NURSING 2007 - Health Assessment and Clinical Nursing III

North Terrace Campus - Semester 1 - 2020

Health Assessment and Clinical Nursing III begins the student's exposure to advanced form of nursing assessment and intervention. The further development of core assessment skills enables students to maximise their placement experience to identify potential health problems, respond confidently to situations requiring comprehensive emergency assessment. Students conduct a number of assessments during clinical placement in liaison and with the support of their clinical lecturer. Learning in a simulated learning environment provides a safe approach to skills and provides students with a pre clinical opportunity for placement. Students will have the opportunity to practice in accordance with the NMBA National Nursing Competency Standards for the Registered Nurse

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Course Details

Course Code	NURSING 2007
Course	Health Assessment and Clinical Nursing III
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 5 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	NURSING 1011
Restrictions	Available to B.Nurs. students only
Assessment	Quiz series, Summative Tasks, Nursing Care plan, structured clinical examination

Course Staff

Course Coordinator: Ms Sally-Anne Bessell

Course Coordinator: Alison Walsh
Phone: +61 8 313 2994
Fax: +61 8 8313 3594
Email: alison.walsh@adelaide.edu.au
Location: Adelaide Nursing School - Faculty of Health and Medical Sciences
Level 4, Adelaide Health & Medical Sciences Building
Cnr North Terrace & George Street
ADELAIDE SA 5005

Co Course Coordinator: Yvette Salamon
Phone: +61 8 8313 2995
Fax: +61 8 8313 3594
Email: yvette.salamon@adelaide.edu.au
Location: Adelaide Nursing School - Faculty of Health and Medical Sciences
Level 4, Adelaide Health & Medical Sciences Building
Cnr North Terrace & George Street
ADELAIDE SA 5005

Please include both Yvette and Alison in all e-mail correspondence.

Course Timetable

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

Course Learning Outcomes

1	Develop acute care nursing skills to competently admit, assess and care for patients with complex needs
2	Identify clinical situations which require application of problem solving and the nursing process
3	Develop and practice skills for a deeper understanding of complex wound management and advanced dressing technique
4	Develop advanced understanding maintaining the body’s haemodynamic balance
5	Develop and practice skills required for the management of complex respiratory care and manage the specifically related equipment by demonstrating its safe use
6	Develop insight regarding the perspective of people with chronic illness - specifically cancer, immune disorders and respiratory disorders
7	Use critical thinking skills to identify potential hazards in health care settings
8	Further hone skills in in delivering patient education aimed at the complex patient
9	Relate the NMBA Competency Standards for the RN to examples from clinical practice
10	Further develop and interpret cultural differences, act in a culturally safe manner and interpret the ethical complexities of health care

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, 3, 4, 5, 6, 8 & 10
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, 2, 3, 5, 7 & 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, 3, 5, 8, 9 & 10
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 3, 5, 8, 9 & 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	1, 7, 8, 9 & 10
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	7 & 9

Learning Resources
Required Resources
- Brown, D, Edwards, H, Seaton, L & Buckley, T (eds) 2015, Lewis's medical-surgical nursing: assessment and management of clinical problems, 4th Australia and New Zealand edn, Elsevier, Chatswood
  Crisp, J, Douglas, C, Rebeiro, G & Waters, D 2017, Potter and Perry's fundamentals of nursing, 5th Australian and New Zealand edn, Elsevier, Chatswood
  Lewis, P, Foley, D, Weber, J & Kelley, J 2014, Health assessment in nursing, 2nd Australian and New Zealand edn, Wolters Kluwer Lippincott Williams & Wilkins, Sydney
- Tollefson, J and Hillman, T 2019, Clinical psychomotor skills assessment tools for nurses, 7th edn, Cengage Learning, South Melbourne
- Intelli+Learn - An interactive online medication management course for health professionals to develop and assess skills in medication management - License provided by ANS for students
Recommended Resources
- McKenna, L & Mirkov, S 2014, McKenna's drug handbook for nursing and midwifery, Wolters Kulwer
- Stein-Parbury, J 2017, Patient and Person: Interpersonal Skills in Nursing, 6th edn, Elsevier, 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 readings for this course are available electronically via digital resource management centre (DRMC) and via your weekly course pages on canvas. It is the student’s responsibility to organise printing should they prefer a hard copy of the readings. If students have trouble accessing the online readings, DMRC troubleshooting guide.

Learning & Teaching Modes

This course uses a blend of lectures, tutorials and skills lab experiences to identify situations that inform 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 of their clinical experiences and participation in group discussion will reinforce concepts of broader nursing theory and contribute to the wider development of the group. Differences between hospitals and other health care settings are pivotal form an educational aspect to provide alternative perspectives and to support the lecture content.

Workload

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

Health Assessment & Clinical Nursing III includes 4 hours of face to face teaching and a 3 hour fortnightly skills lab experience. Clinical placement completed at the commencement of the semester will be used to explore the key concepts to be covered in the upcoming lecture and SGD experiences.

Learning Activities Summary

Health Assessment and Clinical Nursing 3

Lecture Series
The Nursing Process and Complex patient admission Pathophysiology of the Respiratory System Introduction to Arterial Blood Gas (ABG) Analysis Respiratory Assessment and Advanced Airway Management Introduction to Tracheostomy Care Management of Chest Drains (UWSD) Management of Complex Wounds and Critical Dressings Indications for and Management of Advanced IV therapy Administration of IV Medications Blood Transfusion and Blood Products Care of a Patient with HIV or Hep C or B Introduction to Onocology Nursing Management of NasoGastric/Nasoenteric Tubes Management of Nasoenteric Feeding Tubes Administration of Nasoenteric Medications
Clinical Skills Topics
Complex Patient Assessment Airway Management, Tracheostomy Care and Chest Drain Management CVAD Management, IV Administration of Medications, Management of Blood Products and Critical Dressing Management Nasogastric Care & Management, Administration of NG Medications, Enteric Feeding

Specific Course Requirements

All students will be required to attend clinical placement as part of the course requirements. For some students clinical placement for this semester will be 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. 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. Rural placement is a core component of your course and will take place in 2nd Year.

Small Group Discovery Experience

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.

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	Learning Outcome(s) being addressed
Assessment & Priorities of Care for Mr Thompson	Formative	0%	1 & 2
Assessment 2: Compulsory NCAS Placement Documents	Summative	NGP	1-9
Assessment 3: Drug Calculation Tests	Summative	NGP	2 & 7
Assessment 4: Quiz Series (x5)	Summative	25%	1-9
Assessment 5: Week 5 Tasks	Summative	10%	1-6, 8-9
Assessment 6: Nursing Care Plan for Mr Thompson	Summative	65%	1-9
Assessment 7: Oral Structured Clinical Examination	Summative	NGP	1-9, 10

Assessment Related Requirements

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

Assessment Detail

FORMATIVE ASSESSMENT: Priorities of Care
Students will examine a patient case study to identify actual and potential problems and identify the priorities in care for this list.

ASSESSMENT 2: Compulsory NCAS Placement Documents
The BN2A placement block is aligned with Health Assessment and Clinical Nursing 3. For each clinical placement within the Bachelor of Nursing Program a written Summative Assessment must be obtained along with specified Employer Competencies - this is a HURDLE assessment for HACN3.

ASSESSMENT 3: Drug Calculation Tests
It is the responsibility of every student to ensure that they can complete drug related calculations with 100% accuracy. This assessment comprises of two practice assessments and one compulsory assessment which must receive a 100% accuracy to pass - this is a HURDLE assessment for HACN3.

ASSESSMENT 4: Quiz Series x 5

On specified weeks there will be a scheduled quiz. Students will have one opportunity to complete each quiz. Questions will be drawn from the specified textbook readings for the scheduled week.

ASSESSMENT 5: Week 10 Tasks
Students will complete two eLearning modules for this assessment. The modules are "Medication and Device Labelling" developed by Intell+Learn and “Clinical Transfusion Practice” developed by BloodSafe eLearning Australia.

ASSESSMENT 6: Nursing Care Plan
Students will expand on the nursing diagnosis and priorities of care identified in the formative assessment to develop a Nursing Care Plan that incorporates the Planning, Implementation and Evaluations stages of the nursing process.

ASSESSMENT 7: Oral Structured Clinical Examination (OSCE)

A structured clinical examination will be held during Exam week for this course using the online B-line system - this is a HURDLE assessment for HACN3.

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

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

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.

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.

Selt feedback from 2017 has resulted in the restructure of skills session and lecture timetable. The lectures are no longer scheduled prior to any skills sessions and the sequencing of lecture content is matched with the skills to be covered during the sessions within the coming fortnight. Skills sessions will now be of a longer duration (3hrs) and the groups attending will be smaller with more facilitators available to ensure better individual timely student feedback. The first two hours will be spent rotating through the four skill stations and, after a quick debrief, the students will have the opportunity to return to stations where they would like further discussion and hands on opportunities. The feedback from the 2018 Selts was generally positive in regards to the renewed lecture sequencing and the format for the skills sessions with students stating that they liked the flow, the hands on activities and interactions with visiting clinicians. Some students did state that they were unsure of what to do with the hour at the end and there were comments relating to more extra sessions to allow for OSCE preparation. In 2019 the intention to combat both of these issues is to fill the final hour with activity sheets which will guide required skill acquisition and assist with ongoing OSCE preparation. There was some discussion regarding four hours of lecture time with no break and while there was a morning tea break on all days with lectures the ideal solution is to break the lectures up to remove the large block - however this will be dependant on timetabling.
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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