成人大片

Course Coordinators:

Iain Everett	+61 8 8313 4308	iain.everett@adelaide.edu.au	School of Nursing
Catrina Walker	+61 8 8313 1847	catrina.walker@adelaide.edu.au	School of Nursing
julia Muller Spiti	+61 8 8313 6284	julia.mullerspiti@adelaide.edu.au	School of Nursing

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.

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

Aehlert, B 2014, 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 recommnede 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.

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).

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 articulate storyline lectures.

Workshops
There will be 3 x 8 hour workshops. These will include articulate storyline lectures to be reviewed prior to each workshop , interactive tutorials and practical sessions. They will build on the discussions and activities developed by the weekly readings.

Semester 1 Workshops*
- Friday Week 3 : 0830-1630hrs
- Friday Week 7: 0830-1630hrs
- Friday Week 10 : 0830-1630hrs

Semester 2 Workshops*
- Friday Week 4: 0830-1630
- Friday week 7 : 0830-1630
- Friday Week 10 : 0830-1630

- Please note the weeks are subject to change, and so please refer to MyUni course home page to determine venue and date.

Details will be provided via MyUni of workshop locations and timetables.

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, review articulate storyline lectures 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 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.

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.

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.

 

 

Critical Care Essentials Clinical Skills

Assessment

Performing a Primary Assessment / Primary Survey

Performing a Respiratory Assessment

Performing a Cardiovascular Assessment

Performing a Neurological Assessment

Airway

Establishing an Artificial Airway

Assisting with Intubation

Endotracheal Tube Security

Breathing

Capnography

Pulse Oximetry Technique

Hand Ventilation with a Bag and Mask

Performing Hand Ventilation of an Intubated/Tracheostomised Patient

Circulation

Care of a Patient requiring ECG Monitoring

Principles of Monitoring with Transducers

Defibrillation/Cardioversion

External Cardiac (Transcutaneous) Pacing

Equipment

Function of a Defibrillator

Operation of the Transport Monitor

Setting up the Transport Ventilator

 

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.

It is our endeavour to have Small Group Discovery (SGDE) experiences for many of our tutorial based exercises during our face to face time with students. Groups will be allocated to work together on clinical scenarios and problems that will be explored for solutions/actions that reflect evidence based care, professional team work and best practice.

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 (1500 words each)	Summative	100%	1-3, 6-8
Structured Clinical Assessment	Formative Hurdle assessment	0% Pass/Fail	1-8
Clinical Skills Diary		0% Pass/Fail	1, 4, 5, 7, 8

1. The diaries will be graded pass or fail. Failure to submit may preclude participation in the Structured Clinical Assessment
2. 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 attempts are permitted.

Clinical Assessment Sheets (CAS)
Students will be required to complete three Clinical Assessment Sheets (CAS I - III).
CAS1 (500 words) is the formative assessment which is a NGP is due week 3 to provide early feedback to students

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.

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 attempts are permitted.
• ALS scenarios (students must pass all scenarios)
Scenarios include:
- Airway management
- Defibrillation
- Cardioversion
- Transcutaneous pacing

Clinical Skills Diary
The assessment of skills will occur throughout the semester. Students will be assessed by the critical care registered nurses and clinical titleholders, with whom they work. Please refer to the information provided in the Clinical Skills Diary regarding skills assessment criteria.

The diaries will be graded pass or fail. Failure to submit may preclude participation in the Structured Clinical Assessment.

Diaries should be submitted to the School of Nursing via post or in person by 1630hrs on the due date.

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 via post or in person by 1630hrs on the due date.
Postal Address:
School of Nursing
Frome Road
The 成人大片
Adelaide SA 5005

In Person:
School of Nursing
Level 3, Eleanor Harrald Building
Royal Adelaide Hospital
Frome Road
The 成人大片
Adelaide SA 5005

 

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 (20%)

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 (10%) •       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 (10%)

•       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.

 

There were insufficient SELT responses to be analysed.