成人大片

Course Coordinator: Jan Alderman
Phone: +61 8 8313 1168
Fax: +61 8 8313 3594
Email: jan.alderman@adelaide.edu.au
Location: Room 3 - 61, Eleanor Harrald Building, Royal Adelaide Hospital

Tutor: Daisy Kannemann
Phone: +61 8 8313 1708
Email: daisy.kannemann@adelaide.edu.au
Location: Level 3, Eleanor Harrald Building, Royal Adelaide Hospital

School Office
Phone: +61 8 8313 3595
Email: nursing_preregistration@adelaide.edu.au
Location: Level 3, Eleanor Harrald Building, Royal Adelaide Hospital

1	Further develop nursing skills consistent with evidenced based practice
2	Consider clinical learning episodes and implement patient care
3	Identify clinical situations which require application of problem solving and the nursing process
4	Establish a learning environment with the clinical tutor and permanent health care staff
5	Identify contemporary health related equipment and demonstrate its safe use. Proficiently use online resources
6	Understand and adopt adult learning strategies
7	Recognise sound leadership skills within clinical placement
8	Interpret cultural differences, act in a culturally safe manner and interpret the ethical complexities of health care.
9	Demonstrate and recognise the importance of policies on plagiarism and collusion whilst adhering to the principles of ethical & professional behaviour.
10	Students will have an understanding of the impact of the nursing shortage and the ageing population.

Crisp, J. & Taylor, C. 2013 Potter & Perry’s Fundamentals of Nursing 4th edn, Elsevier Australia, Chatswood, Vic., NSW

Lewis, P & Foley, D 2011 Weber & Kelly's Health Assessment in Nursing 1st Australian edn, Wolters Kluwer Health Lippincott Williams & Wilkins, Broadway.

Robeiro, G. Jack, L. Scully, N. Wilson, D. 2014 Fundamentals of Nursing: Clinical Skills Workbook 2nd edn, Elsevier Australia, Chatswood, NSW

Intelli+Learn, 2013 Medication Management for Health Professionals. CD, An interactive course to develop and assess skills in medication management. Australia

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

Shihab, Hillman, Stolic, West. 2012. Numeracy in Nursing and Healthcare. 1st edn.
Pearson, French’s Forrest, NSW.

http://www.safetyandquality.gov.au/our-work/medication-safety/medication-chart/
http://www.safetyandquality.gov.au/
http://teamstepps.ahrq.gov/

Some material will be presented online via MyUni, LAMS and Articulate / Storyline. Details of this will be found in the link to this course on MyUni.

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 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. Clinical Lecturer level A will 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 Robin Warren Skills Laboratory within the Faculty of Health Sciences provides a state of the art clinical training venue with dedicated nursing lecturers with expertise in low fidelity simulation. Students will learn to set up intravenous fluids, apply and manage oxygen therapy and consolidate vital signs into a more comprehensive nursing assessment. The provision of an emergency scenario in a SLE will enable students to experience some of the challenges of responding to life threatening situations. Establishing effective communication exchanges using ISBAR and principles of Team Stepps will be very relevant for student’s clinical placement. 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.

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 Lecturer A staff and clinicians to reinforce learning and ensure consistency of course objectives. The objective of the professional experience associated with this course is to extend students skills in the fundamentals of care to an understanding of fluid and electrolytes and oxygen therapy, recognise and respond to emergency situations, observe the nurses role in the administration of medications, perform a nursing assessment and consider a range of diagnostic tests. Students would, with supervision, be expected to assume responsibility for the care of 1 – 2 people according to the nature of the clinical placement.

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

The workload for this course requires attendance at:
• 2 x 1 hour lecture / week
• 1 x 2 hour tutorial / week
• 5 x 2 hour SLE / semester
Non-contact hours for assessment and tutorial preparation will be 4 hours per week.

The tables below indicate the lecture, tutorial and SLE workshop outlines for Health Assessment and Clinical Nursing 2. The order of lectures may change according to timetabling issues and guest lecturer availability. Other tutorials may be provided as required.

Health Assessment and Clinical Nursing II

Lecture series

1. Management of emergency episodes of bleeding, seizures and syncope 2. Alterations in metabolic state requiring intravenous therapy 3. Oxygen therapy 4. Asepsis – maintenance of a sterile field 5. Basic assessment of pain 6. Care of the patient with pain 7. Hospital procedures – admission, discharge, last offices, Coroner’s Act. 8. Blood Glucose levels and nursing management 9. Nursing assessment 10. Complex nursing care for patients with activity, exercise or hygiene status deficits. 11. Wound dressing and drain management 12. Medication Management. Oral and S/C 13. Normal findings of a physical and psychosocial health assessment 14. Documenting and describing normal findings 15. Cultural, gender and age related diversity in normal assessment 16. Normal findings of basic diagnostic tests

Tutorial series

1. Admission and discharge procedures 2. Strategies for falls prevention (NSQHS – Standard 10) 3. Fluid and electrolyte administration (IV therapy) 4. Application and management of oxygen therapy 5. Responses to hypo and hyper glycaemia/ BGL monitoring 6. Administration of medication – oral, S/C, PV, PR (NSQHS – Standard 4) Venepuncture. 7. Last offices 8. Asepsis and drain management

SLE Workshops

1. ‘This is my first time in hospital’ 2. ‘Help!’ 3. ‘Someone get the hypo kit please’ 4. ‘We need an interpreter’ 5. ‘Let’s all ISBAR’

Lectures and tutorials will be held From Monday – Wednesday. Clinical placement takes place on Thursday and Friday. Students are directed to the 2015 School Manual for specific details regarding clinical placements and lecture tutorial schedule.

The Small Group Discovery (SGDE) is a compulsory component of the Undergraduate Bachelor of Nursing Program. The SGDE is an approach to learning based on goals that will assist students to discover learning as an intellectual challenge and to develop a scholarship of discovery which will inspire them towards learning and lifelong learning. To achieve these goal students will develop research skills and actively engage with discipline content. 

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Drug calculation test	Formative	NGP	2, 3, 5, 8
Clinical skills record, NCAS, Clinical Summative Assessment.	Summative	NGP	2-4, 7-8
RSD numeracy level 1	Summative	20%	1, 2
Assessment of a person with pain	Summative	30%	1-3, 7-10
SCA (Structured Clinical Assessment)	Summative	50%	1-8

Marking guides will be provided with each assignment and available in the Study Guides.

ASSESSMENT 1: CLINICAL RECORD, NCAS, CLINICAL SUMMATIVE ASSESSMENT

The Fundamentals of Nursing Clinical Skills Book identifies a range of competencies as required by the Nursing and Midwifery Board of Australia Competency Standards of the Registered Nurse 2006. Students will have a range of skills records to complete during their clinical placement. The Clinical Skills Book provides evidence that the student has demonstrated the required level of competency standard. Consistent with competency type assessments a non – graded pass is awarded. Some remedial opportunities will be available to those students who fail or are not exposed to certain competencies in the clinical setting. The Clinical Skills Book forms part of the broader portfolio developed across each year of the program and provides a consistent reference for students nursing skill development. Due to the allocation of clinical placements from an external body, CLINEDSA, if required the Clinical Skills Book may be completed across Health Assessment and Clinical Nursing 1 and 2. The Clinical Skills Book also provides the 4Rs reflective framework for clinical teaching staff and students. In addition to the skills record each student is to obtain a completed NCAS (National Competency Assessment Schedule) at the end of each placement. There are a total of 8 competencies to be completed over the 3 year program. A written Summative Assessment must also be obtained at the end of each placement which will be completed by the supervising Registered Nurse and Clinical Lecturer.

ASSESSMENT 2: RSD NUMERACY LEVEL 1

Health Numeracy RSD Level 1 – the RSD requires students to research their own level of numeracy skill and health related medication administration using the Research Skill Development (RSD) Framework. The framework provides students with context and engagement in relation to health numeracy. In line with Level 1 of the RSD a number of tasks requiring research skills such as data retrieval and presentation are provided with a high degree of direction and structure. The significance of accurate drug administration in nursing and the potential for patient harm as a result of medication error require this to be a hurdle requirement.

ASSESSMENT 3: ASSESSMENT OF A PERSON WITH PAIN

Assessment of a Person with Pain: For this assignment you will describe the general features of your patient AND describe any pain they currently have or have recently experienced. Use the directions from lectures and the textbook as a guide to perform a general survey and pain assessment. After performing the general survey write your findings down. This description should only include objective data in which you describe their general health and physical characteristics. Avoid lists and where possible use formal sentences and paragraphs. To describe their pain you must include an appropriate pain scoring tool. The one you use will be determined by what is used on your ward and your patient’s developmental ability, literacy and culture. For example if your patient was a child you might use the Wong-Baker FACES Pain rating scale. This assignment must be: NOT less than 500 words and NOT more than 750 words On an ACTUAL patient who must NOT be identifiable (they must be anonymous) and this MUST be confirmed by the Clinical Lecturer. 

ASSESSMENT 4: Structured Clinical Assessment (SCA)

Structured Clinical Assessment - students will attend a 30 min SCA in which they will demonstrate a range of nursing interventions especially in relation to skills taken from the course objectives. Along with skills demonstrations students will provide a rationale for the tasks. Students will be assessed by Lecturers in the skill laboratory using a marking template common to all students. To ensure consistency in marking two assessors are present with one able to take the role of the ‘patient’ as required.

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. Cover sheets are required for all assignments and can be accessed from the School of Nursing website. Extension of 1 week for submission of assignments can automatically be granted when an online request is submitted. (Please see Study Guide for details) Requests must be made before the due date of the assignment. In principle, all assignments should be submitted by the due date. Late submission without an approved extension will be penalised at the rate of 5% of available marks for each working day after the due date. Work submitted more than ten days after the due date may be returned unmarked. This action will be taken to prevent students who do get their work in on time being disadvantaged.

The policy for applying for extensions is outlined in the School Manual and the Study Guides.

Whenever possible staff will turn around marked assignments within 4 weeks or earlier.

Students are to ensure they are familiar with the contents of the 2014 School of Nursing Student Handbook and School Manual. A PDF of this document is available through MyUni.