成人大片

Course Coordinator: Melissa Arnold-Chamney 
Phone: +61 8313 3643
Fax: +61 8 8303 3594
Email: melissa.arnold-chamney@adelaide.edu.au
Location: Level Four,
Adelaide Health & Medical Sciences Bulding, Corner of North Terrace & George Street, Adelaide
School contact:
Phone: +61 8313 3595
Email: nursing@adelaide.edu.au

The lecture series for this course incorporates:

History of Nursing
Theories of Health and Illness
Nursing Theory and Knowledge
Ethics and Legalities in Nursing
Critical Thinking
NMBA Competencies
Nursing Roles and Autonomy
Safety, Quality and Risk
Occupational Health and Safety
Nursing Legislation
Consent
Confidentiality
Therapeutic Communication
Cultural awareness & the patient perspective of care 
Self Concept
sprituality, death and dying
The tutorial series for this course incorporates:
Gender, Race, Inequality and Sexuality
Psychological Development
Coroner's Case Group Work
Team StePPs
Clinical Handover
Medical Terminology
Concept Map Group Work

1	Develop effective communication skills between nurses and their patients, with members of the community and with other health professionals
2	Appreciate the influence of human emotions, spirituality, body image, self-concept, sexuality, and death and dying on the health care of people.
3	Identify the dynamics of communicating in a respectful and culturally safe manner, as they relate to the care of different cultural groups such as Aboriginal peoples.
4	Apply basic principles of effective group dynamics and consider concepts of problem based learning and critical thinking.
5	Recognise the various roles nurses have in the provision of health care, the history of the nursing profession and the development of nursing knowledge.
6	Identify the regulation of nursing practice and legislation governing the practice of nurses.
7	Apply the Nursing and Midwifery Board of Australia (NMBA) competencies and professional codes of practice to episodes of clinical experience.
8	Apply safety in practice with clear articulation of the principle of consent
9	Discuss and justify ethics and guidelines for documentation, privacy and maintaining confidentiality
10	Recognise occupational health issues relating to professional nursing practice.

Crisp, J. Taylor, C Douglas, C Ribeiro,G 2016 Fundamentals of Nursing. 5th Edition, Elsevier, Chatswood, NSW

O'Toole, G 2016 Communication - Core Interersonal Skills for Health Professionals, 3rd edn, Elsevier –Mosby, St Louis, USA

Chang, E & Daly, J 2020 Transitions in Nursing, preparing for professional practice, 5th edn, Elsevier, Chatswood, Australia

Note: Students are not required to buy recommended texts. However, they provide valuable supplementary reading on various aspects of the material covered within this course and students are encouraged to have a look at them.

The course is offered via the online platform "Canvas" and there is a formative online academic writing quiz which students needs to complete. Lectures / worksheets and supplementary information are provided on Canvas for the course.

Learning is via a mixture of lectures, tutorials and online work

• 2 x 1 hour lecture / week 
• 3x2 hour tutorials per course 

Lectures may be scheduled across mid-semester break. The scheduling of all lectures is subject to the timing of clinical placement.  

Non-contact hours for assessment and tutorial preparation will be approximately 5 hours per week.

The tables below indicate the lecture and tutorial outlines for Communication and Professional Nursing. Other tutorials may be provided as required.

Communication and Professional Nursing

Lecture series

1. History of nursing 2. Theories of health and illness 3. Nursing theory and knowledge 4. Nursing roles and autonomy 5. Legislation in nursing / NMBA Competencies 6. Consent 7. Confidentiality 8. Ethics in nursing 9. Introduction to safety, quality and risk 10. Introduction to principles of OHS&W 11. Introduction to therapeutic communication 12. Verbal and nonverbal communication 13. Peer Mentoring 14. Clinical Handover  15. Clinical placement here we go & review when you return 16. Sprirtuality, death and dying

Tutorial series

1. Q & A re Course & Assessments 2. Team Stepps 3. Self-concept 4. The difficult patient 5. Critical thinking 6. Gender, race, inequality and sexuality 7. Psychosocial development 8. The importance of caring 8. Death and dying

This course requires participants to reflect on a range of views and situations that confront the day to day reality of nursing practice. Students must ensure they attend lectures knowing they can comment and interact in a safe and non-discriminatory environment.

The SGDE for 1st years students is detailed within the course Health Assessment and Clinical Nursing I.

Assessment Task	Assessment Type	Weighting	Word Count (equivalent)	Learning Outcome(s) being addressed
Referencing / Plagiarism for academic writing	Formative		250	1-9
Peer Group Work 1. Communication Matrix 2. Reflective Essay	Summative	30% 10%	1000 250	1 - 5, 6-9
Tutorials	Summative	10%	750	1-4, 6-9
Online Quiz	summative	10%	500	1-10
Communication report	Summative	40%	1000	1-5, 7

ASSESSMENT 1: Referencing / Plagiarism for academic writing
Referencing for academic writing: students will need to complete a series of quizzes to identify plagiarism and correct referencing technique. The aim of this formative assignment is to establish sound academic writing habits early within the first year of the program. A series of passages will be taken from accompanying textbooks to illustrate the nature of precise language required for documentation in health care.

ASSESSMENT 2 Part One: Peer group work - Communication Matrix
Peer group review: small groups will be assigned a communication vignette taken from accompanying text books, selected SA Coroners findings and reality based scenarios provided by the clinical tutors. The emphasis on examination of the cases will be to identify and offer solutions to how or why a breakdown in communication occurred or how a cultural misunderstanding resulted from poor communication techniques. The use of the current SA Health communication framework, Team StePPS to frame responses will enable student to recognise current communication practices while on clinical placement. Each group will work to identify positive and negative aspects of the vignette and most importantly will communicating throughout the exercise.

ASSESSMENT 2: Part Two - Essay re Group Working - Peer group review
For part one of this assessment you worked in small groups to review a communication vignette taken from selected SA Coroners findings from 2017-19. For this part of the assessment you will write an individual essay reflecting on your learning in relation to the principles of team working and draw upon examples from your experience from part one of the assessment to support your essay.

ASSESSMENT 3: Active participation in Tutorials
There are three small group tutorials held during the course and marks will be awarded for preparatory work pre tutorials, group work during each tutorial and post tutorial work submission. As a student you self allocate the tutorial group y and attendance at all allocated tutorial sessions is expected to give students the best possible opportunity to achieve success in their assessment items and learning outcomes of the course. Non-attendance or arriving at the tutorial more than 15 minutes after the tutorial commencement time will result in no marks being allocated for that tutorial session.

ASSESSMENT 4: Concept map
Concept map – legislation: on entry to a Bachelor of Nursing program students must be registered with the Australian Health Practitioner Regulation Agency (AHPRA) . As this is often the first exposure of students to the many forms of legislation that inform professional nursing practice, a concept map assessment will encourage students to illustrate the relationship between law and practice. The theme of the map will be indicated from selected topics within the course such as consent, restraint and duty of care. A concept map rubric will be provided to further assist students in the development of the map. Previous examples from BNurs students will be provided as exemplars. This assessment is particularly useful prior to the student’s first clinical placement to emphasise the legal and professional boundaries that guide nursing practice. The construction of concept maps is a useful learning and revision strategy that students can adapt to support other learning needs.

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. 

See the Modified Arrangements for Coursework Assessment Policy

 Marking Guide - Concept map

Category	High Distinction	Distinction	Credit	Pass	Fail
Critical thinking	Demonstrates excellence in analysing, synthesising and evaluating information and ideas from multiple perspectives.	Demonstrates proficiency in analysing, synthesising and evaluating information and ideas from multiple perspectives	Demonstrates adequacy in analysing, synthesising and evaluating information and ideas from multiple perspectives.	Demonstrates brief analysis, synthesis and evaluation of information and ideas from multiple perspectives.	Demonstrates deficiency in analysing, synthesising and evaluating information and ideas from multiple perspectives.
Quality of work	Presents work of the highest quality	Presents high quality work	Presents work that is satisfactory	Presents work that is barely satisfactory	Presents work that is unsatisfactory
Accuracy and relevance	All core concepts (propositions) are clearly identified, relevant and accurate.	Most core concepts (propositions) are identified, relevant and accurate.	Core concepts (propositions) are identified although some elements are missing.	Core concepts (propositions) are vague, irrelevant and inaccurate.	Core concepts (propositions) are irrelevant and inaccurate.
Concept map structure	Hierarchy, branching and cross links reflect complex levels of meaning and identify all subconcepts	Hierarchy, branching and cross links reflect complex levels of meaning although some subconcepts are missing	Hierarchy, branching and cross links reflect satisfactory levels of meaning with some subconcepts missing	Hierarchy, branching and cross links are poorly developed with most subconcepts missing	Hierarchy, branching and cross links have not been developed with obvious subconcepts missing
Clarity of Writing (Writing Technique)	Sentence structure is always clear, clarity of discussion and precision of expression is of the highest quality, spelling and grammar always correct.	Sentence structure is mostly clear, clarity of discussion and precision of expression is of the high quality, spelling and grammar mostly correct.	Sentence structure is clear, clarity of discussion and precision of expression is satisfactory, spelling and grammar is correct.	Sentence structure is only sometimes clear, clarity of discussion and precision of expression is of the low quality, spelling and grammar are sometimes correct.	Sentence structure is rarely clear, clarity of argument and precision of expression of poor quality and the spelling and grammar are rarely correct

Students are to ensure they are familiar with the contents of the Adelaide Nursing School Style and Referencing Guide. A PDF of this document is available through MyUni.

Student feedback from 2018 was very positive overall, the student concerns related to providing clearer direction for  assessments and in 2019 we ensured that some of the class time allowed assessment questions and we also provided a video for Concept Map development that allowed students to watch this at times that suited them and this an area where student satisfaction increased. Also in 2018 the tutorials were positively evaluated, but the students wanted them to include more interactive aspects and this occurred in 2019 with the use fo staff led role plays and student "baking" skills and these were again positively evaluated and will be developed further in 2020.
Small group tutorials will remain at three per course, but will include additional interactive aspects and have additional time available to explain assessments clearly since both of these were areas of satisfaction for students in 2019 and examples of previous assessments will continue to be provided through Canvas to assist students as well as further detailed exemplars and "assessment tips" will continue to be provided for each student.  The tutorials will continue to have 10% allocated to them which cover the preparatory, during session and post tutorial work that is required.