成人大片

Course Coordinator: Frank Donnelly
Phone: +61 8313 3639
Email: frank.donnelly@adelaide.edu.au
Location: Level 3, Eleanor Harrald Building, Royal Adelaide Hospital

Tutor: Kirstie Howland 
Phone: +61 8313 3595
Email: kirstie.howland@adelaide.edu.au

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

1	Perform a cardiovascular assessment including a 12 lead ECG and recognition of life threatening arrhythmias
2	Demonstrate comprehensive nursing care of the unconscious patient
3	Conduct a Neurological assessment GCS / recognise signs of elevated ICP
4	Compare the care of patients with distributive and non-distributive forms of shock
5	Demonstrate safe practice in administration of blood products
6	Provide a rationale for nursing care during endocrine emergencies
7	Develop a care plan for the patient with endocrine dysfunction or an endocrine emergency
8	Conduct a primary and secondary survey and examine principles of traction
9	Examine forms of dialysis for the patient with renal dysfunction
10	Identify cues that suggest a deterioration in patient care

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

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.

The workload for this course requires attendance at:
• 1 x 1 hour lecture / week
• 1 x 2 hour tutorial / week
• 2 x 2 hour SLE
Non-contact hours for assessment and tutorial preparation will be 6 hours per week.

Week	Lecture Topics	Tutorials
Week 1	1. Nursing assessment – Cardiovascular 2. 12 lead ECG 3. Application and care of patients with restraints 4. Care of the patient with renal dysfunction 5. Nursing care of the unconscious patient 6. Neurological assessment part 1 7. Neurological assessment part 2 8. Complex care patients – shock part 1 9. Complex care patients - shock part 2 10. Care of the patient with endocrine dysfunction 11. Care of the patient with significant orthopaedic trauma 12. Recognising and responding to clinical deterioration in acute health care 13. Blood products and transfusion	1. 12 lead ECG analysis 2. Patient restraint – principles and care 3. Recognition of neurological deterioration 4. Haemodynamics, technology and the response to shock 5. Assessment of the musculoskeletal system 6. Care of the patient in traction 7. Neurological System – Nerves and reflexes 8. Neurological System – recognition and response to CVA (stroke) 9. Cardiac and neurological in children and infants 10. Assessment of Male and female Genitalia 11. The complete health assessment
		Simulated Learning Environment
		1. Conducting a comprehensive neurological assessment 2. ADLs for a patient in traction

All students will be required to attend clinical placement as part of the course requirements.

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Team Gaming - response to the deteriorating patient	Formative	N/A	1-3, 5, 10
Clinical record / NCAS / Clinical Summative Assessment	Summative	NGP	1-10
Health Numeracy – RSD Level 3	Summative	25%	3, 6
Clinical assessment sheets – cardiac and neuro	Summative	25%	1-10
Objective structured clinical examination	Summative	50%	1-10

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 – response to the deteriorating patient

Team Gaming – response to the deteriorating patient: 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 clinical signs and symptoms that may suggest a patient’s health is deteriorating. 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 3

Health Numeracy RSD Level 3 – the RSD extends the students development of research skills in respect of health numeracy. The exercises developed in line with Level 3 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 3 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: Clinical Assessment sheets

A series of clinical assessment sheets will challenge students to relate theory and practice issues around cardiac and neurological presentations.

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.