成人大片

Jan Alderman

Course Coordinator, Lecturer | Adelaide Nursing School | Faculty of Health and Medical Sciences

Level 4, Adelaide Health & Medical Sciences Building

Cnr North Terrace & George Street

ADELAIDE SA 5005

T: +61 8 8313 1168 | E: jan.alderman@adelaide.edu.au

1	Will obtain the foundation knowledge of physical, social and behavioural sciences to provide nursing care based on theory, research and evidenced-based practice.
2	Develop the skills to select goals and develop plans of care for individuals based on analysis of available data using theoretical knowledge.
3	Plan patient/client care goals and priorities with involvement of other health professionals
4	Identify opportunities to enhance the care of patients/clients through the involvement of other health professionals
5	Demonstrate proficiency in the use of current technology in the provision of patient care.
6	Demonstrate continuing competence, growth and development in the nursing profession.
7	Assume responsibility and accountability for the quality improvement and delivery of safe and effective nursing care.
8	Provide holistic nursing care to clients while respecting the individual and cultural diversity.
9	Demonstrate and recognise the importance of policies on plagiarism and collusion whilst adhering to the principles of ethical & professional behaviour.

PRESCRIBED TEXTS.

Crisp, J, Taylor, C. Douglas, C. Rebeiro, G. 2017 Fundamentals of Nursing. 5th Edition, Elsevier, Chatswood, NSW.

Tollefson, J., Hillman, E, 2019 Clinical psychomotor skills: assessment tools for nursing 7th ed. Cengage Learning Australia

Lewis, P & Foley, D 2013, Weber & Kelly's Health Assessment in Nursing, 2nd Edition  Australian edn, Wolters

Daly, J. Speedy, S. Jackson, D. 2017 Contexts of Nursing, 4th edn, Sydney, Churchill Livingstone.

Stein-Parbury, J 2013, Patient and Person: Interpersonal Skills in Nursing, 5th edn, Elsevier, Sydney.

O'Toole Gjyn, 2016 Communication Core Interpersonal skills for Health Professionals, 3rd Edition, Elsevier, Sydney

Tiziani Adriana, 2017, Harvards Nurisng Guide to Drugs, 10th Edition, Elsevier, Sydney 



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All material will be presented online via MyUni in CANVAS.

Face to face lectures – this course benefits from the real time delivery of content. 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 Adelaide Nursing School 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. Lecturer A who provide the in hospital assessment and bedside teaching role contribute to and provide tutorial sessions both with university and in the various clinical placement settings. The Lecturer A is able to assess student’s progress in a consistent and supportive environment and identify clinical learning opportunities that reinforce the weekly content of the tutorials and other courses. In this way tutorial sessions integrate with clinical placement goals.

Simulated Learning Environments (SLE) – the simulated learning environment provides students an opportunity to practice a range of communication and psychomotor skills prior to attending clinical placement. Importantly the SLE also enables clearly constructed, well considered clinical scenarios which nurture and challenge student development. The new Adelaide medical and health school SIMM suite provides a state of the art clinical training venue with dedicated nursing lecturers with expertise in low and high fidelity simulation. Students will learn to take vital signs on each other and provide a range of activities of daily living. The lab setting enables assessment of basic life support and manual handling. Further enhancement of the lab facility will enable high fidelity simulation to ensure the skills development of students occurs across the three years of the program. The SLE is especially complimentary to the PBL style of content delivery used in the 3rd year of the program.

IPL Interprofessional Learning - EAch semester students will engage with Medical Students in an interprofessional environment to participate in simmunlation activities. These activities aim to foster leadership and teamwork.
Semester 1 objectives:

• Gain awareness of teams that exist in our health service
• Explore the qualities of an effective leader
• Introduce and discuss leadership styles and methods
• Understand why leadership is important

Clinical placement (aka professional experience) - This course provides skills and knowledge that enable students to participate at a level commensurate with their progression. Students work closely with university Clinical Lecturer staff and clinicians to reinforce learning and ensure consistency of course objectives. The objective of the professional experience associated with this course is to provide students their first opportunity to care for people and provide fundamentals of nursing care such as hygiene and nutrition. This course also provides an opportunity for students to consider their approach to communication and begin to perform a range of physical and psychosocial assessments.

The workload for this course requires attendance at:

• 1 x 1 hour lecture / week
• 1 x 2 hour lecture / week
• 1 x 3 hour SLE / fortnightly

The tables below indicate the lecture, tutorial and simulared workshops for Health Assessment and Clinical Nursing 1. Please refer to the timetable above for details on class and time. Other tutorials may be provided as required.

Health Assessment and Clinical Nursing 1

Lecture Series

1. Fundamentals of care (activities of daily living) 2. ADL Care Showering, mouth/ear/hair care, 3. ADL Care Bed making and Nutrition 4. ADL care – Nutrition and Elimination 5. Vital Signs 1 – assessing temperature and respiration 6. Vital Signs 2 – assessing pulse and blood pressure 7. Pressure injury prevention 8. Feeding, Toileting, U/A, Other specimen testing 9. Manual Handling/ OHS&W 10. Basic Life Support 11. Manual Handling test - written 12. Basic Life Support Test – written 13. Documentation      14. Basic psychosocial interviewing 15. Basic Psychosocial Assessment 16. Skills of Inspection, Palpation, Percussion & Auscultation 17. Nursing Role in Health Assessment 18. Cultural Diversity and health assessment 19. Lifespan and health assessment 20. Gender Differences and health assessment

Simulated Learning Environment

1. Infection Control 2. Aquium and Hand washing 3. Gowns, gloves, masks, sharps safety 4. ADL Care 5. Showering, mouth/ear/hair care, Bed making 6. ADL care - Nutrition and Elimination 7. Feeding, Toileting, Urinalysis, Other specimen testing 8. Basic Life Support practice 9. Manual Handling Testing - Practice 10. Interviewing skills 11. Vital Signs – TPR and BP - Practice 12. Documentation – FBC and Vital Signs

Health Assessment and Clinical Nursing 1 requires that you attend all lectures and tutorials. A time table for these lectures will be available in the Study Guide and on MyUni in CANVAS.

PLEASE NOTE: Some placement will continue for the duration of the Mid Semester Break 

There are a number of Mandatory Checks that need to be completed prior to commencing placement.
These will be made clear at ORIENTATION.
 

PLEASE NOTE: Any student who has not completed all these requirements prior to placement will not be able to attend and will place their course completion at risk.

The Small Group Discovery (SGDE) is a compulsory component of the Undergraduate Bachelor of Nursing Program. SGDE will be a component of this course. Further details will be provided on commencement.

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Drug calculations disgnostic	Formative (diagnostic)	N/A	5, 6, 9
Pre-placement assessment	Summative	NGP	5, 6, 9
Clinical records / NCAS/ Clinical Summative Assessment	Summative	NGP	1-9
SGDE	Summative	10%	1-9
Psychosocial health assessment	Summative	40%	1-9
SCA	Summative	50%	1, 5, 9

Details of assessment items will be found in the Study Guide and will be further discussed in class.

ASSESSMENT 1: Drug calculations test

Drug calculations: Students will complete a test in Semester one. This will be a graded test and will help to identify students who need assistance with maths early within the course of their program. 

ASSESSMENT 2: Pre-placement assessment 

Basic life support practical: students will be assessed in Basic Life support theory and practical. The assessment of BLS will take place during the Structured Clinical Examination prior to placement. The assessing staff members have completed a Basic Life Instructor courses through the ACCCN. Practical sessions will be conducted using CPR torsos. Students who fail the practical aspects of BLS will repeat the skills station until they are deemed competent prior to clinical placement. Basic life support test: students will be assessed in Basic Life support theory. This test will be available online at the completion of the BLS lecture. Students who fail the written aspects of BLS will repeat the test until they are deemed competent prior to clinical placement.

ASSESSMENT 3: NCAS/Clinical Summative Assessment.

In the first semester there is a requirement for all students to complete the mandatory competencies such as Basic Life Support and Manual Handling. A certificate will be provided at completion of the training and assessment. In addition to this compulsory attendance is required for all Practical Skills sessions (SLE) as these will provide students with the skills required for clinical practice. A skills text is prescribed for this course and students are encouraged to purchase this as the OSCE (Oral Exam) at the end of each semester will be based on the theoretical and practical components in this text. This text is also useful to refer to when attempting a skill on clinical placement as it identifies a range of competencies as required by the National competency standards for the registered nurse 2018.

At the completion of each clinical placement students are to obtain a completed NCAS (National Competency Assessment Schedule).
This document will contain a written reflection of the students clinical experience and a performance assessment written by the supervising Registered Nurse. This is to be signed by the University Clinical Lecturer and submitted to Turnitin in this course. Failure to complete this assessment will result in failure of this course. 

ASSESSMENT 4: Psychosocial Health Assessment

Psychosocial Health assessment: using a pre-supplied pro-forma student will conduct a psychosocial health assessment of an adult within their clinical placement environment. Students will also need to gain permission from the patient or resident using the individual confidential release document from each venue. The health assessment will require students' to interview using a range of interview skills and in consideration of gender and culture. Students re asked to reflect on their interview and document with rationale which aspects were positive and which were negative.


ASSESSMENT 5: Case Study Review & Handover using ISBAR

To complete this assignment, you will review a patient case study. Then utilising the ISBAR format you will develop a handover report. Preparation for this assessment will be offered in class.

ASSESSMENT 6: Oral Structured Clinical Examination (OSCE)

OSCE: students will attend a 30 min OSCE in which they will demonstrate a range of nursing interventions especially in relation to fundamentals of care. Students will be assessed by Lecturer A staff in the skill laboratory under controlled conditions.

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

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 http://www.adelaide.edu.au/policies/3303/

UNIVERSITY OF ADELAIDE, EXAMINATIONS POLICY

The examinations policy for this course is guided by the 成人大片, Examinations.
/student/exams/rules_policies.html

In response to student feedback, the Objective Structured Clinical Examination will now be a HURDLE and a Pass /Fail will be recorded. Students will be given an opportunity to repeat this exam if they fail. Failure to complete this assessment will result in failure of this course.

2017 SELT feedback - More clinical skill time allocated to students with smaller groups. This has now been changed so that all students attend clinical skills sessions for 3 hours per fortnight. Students are organised into groups of five students to one lecturer. This has met with a favourable response from students in 2018.

2017 SELT - asked for more tutorials to discuss content no understood in the Lecture. This was introduced in 2018 and run every fortnight. the response was overwhelming so that this year (2019) the tutorials will be run weekly, 3 lecturers will be available for these sessions.