成人大片

Course Coordinator: Dr Tammy Page 
Phone: +61 8313 1225
Email: tamara.page@adelaide.edu.au
Location: Level 4, AHMS Building

1	Perform a cardiovascular assessment including a 12 lead ECG and recognise life 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

LeMone, K Burke, T Dwyer, T Levett-Jones, L Moxham, K Reid-Searl, K Berry, K Carville, M Hales, N Knox, Y Luxford & D Raymond (eds) 2014 Medical-Surgical Nursing: Critical Thinking for Person Centred Care, Pearson Australia, Frenchs Forrest

OR 

Brown, D. & Edwards, H. (eds) 2014 Lewis’s medical-surgical nursing, 4th edn, Sydney, Elsevier

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

Tollefson, J. 2016 Clinical psychomotor skills: assessment skills for nurses 6th 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 2 hour lecture / week
• 1 x 1 hour practical / week
• 3 x 1 hr SGDE /IPL / semester 

Non-contact hours for assessment and tutorial preparation will be 6 hours per week.

Week	Lecture Topics	Practicals
Week	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, Patient restraint – principles and care 2. Recognition of neurological deterioration, haemodynamics, technology and the response to shock 3. Neurological System – GCS and pupil assessment

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

Item No	Item	Weighting
1	Clinical Record / NCAS / Summative Assessment	NGP
2	RSD Level 3	25%
3	Clinical Assessment Sheets - cardiac or neuro	25%
4	OSCES	50% (hurdle)

Marking guides will be provided with each assignment and available in the Study Guides. All assessments must be submitted with correct referencing. The required reference style is author date (Harvard) not Vancouver. All assessments will be submitted through TurnitIn and checked for plagiarism. 

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, 2012, 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 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 1: Clinical record / NCAS / Clinical Summative Assessment

The Clinical Record identifies a range of competencies as required by the Nursing and Midwifery Board of Australia Competency Standards of the Registered Nurse 2016. Students will have a range of skills records to complete during their clinical placement. 

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: 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 is provided with some degree of direction and structure.

ASSESSMENT 3: SGDE &  Inter-professional Learning Activity

Details for the SGDE will be provided in the study guide.   

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: OSCE 
OSCE:  The Objective Structured Clinical Examination is a formal conclusion to the semester to give students an opportunity to demonstrate the skills and knowledge they have acquired. The oral and practical exam is of 30 minutes duration and uses a structured approach to the assessment of clinical skills using the online B-line system. The OSCE is a hurdle requirement which means that it must be passed to pass the course overall.

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/