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


School Office
Phone: +61 8 8313 3595
Email: nursing@adelaide.edu.au

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. Douglas, C. Ribeiro, G. 2017 Potter & Perry’s Fundamentals of Nursing. 5th Edition, Elsevier, Chatswood, NSW

Lewis, P & Foley, D 2014, Weber & Kelly's Health Assessment in Nursing, 2nd Australian edition, Wolters Kluwer Health | Lippincott Williams & Wilkins, North Ryde.

Mosby’s Dictionary of Medicine, Nursing & Health Professions, 10th Edition. 2016. Mosby, Missouri.

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

Intellilearn, 2019. Medication Management for Health Professionals. An interactive course to develop and assess skills in medication management. Australia. This resources is provided to all students free of charge by the University.

McKenna, L., Sanja, M., McKenna’s drug handbook for Nursing and Midwifery, 7th Edn.,2014 Wolters Kluwer. Sydney

Levett-Jones, T., Bourgeois, S., The Clinical Placement, An essential guide for nursing students, 3rd Edn.,Elsevier Chatswood, Sydney.

Daly, J Speedy, S & Jackson, D. 2017 Contexts of Nursing, 5th Ed. Sydney, Churchill Livingstone.

Stein- Padbury, J 2018, Patient and Person: Interpersonal Skills in Nursing, 6th ed. Elsevier, Sydney.

Some material will be presented online via MyUni. 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 a web page and e-learning supports.

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. 

Simulated Learning Environments (SLE) – the simulated learning environment provides students with 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 Skills Laboratory within the Faculty of Health and Medical 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 with 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. 

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.

The workload for this course requires attendance at:
1 x 2 hour lecture / week
1 x 2 hour tutorial / week
1 x 2 hour SLE / Per fortnight

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. Management of Syncope, Bleeding & Seizures 2. Intravenous therapy management and drug calculation 3. Blood Glucose Management 4. Application and management of oxygen therapy and respiratory management 5. Administration of medication – oral, S/C, PV, PR (NSQHS – Standard 4) 8. Asepsis and drain management

Students are expected to attend all Lectures and tutorials and Practical skills sessions. The clinical skills sessions are compulsory with 10% attached for attendance.

Clinical placement is allocated in blocks, dates and times to be confirmed at the beginning of the semester.

The Small Group Discovery (SGDE) takes place in the Tutorials and the SLE (Simmulated Learning Environment) where students work in small groups in learning enquiry activities.

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Drug calculation test	Formative	NGP	2, 3, 5, 8
Employer Competency, NCAS, Clinical Summative Assessment.	Summative	NGP	2-4, 7-8
Practical session quizzes x 4	Summative	10%	1-10
Case Study & Fundamentals of Nursing Care Plan	Summative	50%	1, 2
Teaching a Colleague presentation	Summative	40%	1-3, 7-10
SCA (Structured Clinical Assessment)	Summative	Pass/Fail (Hurdle)	1-8

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

ASSESSMENT 1: Drug calculation test.

Students will complete 4 practice drug calculation test throughout this semester using the Intellilearn online resource. At the end of the semester, a formal test will be facilitated in class. No calculators are allowed for this in-class test. (Compulsory attendance is required by all students for this test) Failure to pass this test will mean that students will be unable to administer medication to patients in Year 2. A subsequent test in Year two will have to be passed with 100% to be permitted to administer medication to patients.

ASSESSMENT 2: NCAS / Clinical summative assessment form.

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 student’s 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.

In addition to the NCAS form, each student will complete an Employer Competency.
There are several EC's to be completed each semester for the remainder of the 3 Year nursing program

ASSESSMENT 3: Case Study/fundamentals of Nursing Care Plan.

This assessment is designed to develop students' research skills and to gain an understanding of the importance of evidence in the provision of patient care.
Students are presented with a case study of a patient who is admitted with an acute respiratory infection. In addition to this, she has a complicated medical history.
In part 1 of this assignment students are required to develop a nursing care plan that focuses on the fundamental care needs of this patient.
Part 2 of the assignment will be to research information about the medication this patient is prescribed and explain the specific nursing responsibilities required in its administration.
Part 3 of this assignment will be to develop a teaching strategy to assist this patient with their ongoing self-care.

ASSESSMENT 4: Teaching a colleague

This assignment fulfils one of 8 of the Employer Competencies that you will complete over the course of 3 years. This assignment will require you to develop a teaching plan which you will then use to teach a colleague a clinical skill chosen from this semester. You will video this teaching and submit the video along with your plan and a reflection on your teaching strategy and implementation.

ASSESSMENT 5: Practical Session Quizzes x 4

Each quiz is to be completed after each practical skills session to reinforce the concepts and skills covered in both the lectures and practical sessions.

ASSESSMENT 7: Objective Structured Clinical Examination

Objective Structured Clinical Examination - students will attend a 20 min OSCE 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. The oral and practical exam is of 20 minutes duration and uses a structured approach to the assessment of clinical skills using the online B-line system.
The OSCE is a HURDLE this exam must be passed to enable students to progress into HACN III.

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.

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. You will find this on the School of Nursing Website or use the link provided here.

See the Modified Arrangements for Coursework Assessment Policy http://www.adelaide.edu.au/policies/3303/

2017 SELTS: The international students said they often struggled to understand nursing terminology. This has been addressed by additional tutorials held each week where a case is discussed revisiting the terminology learned in the lecture, clarifying topics and concepts. Students work in small groups and are able to learn from their peers. This often assists students who are struggling with English as a second language.

2018 SELTS: Students worried about being poorly prepared for the OSCE exam. This has been addressed in the tutorials where the psychomotor skills are revised and concepts more fully explored and discussed. Course revision was provided for this exam.

2019 SELTS: This course is highly valued by students as it directly relates to clinical practice, this is reflected in the SELT feedback.
• The course has both theoretical and practical components making it enjoyable and flexible for students.