成人大片

Place BfNP in subject heading


Email BOTH coordinators
Coordinator: Dr Tania Crotti
Email: tania.crotti@adelaide.edu.au

Course Coordinator: Dr Stephanie Plummer
Email: stephanie.slummeri@adelaide.edu.au

1 Demonstrate a basic level of knowledge of the structure of the human body at both the microscopic and macroscopic levels of organisation.

2  Relate the structures of cells, tissues and organs to their functions and the functions of systems of the human body.

3  Identify mechanisms that regulate bodily activities and maintain homeostasis within an individual.

4  Recognise how alternations in cells, tissues and organs to their functions may lead to common health-related scenarios

5 Gain an understanding of how anatomy and physiology influence all aspects of nursing practice

6  Relate nursing assessment practices to structural anatomy and physiology

7 Begin to organise a systems approach to describing anatomy and physiology in the clinical setting

8 Construct a working glossary of physiological terms and principles

9 Identify and critically evaluate, organise, synthesise and communicate scientific information in written and oral form.

10 Work and communicate cooperatively and effectively with staff and peers to gain a deeper understanding

Prescribed Texts

Martini FH, Ober WC, Nath JL, Bartholomew EF and Petti K (2018) Visual Anatomy and Physiology 3rd
(Global) Edition Pearson, San Francisco
Available from the Coop in the Hub

Please note earlier editions you may access 2nd hand are acceptable

The prescribed texts are integral to the course and may be
purchased from all or some of the following outlets:

This course will provide an online learning environment and all material will be provided to students through the 成人大片’s online management system MyUni. In particular students will undertake online learning using the Articulate Storyline Software, complete online assignments through MyUni, submit assignments online, and participate in discussion boards and blogs. Links will be provided throughout the semester. The plagiarism software TurnItin will be used throughout courses within the Bachelor of Nursing

TEACHING & LEARNING MODES

Face to face. Face to face lectures offer synchronous learning opportunities and enable students to quickly clarify complex descriptions and terminology. Much of the content for this course is supported by textbooks with web page and e-learning supports (e.g. flash cards for revision). The School of Nursing supports the audio and video capture of lecture content as an aid to revision.

Tutorial sessions – tutorial sessions enable small group discussion and peer interaction around the content. Each tutorial session will focus on the lecture content for the week. Please do pre-tutorial activities to prepare.
Where possible tutorials will be scheduled to cover the previous weeks topics.

Discussion board – discussion boards will provide an interactive portal for students to post questions that may be of common interest to the group.  This enables teachers into the course as well as students the opportunity to respond to queries in an open forum.


Articulate presentations – the School of Nursing has a licence for the Articulate e-learning authoring software program and has a number of staff that are expert in its use. The advantage to the student is the freedom to progress through content at their own pace while receiving in time support for their learning. This is particularly helpful for the nature of the content which will be available for revision across the semester. The School of Nursing has a purpose built e-learning room with dedicated PC access to training support software.

LAMS presentations for selected topics – LAMS (learning activity management system) provides a simple learning design tool that encourages student interaction and engagement with a diverse range of material. The visual interface allows the lecturer to author individual and group assignments. LAMS allow the student freedom to progress at their own pace and to easily review content they are uncertain of. LAMS offer lecturing staff a novel and innovative way to present content that often resists transition from text book to engagement.

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

The workload for this course involves attendance at:
• 3 x 1 hour lecture / week (NB the weeks prior to clinical placement have lectures scheduled Mondays as well as Fridays to compensate)
• 1 x 1 hour tutorial / week (sign up to one of 4 tutorial groups, NB the weeks prior to clinical placemtn have an additional tutorial to compensate)

In addition it is expected that students will spend an additional 6 hours per week for assessment and tutorial preparation.

Biology for Nursing Practice topics are covered in lectures and tutorials.
The general format taken for the semester is three 50 minute face-face/lecture sessions and one 50 minute tutorial each week.
There may be some variation of this format and venues throughout the
semester.
Please ensure that you consult the course timetable and check MyUni for announcements of any last-minute changes

All classes start at 10 minutes after the hour, and end on the hour.

Face-Face
Sessions / Lectures

Each topic will be delivered through a series of face-face sessions / lectures as listed in this course outline.

Tutorials

Tutorials will be conducted in addition to lectures. Please note attendance at tutorials is not compulsory as it is to encourage attendance of those that wish to engage and make the most of the opportunity to learn and engage.  However, we know that tutorial attendance correlates with an improved performance in the course. We urge all students to attend the tutorials in order to keep on track of the course content throughout the semester.

Please refer to the timetable link above for details on class locations and times.
A timetable for specific systems and topics covered will be posted onto the course site.
Body systems covered include but are not restricted to skin, musculoskeletal, cardiovascular, respiratory and reproductive.
You will be allocated to a tutorial group on enrolment. Please take note of your specific time and location.
Tutorials are an opportunity for interation with peers and research active teachers.
Tutorial content will align with lecture topics where possible and not only reinforce but expand upon major concepts.

There are no specific course requirements however we strongly encourage enrolment in the Biology Bridging course for students who have not done year 12 Biology or similar.

The SGDE for 1st year students is addressed in Health Assessment and Clinical Nursing I

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Formative Test 1	Formative	N/A	1-8
Test 1	Summative	10%	1-8
Test 2	Summative	10%	1-8
Test 3	Summative	10%	1-8
Essay	Summative	20%	9, 10
End of semester exam	Summative	50%	1-8

Assessment 1: formative TEST

Weighting:           0%  (Formative)
Description:       Practise test using sheets formatted as per exam. 

Assessment 2: TESTs 1, 2 & 3
Weighting:          30% (10% each)

Description:       20-30 MCQs/Matching/Ordering questions to test work undertaken in previous weeks.


Submission of tests is compulsory.  If you miss a test for legitimate reasons (ie medical grounds) there WILL NOT be any opportunity
to re-sit the test.  However, it will mean that your next text will be worth 20%. 
If you fail to submit the test and do not have any medical documentation then you will receive 0 for the missed test.

Marking Guide:  Your grade will be provided to you upon completion of the assignment via grade centre.

Assessment 3: Essay
Description:  This is to be worked on as a group to encourage group coordination, broad researching of information and time management.
This will assess students’ abilities to research and undertake high quality research on a topic related to Biology for Nursing Practice.
The underlying rationale behind this assessment task is to enable you to present health information to the wider public in a clear, concise and focused message instructions.

How to sign up to a group?

Each class member will be asked to sign up to an essay topic via the My Uni web pageTo join an essay, select Groups from the list on the left hand side of the Biology for Nursing Practice My Uni site, then select “view signup sheet to join a group” and then read the list of essay topics.
You will be able to communicate to your group through CANVAS
When you have made your selection you click the “sign up” button under the topic.
PLEASE ENSURE THAT YOU ONLY SELECT ONE TOPIC
Once you have done this it is final and cannot be changed. Please do not ask to change topics through the semester as the answer will be NO.
The essay is worth 20% of the final grade for Biology for Nursing Practice.  Students have most of semester to research and collate their material and write the essay. It is therefore expected that the reviews will be of a high standard.

Essay Format and Instructions

• The maximum length for the essay is 1000 words not including images and referencing.
• Please use Calibri Size 12 font and use double spacing throughout your essay.
• Essays should be named as follows
•   Surname_Essay_Topic_1_2016 and submitted through Turn-it-in.
•   Please ensure that you use appropriate and correct use of references. If in doubt please check. As a general rule basic websites such
• as www.betterhealth.vic.gov.au are not good references for university essays
•  Do not use footnotes

Please download and use the Endnote referencing program which is available through the university website.

Marking Guide:

Each essay will be marked by an experienced academic according to the following marking guide. When writing your essay please make sure that you carefully check this guide to ensure your essay meets the criteria.

Introduction to topic (/20):
This will give the reader a brief introduction to the topic/condition. An explanation about what the topic/condition is and why it is important should be included. You may need to point out a range of possible pathologies, causes, factorsidentify in the introduction but then highlight which of these you will be focussing on in the body of the essay.

Anatomical Basis and Function (/60): This will give the reader an understanding of the underlying anatomical/histological basis and how this relates to the function of your topic/condition. You may also choose to use a pathology to illustrate dysregulation.

Referencing (/10): You mustinclude a complete list of all resources used in your essay.  Please reference each major point in the
reference list; ideally these will include peer-review articles listed onPubmed/Google Scholar. Referencing style is to be Author/Date.


Overall Structure including spelling and grammar (/10): please ensure that your essay is free from spelling and grammatical errors and the word limit is adhered to. Please also ensure that you follow the instructions regarding font and line spacing

Assessment 4: End of Semester Examination
  
Due Date:             During the official University Examination Period.
Please refer to the specific note about exam attendance on the next page
·      
Weighting:           50%

 Description:       The end of semester written examination is aimed at determining student understanding of the principles and core coursematerial that has been presented during the semester. The exam will be entirely multiple choice questions and
will consist of 150 individual questions. The time allocated will be 190 minutes (which includes reading time) but many students should be able to complete the exam in less than this. The additional time is provided to enable students to carefully check their answers. Ensure the answer sheet is filled in correctly as the answers will be scanned and read by a computer.

Attendance at examinations

The end of semester examinations, including the replacement/additional assessments will be held during the official University Examinations Period. Please log on to the Examinations web page and make a careful note of these dates now.

PLEASE NOTE:
Absences (except on certified medical or compassionate grounds) from examinations will mean that you record a FAIL

Length: 3 hours.

Essay 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.

The due date identified in this course timetable and in the calander for the course within CANVAS.
Please note that your essay will be marked as late by Turnitin even if it is only 1 minute past the due time.
Late penalties will apply (please see section on Late Submission of Work)
Instructions for assignment submission are available under
Tutorials at www.adelaide.edu.au/myuni/.  The assignment should be submitted as one file, with the Topic, Group and Members included on the first page.

More information on avoiding plagiarism is available at www.adelaide.edu.au/writingcentre/plagiarism/.

Contact the MyUni helpdesk on +61 8 8313 3335 or email servicedesk@adelaide.edu.au for assistance with assignment submission.

Important note: copies of assignments should always be kept as proof of submission.

Student feedback from 2019 course SELTS was positive overall for NURS 1005.  The quality of the course was scored as 5.4 out of 7 with 83% broad agreement.
The SELT score for being an effective University teacher was 6.3 out of 7 for the coordinator, Associate Professor Tania Crotti. 
In 2019 tutorial content more strongly aligned with lecture material and content was revised where students identified it as too heavy to ensure critical concepts are highlighted and understood.
Tutorial sheets were available online where no teaching slot was available to enable practice of knowledge.
In 2019 announcements regarding online MCQ tests were delivered to remind students week before.

Changes to NURSING 1005
2017 through to 2019
5 to 3 Nervous system lecturers, 5 to 3 Cardiovascular system lecturers-  timetabling restrictions
Added an Endocrine lecture to cover pancreas and glucose metabolism as we identified that students learning diabetes in 2nd yr did not have sufficient background in glucose regulation.
In 2017 we removed Immunology in response to feedback that we were  doubling up on content covered in other subjects.
In 2017 MCQ tests were moved online over a window of time to enable flexibility if absent. Open book to encourage revision. 
In 2019 we ensured announcements were made a week before MCQ tests as reminders

"Notifications are consistent." a positive aspect of the course identified by students 2019

Student comments regarding timetabling:

“Having all the lectures on the one day made it very easy to remain in the same mind-frame “(2018)

Whereas more students found this of concern-

“ 3 lectures and 1 tutorial is quiet hard to digest” (2018)
Response: Time tabling is done centrally and to fit with other subjects, teaching and room availability.

Given the amount of material covered in a day and ability to attend all lectures and tutorial please use one of the slots as a break. 

TUTORIALS
I have found tutorials very useful throughout this course, as I have been able to target areas of the course that I don't particularly understand with a lecturer (2018).
Response: We are pleased that the tutorials we of use. We feel they are an ideal opportunity for going through concepts as well as for us to provide support and an opportunity to encourage peer-peer interaction and learning.

The tutorial should have covered the content from the week before so we had time to process the information (2018).
Response:
In 2019 tutorials were scheduled the week following the content delivery where possible. Please note this is not
always possible within the constraints of public holidays our timetable and timeframe of delivery.

I hope after tutorial锛宼he answer of tutorial work can be upload to Myuni which is good for students to review (2018)
Response:
Feedback answers generated in the tutorials were provided where possible (2019)

Make smaller tutorial groups and having Professors run tutorials
Response:
Ideally we would have lecturers also delivering tutorials but given we host > 6 each week to accommodate 250-300 students we are limited by time tabling, staff and casual availability as well as room availability.
This year we have access to flat room teaching space to further enhance interaction.