about the latest news and events at the School of Nursing.

Unified
http://unified.adelaide.edu.au/
UNIFIED is your one-stop shop for email, calendar, MyUni and Access Adelaide. It even allows you to search the Library.
UNIFIED is available to all active students; with a single login you can access your student systems and personal information through a central website. Login with your Student ID ("a1234567") and Password.

For more information, including easy to follow instructions visit https://unified.adelaide.edu.au/web/mycampus/home.

Library Resources
Help for Nursing Students
The 成人大片 Library has a website to help nursing students use the library and its resource (www.library.adelaide.edu.au/guide/med/nursing).

Remote student library service
The 成人大片 Library provides a document delivery and loans service to non-metropolitan students who do not visit a 成人大片 campus to attend classes (www.adelaide.edu.au/library/docdel/external.html).

Learning & Teaching Modes

This course will be delivered through mixed modes, as follows:

Self directed learning
Students will be required to complete a series of readings, critical review and activities for each week. These will be supplemented with web links, resources and online activities – including pre –recorded didactic lectures.

Workshops
There will be 3 x 8 hour workshops. These will incorporate, Simulation Scenarios with the AHMS Simulation Centre, interactive tutorials and practical sessions. They will build on the discussions and activities developed by the weekly readings.

The workshops are intended to be participative. In other words, the amount you learn from them will depend on your participation. It is essential that students do the necessary reading so that we all start from common ground, as we will not have time to recap during the workshops. It is expected that the workshops will be both enlightening and enjoyable!

Please ensure you attend the workshops appropriately attired with suitable clothing and inclosed shoes for clinical practice, as some workshops will be based in the clinical environment.

Field based learning
Students will develop the theoretical knowledge through clinical application. Students are required to work a minimum of 300 clinical hours in their area of specialty during this course.

Workload

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

This course is delivered in a mixed mode. The student is required to undertake the readings, perform the reflective activities prior to attending the workshops. There are three 8 hour workshops throughout the semester.

It is recommended that you plan your time commitment to the course at the beginning of the semester. This includes all study activities, attendance at workshops, readings and assessment. This course requires approximately 12 hours of study per week on average.

Online Content
A series of short powerpoint presentations and podcasts will be provided throughout the course, as a student, it is your responsibility access these prior to attending the workshops.

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

Worskshops
The workshops are intended to be interactive. In other words, the amount you learn from them will depend on your participation. It is essential that students do the necessary reading and undertake the required activities so that we all start from common ground,. It is expected that the workshops will be both enlightening and enjoyable! The focus of the workshops will be the practical application and demonstration of skills associated with the patient likely to or experiencing critical physiological decline. The emphasis will be on practising the skills necessary to perform basic through to advanced life support for the patient, included will be consideration of team function and care of the relative/ significant other.

Field based learning
Students will develop the theoretical knowledge through clinical application. Students are required to work a minimum of 300 clinical hours in their area of specialty during this course.

Learning Activities Summary

This course considers the skills and knowledge required to enable early detection, assessment, monitoring and prompt and effective actions for minimising adverse events such as cardiac arrest, associated with the acutely deteriorating patient. Particular focus is given to early intervention, stabilisation and resuscitation care in this population.

The importance of a system wide approach, effective clinical communication, and patient focused and appropriate care will be discussed. Membership of a multidisciplinary rapid response team will be reviewed.

Specific Course Requirements

In order to enrol in this course, students must be employed in one of the following areas – Intensive Care , Cardiac or Emergency areas on an average of 24 hours per week.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Clinical Assessment Sheets (500 words)	Formative	0% Pass/Fail	1-2
Clinical Assessment Sheets II and III (1350 words each)	Summative	100%	1-3, 6-8
Structured Clinical Assessment	Summative	Hurdle Assessment	1-8
Clinical Skills Diary		0% Pass/Fail	1, 4, 5, 7, 8

Assessment Detail

Clinical Assessment Sheets (CAS)
Students will be required to complete three Clinical Assessment Sheets (CAS I - III). The CAS are designed so that students directly relate the theory gained within the course to practice in the critical care environment. Students will be required to answer the CAS in relation to patients they care for. A high academic standard is expected. Patient consent will need to be obtained if warranted for the particular assessment.

Note: Confidentiality
The patient’s anonymity must be maintained. The use of a pseudonym is required. The pseudonym must also be clearly identified in text. For example: “Fred (pseudonym) was a 51 year male admitted with an acute exacerbation of chronic obstructive airways disease”.
Do not include any other information that may potentially identify the patient or institution, including places, dates, times or events.

Structured Clinical Assessment
This practical-based examination will test the student's ability to apply knowledge to practice. The examination will cover the skills and knowledge taught in Critical Care Essentials.

Procedure Guide—Structured Clinical Assessment
The assessment will present the student with advanced life support scenarios in a series of skills stations. The stations will include:

• Multiple Choice Questions (80% Pass mark required) this assessment provides immediate feedback for the student with regard to areas requiring further study/ revision prior to participating in the Structured Clinical Assessment. The multiple choice questions are provided online for the revision period up to and including the day prior to the structured clinical assessment. Multiple tempts are permitted.
• ALS scenarios (students must pass all scenarios)
Scenarios include:
- Airway management
- Defibrillation
- Cardioversion
- Transcutaneous pacing

Submission

Assessments, unless otherwise stated in your Study guide, are to be submitted electronically via Assignments in MyUni "through Turnitin" on the due date identified in this Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/. An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file. If submitting a PowerPoint presentation for marking, the .ppt or .pptx must be submitted as .pdf file. It is also important to submit your file under your name, such as surname.firstname. MyUni stamps all the other details against your filename once you submit your assessment.

Clinical Skills Diaries should be submitted at the Structured Clinical Asessement or via mail or in person as noted below.

Postal Address:
Coordinator
Level 4
Adelaide Nursing School
Adelaide Health and Medical Sciences Building
North Terrace
The 成人大片 Adelaide SA 5005

In Person:
Level 4
Adelaide Nursing School
Adelaide Health and Medical Sciences Building
North Terrace
The 成人大片 Adelaide SA 5005

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Plagiarism

Students are reminded that plagiarism and other forms of academic dishonesty constitute a serious offence and can result in disciplinary procedures. Students are advised to read the policy Academic Honesty and Assessment Obligations for Coursework Students Policy & Coursework Students: Academic Dishonesty Procedures policy, available at . The following definitions should be noted.

Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the School).

Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.

Paraphrasing: repeating a section of text using different words which retain the original meaning.

Please note: changing just a few words does not constitute paraphrasing.

Final results for this course will be made available through ()

Marking Guides

Clinical Assessments Sheets

Answer Content (70%)

• provides concise relevant and accurate patient history

• all components of the questions are addressed and covered appropriately

• demonstrates application of theory to clinical practice

• demonstrates a depth of understanding of the topic and associated significant issues

• demonstrates critical thought and insight by providing justification and rationale for answers.

Writing Style, Presentation and Confidentiality (15%)

Writing Style and Presentation (10%)

• the clinical assessment sheet answers are written with clear sentence structure, clarity of argument, precision of expression and the spelling and grammar are correct.

• the CAS answers are clearly identified

• presentation complies with the School of Nursing Student Handbook and Style Guide.

Confidentiality (5%)

• patient anonymity is maintained at all times

• the use of a pseudonym must be clearly identified

• all identifying features including patient admission dates, URN / hospital id, treating hospital have been excluded.

Referencing (15%)

• the referencing style used throughout the paper is congruent with the School’s Student Handbook and Style Guide

• the reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School’s Student Handbook and Style Guide

• the references cited are contemporary (i.e. less than 10 years old unless seminal papers)

• primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)

• there is evidence in the paper that the student has searched widely for information related to the topic/issue

• the student has acknowledged all sources of information

• direct quotations are only used to make crucial points or to support the discussion/argument.

Final results for this course will be made available through .

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

What are the best aspects of this course?
The workshops
Scenario based and hands on training
Hands on interaction with quality teachers
Teachers very helpfully and considerate.
CLINICAL WORKSHOPS IN SIM SUIT

Which aspects of this course need improvement?
More workshops

This section contains links to relevant assessment-related policies and guidelines - all university policies.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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