NURSING 1004 - Communication and Professional Nursing

North Terrace Campus - Semester 1 - 2021

Communication and Professional Nursing introduces students to the interrelated aspects of communication and professional behaviour in nursing. It will help students to identify the professional expectations and boundaries that affect contemporary nursing practice. This course will also provide some strategies for students to achieve perhaps the most important skill a nurse can have, which is the ability to communicate effectively. Interactive tutorials and assessments are an essential aspect of the course bringing a practical emphasis to often challenging and confronting situations in health. The inclusion of Team STEPPS encourages encourages the development of students with contemporary skills in interdisciplinary communication and an acute awareness of preventing harm through poor communication.

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Course Details

Course Code	NURSING 1004
Course	Communication and Professional Nursing
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Restricted to B. Nursing students only
Assessment	Peer group review, referencing for academic writing, essay & concept map

Course Staff

Course Coordinator: Mrs Melissa Arnold-Ujvari

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

Course Timetable

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

Course Learning Outcomes

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.

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)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 7, 8
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 9,
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	1, 4, 5,
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	6, 7, 10
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	2, 3, 9
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	2, 10

Learning Resources

Required Resources

Crisp, J. Taylor, C Douglas, C Ribeiro,G 2020 Fundamentals of Nursing. 6th Edition, Elsevier, Chatswood, NSW

Recommended Resources

O'Toole, G 2020 Communication - Core Interersonal Skills for Health Professionals, 4th edn, Elsevier –Mosby, St Louis, USA

Grellier, J & Goerke,V 2018 Communications Toolkit, 4th edn, Centage, South Melbourne, 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.

Online Learning

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 & Teaching Modes

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

Workload

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

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

Lectures will all be online and 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.

Learning Activities Summary

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

Communication and Professional Nursing

History of nursing

Theories of health and illness & Nursing theory and knowledge

Nursing roles and autonomy & the importance of caring

Legislation in nursing / NMBA Competencies

Consent & Confidentiality

Ethics in nursing

Introduction to safety, quality and risk & Introduction to principles of OHS&W

Introduction to therapeutic communication & Verbal and nonverbal communication

Peer Mentoring

Clinical Handover & Team Stepps

Clinical placement here we go & review when you return

Sprirtuality, death and dying

Specific Course Requirements

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.

Small Group Discovery Experience

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

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	Word Count (equivalent)	Learning Outcome(s) being addressed
Referencing / Plagiarism for academic writing	Formative		250	1-9
Peer Group Work 1. Communication Matrix 2. Reflection & peer Evaluation	Summative	30% 10%	1000 250	1 - 5, 6-9
Online Quiz x 2	summative	30%	500	1-10
Written Responses x 2	Summative	30%	1000	1, 8 & 10

Assessment Detail

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 - Reflection & Peer Evaluation
This is part two of the coroner's case communication matrix group work and you will undertake a 250 word reflection on the process of working in a group as well as peer evaluation of your peers that you worked with on the communication review assessment and will use a matrix to assess their input.

Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:

Description of the experience
Feelings and thoughts about the experience
Evaluation of the experience, both good and bad
Analysis to make sense of the situation
Conclusion about what you learned and what you could have done differently
Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate

ASSESSMENT 3: Online Quizzes
There are two online quizzes to complete during the course and these related to legalities and the scope of practice during the course and and end of course quiz on communication and professional nursing.

ASSESSMENT 4: Written Responses
There are two written responses to complete during the course that will be based on a scenario and with pre determined questions for you to answer that relate to the content being delivered.

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.

See the Modified Arrangements for Coursework Assessment Policy

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.

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

Final results for this course will be made available through .

Student Feedback

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.

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 2020 was very positive overall, despite the issues that Covid-19 raised in terms of changing from face to face to online format quickly. Students felt that concepts provided were relevant for clinical settings and were interesting and the gained knowledge is useful throughout placement and nursing as a career and they really enjoyed the wekly interactive zooms that were developed due to Covid-19.

Student concerns related to providing clearer direction for assessments and struggled with the copmmunication report based on the six senses whicvh was a new assessment for 2020. So in 2021 I have removed this assessment and provided smaller questions to answer based on their learnings in the course and will use some of the class time each week to allow assessment questions and a marking rubric will be provided for all assessments so that there is clarity.

Small group tutorials will reduce to one per course in 2021 due to Covid concerns, but will include additional interactive aspects and run for three instead of two hours. The tutorial will no longer have a % allocated, this will instead be provided by an online quiz at the end of the semester to them which cover the preparatory, during session and post tutorial work that is required.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

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

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