NURSING 7204 - Clinical Nursing Practice I

Course Details

Course Code	NURSING 7204
Course	Clinical Nursing Practice I
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Intensive
Available for Study Abroad and Exchange	N
Restrictions	Master of Clinical Nursing
Assessment	Professional development portfolio and activities. Professional practice essay.

Course Staff

Course Coordinator: Ms Jan Alderman

Course Coordinator: Jan Alderman
Phone: +61 8 8313 1225
Email: jan.alderman@adelaide.edu.au
Location: AHMS, Adeliade Nursing School, 成人大片

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

Course Timetable

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

Course Learning Outcomes

1	Begin to make comprehensive health assessments, including vital signs and documentation
2	Utilise the Fundamentals of Care framework to support activities of daily living to provide patient-centred care.
3	Students will practice clinical skills congruent with their scope of practice as first-year nursing students.
4	Students will attend an immersive simulation to prepare them to nurse older people in aged care.
5	Commence nursing practice utilising an evidence-based framework and under the supervision of an RN at all times
6	Commence nursing practice using the guidance of the NMBA standard statements.

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.	2-8
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.	1,2,4-8
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.	1,2,3
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.	4,6
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.	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.	2
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	4, 6
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.	4,5

Required Resources

Crisp, J, Taylor, C. Douglas, C. Ribeiro, G. 2021 Potter & Perry’s Fundamentals of Nursing. 6th edition, Elsevier, Chatswood, NSW

Tollefson, J., Hillman, E, 2021 Clinical psychomotor skills: Assessment Skills for Nurses. 8th Edition. Cengage Learning. Sth Melbourne. Vic, Australia

Lewis, P & Foley, D, 2020 Health Assessment in Nursing, 3rd. Ed.Lippincott Williams & Wilkins Pty Ltd, North Ryde, NSW.

Intelli+Learn, 2024 Medication Management for Health Professionals. ONLINE: An interactive course to develop and assess skills in medication management. Australia.

Recommended Resources

Daly, J. Speedy, S. Jackson, D. 2020 Contexts of Nursing, 6th edn, Sydney, Churchill Livingstone.

Stein-Parbury, J 2021, Patient and Person: Interpersonal Skills in Nursing, 7th edn, Elsevier, Sydney.

McKenna, L & Mirkov, S 2021, Mckenna’s drug handbook for nursing and midwifery, L McKenna & S Mirkov (eds), 9th edition., Lippincott Williams & Wilkins, Sydney.

Online Learning

Learning & Teaching Modes

This course uses practical workshops to identify situations that impact the daily environment of nursing practice. Students are encouraged to consider their ‘arrival’ at the career of nursing and to actively reflect on what they consider to be the professional skills and attributes.

Workload

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

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

The workload for this course requires participation in:
1 x 1 hour online lecture/week
1 x 3-hour practical / week
1 x 1 hour tutorial/week (Online and or face to face)

Noncontact assessment and tutorial preparation hours will be 6-9 hours per week.

Learning Activities Summary

The tables below indicate the teaching sessions for Clinical Nursing Practice I. Please refer to the timetable above for details on class and time. A summary of the clinical skills topics areas is listed below. Other clinical skills sessions may be provided as required.

Clinical Nursing Practice I

Clinical Skills Laboratory Sessions

1. Standard precautions and activities of daily living (Patient hygiene, oral care, pressure area care)

2. Activities of daily living (Nutrition and elimination)

3. Patient monitoring of vital signs

4. Blood glucose monitoring

5. Asepsis and wound management

6. Medication Administration

8. Neurological assessment

8. Aged care immersive simulation

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
Drug calculation practice tests X 4	Formative	NGP	7
Quizzes X 2	Summative	40%	4,5
Final drug calculation test	Summative	10%	1-8
Fundamentals of care case studies and care plan.	Summative	50%	3-4
Practical skills participation	Summative	NGP	1-6
OSCE (Hurdle assessment)	Summative	Pass/Fail	3-6
NCAS Summative assessment documentation. Hurdle requirement. This document relates to clinical placement.	Summative	NGP	6

Oral Structured Clinical Examination (OSCE) Hurdle for this course
A structured clinical examination will be held during exam week. Each student must attend an examination to demonstrate a range of nursing interventions. The exam uses a structured approach to assessing clinical skills using the B-line system, which videos and records each student as they progress through 3 stations. This ensures consistency in the examination process and is a valuable tool for reviewing each student's performance.

The OSCE is a HURDLE REQUIREMENT: this means that students must pass to be able to progress into CNP II.

Assessment Detail

Assessment 1: Intellilearn practice tests - these tests familiarise students with the types of drug calculations they might encounter when on clinical placement. The tests also help to familiarise them with the Intellilearn website which presents medication orders as they would be in practice in an Australian context.

Assessment 2: Quizzes X 2 1) PPE and Aseptic Technique 2) Vital signs quiz

Assessment 3: Final drug calculation test (Online)

Assessment 4:FOC Care Plan
Case 1 / Case study of a female inpatient who presents with a chest infection requiring medical management. Students will choose two fundamentals of care and develop a care plan describing the specific intervention required to meet these fundamental needs.
Case 2 / A refugee woman who presents to a Migrant health centre with abdominal pain. Students are to explain how they would use the Fundamentals of care framework to engage with this woman and to understand why she is feeling anxious. Students will consider the importance of cultural safety and describe the strategies and or interventions they would implement to assist this woman to feel safe.
Case 3 / An elderly man is in hospital after having suffered a right-sided CVA. He asks a student nurse for assistance to get back into bed but when they assist him he slips and falls on the floor. Students are to consider the assessment that should be performed prior to attending to any patient who they do not know well. Utilising the FOC framework they will discuss how they will engage with the patient and identify and address the potential safety issues for the patient and themselves.

Assessment 4: Oral Structured Clinical Examination (OSCE)

The OSCE is a formal conclusion to the semester to allow students to demonstrate the skills and knowledge they have acquired. The oral and practical exam is 30 minutes duration and uses a structured approach to the assessment of clinical skills.
This assessment is a hurdle requirement- this exam must be passed in order to enrol into CNP II

Submission

Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted.

Extensions are generally awarded for no more than 10 working days unless there are exceptional circumstances.

To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline. You will find this on the School of Nursing Website or use the link provided here.

See the Modified Arrangements for Coursework Assessment Policy http://www.adelaide.edu.au/policies/3303/

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.

The following marking guides will be used for assignments:

Marking Guide - Portfolio

Structure and Presentation 25%

Structure (15%)
• Each section of the portfolio is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the portfolio).

• Where appropriate introduces/outlines/situates the activity/discussion.

• Where appropriate each section of the portfolio ends with a cogent, defendable conclusion that summarises the discussion within the body of the paper.

Writing Style (10%)
• The portfolio is written with clear sentence structure and the spelling and grammar are correct.

Content 60%

• Demonstrates an understanding of the activities/discussions chosen by identifying the main components/issues/focus of the topic area.

• Provides evidence of support from contemporary literature to support argument/points of view.

• Where appropriate for the activity demonstrates critical thought.

• Has completed all activities/discussion points.

Referencing 15%

• The referencing style used throughout the summary paper is congruent with the Discipline’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 Discipline’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 summary 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.

Marking Guide – Clinical Practice Assessment
By the end of semester one student will be able to:

• Demonstrate an understanding of the ANMC National Nursing Competency Standards for Registered Nurses and begin to recognise cues and exemplars identifying these in practice.

• Be able to adhere to standard precautions in providing care.

• Begin to recognise the attributes of a safe and therapeutic patient environment.

• Provide the basic nursing care necessary for a patient who requires assistance with the activities of daily living. (e.g. showering, sponging, mouth care, hair care, shaving, teeth care, ambulating, exercise, bedpans, urinals, catheter care, making a bed).

• Provide the basic nursing care necessary for patients who require assistance with maintaining their fluid and nutritional status.

• Safely participate in manual handling procedures.

• Demonstrate competency in providing basic life support.

• Conduct a basic health assessment

• Demonstrate competency in monitoring a patient’s vital signs

• Begin to demonstrate competency in monitoring blood glucose levels

• Begin to recognise commonly used medical equipment and devices.

• Begin to understand the structure of the hospital, be able locate resources, equipment and services.

• Begin to describe the procedures employed and to appreciate the experiences of patients in admission to and discharge from an acute hospital.

• Begin to understand the legal requirements regarding documentation in the patient’s medical record.

• Begin to document nursing care in accordance with legal and institutional guidelines.

• Understand the principles of responding to danger in the clinical situation, e.g. basic fire training.

Please refer to Tollefson Clinical psychomotor skills: assessment tools for nursing

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.

Comment: The course is already done well. One suggestion that I can make to improve the course is to invite Jan to come to the lab once in a while and do a very short briefing (about anything that she thinks is important to us or we need to improve on or share her experiences). She conducts weekly ZOOM as a catchup. But being in the lab in–person may make a difference.

This will be changed this year with the course coordinator attending and teaching in all or most clinical skills sessions.
The tutorials that are run in this course are designed as a catch-up session. Students are encouraged to ask questions and to offer constructive feedback about the course content and clinical placement. These sessions are not compulsory and are meant to be informal.
Topics covered will be placement documentation, drug calculations, ISBAR handover, shift planing and organisation.

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

成人大片