成人大片

Course Coordinator: Jan Alderman
Phone: +61 8 8313 1168
Email: jan.alderman@adelaide.edu.au
Location: Room 61, Level 3, Eleanor Harrald Building

Tutor: Chris Hiscox
Phone: +61 8 8313 1008
Email: chris.hiscox@adelaide.edu.au
Location: Level 3, Eleanor Harrald Building

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

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 the policies on plagiarism and collusion whilst applying the principles of ethical & professional behaviour.

Brown, D. & Edwards, H. (eds) 2012, Lewis’s medical-surgical nursing, 3rd. edn, Sydney, Elsevier

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

Tollefson, J. 2012, “Clinical psychomotor skills: assessment skills for nurses,” 5th edn, Cengage Learning Australia, South Melbourne.

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

Polit, D. & Beck, C. 2012, “Nursing Research “9th edn. Wolters Kluwer Health | Lippincott Williams & Wilkins, Broadway.

Shihab, H. & Stolic, W, 2012, “Numeracy in Nursing and Healthcare” Australian edn., Pearson Australia, Frenchs Forest, N.S.W.

Some material in the latter part of this course will be offered on line. This will be accompanied by some compulsory tutorial work.

This course uses a blend of lectures, tutorials and workshops (some are delivered online) to identify situations that inform and are informed by clinical practice. The opportunity for students to recognise aspects of clinical care issues and consider these in the light of lecture material is significant. Student observations reinforce aspects of nursing theory and contribute to the wider development of the group. Differences between hospitals and other health care settings also form an educational aspect to support the lecture content.

There is a significant workload associated with clinical placement time in addition to two days per week of face-to-face teaching. Health Assessment & Clinical Nursing III includes 1 hour of teaching and a 2 hour tutorial. Clinical placement extends across the remaining 3 days of the teaching week.

Health Assessment and Clinical Nursing 3

Lecture	Topic	Lecture
Week 1	Complex patient admission	Nursing a patient with complex needs
Week 2	The nursing process	The development of patient pathways using critical thinking and analysis.
Week 3	Advanced IV therapy	Nursing patients with CVC’s and PICC lines.
Week 4	Fluid and electrolyte.	Understanding the care of patients with fluid and electrolyte imbalance.
Week 5	Infectious diseases.	Nursing patients with HIV, Hep C & Hep B.
Week 6	Oncology Nursing	An introduction to the care of patients with cancer and treatment therapies.
Week 7	Complex wound care	The management of patients with complicated wounds ie; Burns.
Week 8	Enteric feeding	Management of patients with Naso-gastric tubes, PEG tubes and enteric feeding
Week 9	Respiratory assessment.	Assessment and care of patients with complex respiratory conditions.
Week 10	Arterial blood gas analysis	Recognising and treating patients with acid base imbalance.
Week 11	Airway management	An introduction to complex airway management.
Week 12	Tracheostomy / ETT	Nursing care of a patient with a Tracheostomy.
Week 13	UWSD	Nursing care of a patient with an Under- water Seal Drain.

 

Tutorial Series

Week	Tutorial Series	Simulated Learning Environment
TBA	1. Conducting a higher order patient assessment 2. Assessment of Skin, Hair, and Nails 3. Assessment of Head and Neck 4. Assessment of Eyes 5. Assessment of Ears 6. Assessment of Nose, Mouth, and Throat 7. Assessment of Thorax and Lungs 8. Assessment of Heart and Neck Vessels 9. Assessment of Peripheral Vascular System and Lymphatic System	1. Performing a complex patient admission Acid base balance. 2. Intravenous Therapy, CVC, PICC. 3. Strategies of caring for the patient with AIDS 4. Orientation to cytotoxic and oncology nursing 5. Performing complex wound care for burns and VAC 6. Management of enteric feeding, NG tubes, PEG. 7. Comprehensive nursing assessment – respiratory, Tracheostomy, UWSD.

 

All students will be required to attend 3 weeks of clinical placement in a Rural Health facility. This will require students to leave Adelaide and travel to a designated country town in South Australia to attend placement over a 5 day rostered period. Students may go home on weekends if able. Not all rural placements offer accommodation, however there is some financial assistance available via scholarships. Details of this will be explained at orientation. This is not an option for this course and is a requirement to pass. Rural placement takes place early in 2nd Year.

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. This will engender a commitment to the gaining of knowledge and investigation.

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Team Gaming	Formative	N/A	1-3, 5
Clinical record / NCAS / Clinical Summative Assessment	Summative	NGP	1-9
RSD Level 2	Summative	20%	3, 6
Health Assessment	Summative	30%	1-6, 8-9
OSCE	Summative	50%	1-3

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

ASSESSMENT 1: Clinical record / NCAS / Clinical Summative Assessment

The Clinical Record (Tollefson) identifies a range of competencies as required by the Australian Nursing and Midwifery Council Competency Standards of the Registered Nurse 2006. Students will have a range of skills records to complete during their clinical placement. The Clinical Record 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 Record 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, some components of the Clinical Record may be completed across Health Assessment and Clinical Nursing 3 and 4 however students must make satisfactory progress towards completing the record wherever possible. The Clinical Record 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 Tutor.

ASSESSMENT 2: Team Gaming – identifying hazards in the acute care setting

Team Gaming – identifying hazards in the acute care setting: Gaming is an innovative learning method where effective game design can ‘...provide integrated assessment and contextual feedback....and incorporate established pedagogical techniques including scaffolded instruction’ (Sheldon, 2102, p84). Within the skills labs students will compete in teams to identify hazards that may negatively affect the health of patients. Rooms will be set up with a number of deliberate errors and potential problems related to IV therapy, airway dysfunction, cytotoxic and UWSDs. Teams will compete for skill points as identified in a marking rubric with higher points awarded for more sophisticated recognition, assessment and management of hazards. Teams will compete against each other in a progressive tournament where teams that are knocked out become the assessors. The emphasis of this assessment is not to reduce the implications of a serious situation, rather to enable students to gain some confidence in their assessment and interventional skills in an engaging, novel and stimulating assessment format.

ASSESSMENT 3: Health Numeracy RSD Level 2

Health Numeracy RSD Level 2 – the RSD extends the students development of research skills in respect of health numeracy. The exercises developed in line with Level 2 of the RSD require students to analyse patient medication charts, tabulate the findings, identify numerical operators and examine the social and ethical implications of errors in drug administration. The framework provides students with context and engagement in relation to health numeracy. In line with Level 2 of the RSD a number of tasks requiring research skills such as data retrieval and presentation are provided with some degree of direction and structure.

ASSESSMENT 4: Health Assessment

Health Assessment: using a pre-supplied pro-forma, students will conduct a health assessment of an adult in their clinical placement environment. The assessment will include a detailed report of eye, ear, nose, throat, heart and lung sounds.

ASSESSMENT 5: Objective Structured Clinical Examination (OSCE)

Objective Structured Clinical Examination (OSCE): students will attend a 30 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. Students will be assessed by Lecturer A (Clinical Tutor staff) 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 10% 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.