NURSING 7213 - Applied Nursing Practice II

Course Details

Course Code	NURSING 7213
Course	Applied Nursing Practice II
Coordinating Unit	Adelaide Nursing School
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	6
Contact	Up to 10 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Available to M.Clin Nurs students only
Assessment	Concept map, presentation, PBL participation

Course Staff

Course Coordinator: Dr David Foley

Course Coordinator: Dr David Foley
Phone: +61 8 8313 6285
Email: david.foley@adelaide.edu.au
Location: Level 4, Adelaide Nursing School, AHMS

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

Course Timetable

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

Course Learning Outcomes

1	Further develop and refine skills of observation, assessment, communication and documentation.
2	Apply and integrate knowledge from the nursing, pharmacological and biological sciences and evidence based practice into complex health care.
3	Identify the different complexities and knowledge required from the nursing and biological sciences and evidence based practice across a variety of different settings
4	Identify and describe the pharmacology of medications used for selected health problems
5	Articulate the impact of complex illness on patients and families across the lifespan
6	Critically analyse nursing practice.

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)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1-5
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1-3, 5, 6
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1-3, 5
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	2-6
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	2, 3 5
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	5
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1, 3, 5, 6

Recommended Resources

Brown, D. Edwards, H. Buckley, T. & Aitken, R.L. (eds) 2019 Lewis’s medical-surgical nursing, 5th edn, Elsevier, Sydney

Bryant, B & Knights, K, 2019, Pharmacology for Health Professionals, 5th edn, Mosby Elsevier, Sydney.

Lee, G & Bishop, P 2016, Microbiology and Infection Control for Health Professionals, 6th edn, Pearson Prentice Hall, Frenchs Forest.

Harris, P, Nagy, S & Vardaxis, N (eds) 2014, Mosby's Dictionary of Medicine, Nursing & Health Professions, 3rd edn, Mosby, Sydney.

McMurray, A & Clendon, J, 2014, Community Health and Wellness, 5th Edition: Primary health care in practice, Mosby Australia.

Learning & Teaching Modes

This course is delivered using a combination of Lectures, Tutorials and weekly Inquiry (Problem) Based Learning sessions.
All materials are available and accessed via the online learning system - MyUni

Workload

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

The workload for this course requires attendance at:
• 2 x 2 hour lecture / week
• 1 x 2 hour tutorial / week
• 1 x 3 hour inquiry based learning workshop / week

It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. This includes all study activities, lectures, tutorials, readings and assessment. Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester.

Learning Activities Summary

The tables below indicate the lecture and tutorial outlines for Applied Nursing Practice II. Please refer to the timetable above for details on class and time.

Applied Nursing Practice II

Lecture Series

Intro & Shock
Anaesthesia
Perioperative Nursing Practice
Shock
Shock
Intracranial Pressure & Spinal Injury
Hepatic dysfunction
Pancreas & Endocrine (Excluding Diabetes Mellitus)
Organ Donation
Acute renal failure
Chronic renal failure and dialysis
Renal Failure Overview
Haematological Conditions
Chronic Disease

Tutorial Series

Head Injury
Hepatitis and blood borne virus
Falls and complex patient assessment
Renal Failure Overview
Acute Injuries Across the Lifespan

Inquiry Based Learning

Perio-operative Care
Shock
Head Injury
Liver Disease
Renal

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

No information currently available.

Assessment Detail

ASSESSMENT 1: IBL PARTICIPATION
Due Date: Ongoing throughout semester
Weighting: NGP and 10%
Length: Ongoing throughout course

This is both a formative and summative assessment. Inquiry based learning is an active process involving significant communication between tutors and students.

During this course students will work to apply their knowledge of pathophysiology, pharmacology, fundamentals of nursing, patient education, primary health care to the series of health problems presented.

Assessment 2: SHOCK CONCEPT MAP & BRIEFING PAPER
Due Date: Late August/Early September 2020
Weighting: 30%
Length: Map plus 500 word briefing paper
Construct a concept map describing shock. You may choose to portray an overview of shock. Or you might like to concentrate on a particular aspect. Particular shock topics could include:

A shock type, such as anaphylactic, septic or haemorrhagic
Shock management
ICU management of shock
Haemodynamic changes with developing shock

This will be discussed in class and there will be exemplars from previous students available on MyUni

Assessment 3: CASE REVIEW PRESENTATION
Due Date: End of Semester 2
Weighting: 60%
Length: 20 min presentation

Students must choose a case and deliver a seminar presentation where they are required to critically analyse the case in regards to the safety and quality in line with current contemporary practice and evidence based care. The presentation must be referenced as per the school’s academic manual and additional supporting information to be discussed in the presentation is to be included in the student's notes.

Submission

Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. 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 time for submission of assignments is subject to negotiation with the course coordinator. Requests must be made before the due date of the assignment. In principle, all assignments should be submitted by the due date. However, an extension may be granted if the request is made before the due date and the usual administration procedures are followed. Late submission without an approved extension will be penalised at the rate of 5% 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.

Whenever possible staff will turn around marked assignments within 4 weeks or earlier.

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.

The following marking guides will be used for the assignments:

Marking Guide - IBL Student Evaluation

Student performance will rated as competent, partially demonstrated or not demonstrated in relation to the following:

IBL Process Skills

• Identify relevant information in the case presentation
• Develop Hypotheses
• Discuss hypotheses in terms of mechanisms
• Use evidence to support reasoning
• Develop specific/concise learning issues
• Links learning issues to aspects of case
• Identify and uses appropriate resources

Knowledge Base Development

• Identify relevant knowledge required for the problem
• Apply anatomical knowledge to the problem
• Apply and integrate lecture material into discussion
• Synthesise new information and present in discussion without notes
• Apply existing and new knowledge to the problem and is able to discuss/test hypotheses with appropriate information from learning issues
• Comment on student’s knowledge base

Reasoning

• Presents ideas in a logical stepwise manner
• Re-evaluates hypotheses in response to new information or discussion
• Asks questions which help to clarify the problem
• Links ideas to contribute to drawing pu a concept map as a summary

Personal, Professional and Collegial Behaviour

• The student has demonstrated an ability to work effectively in a group and contribute to discussions with peers
• Actively participating in group discussions
• Using professional language at all times
• Displaying respect for colleagues, patients who are the basis of cases, staff and tutors
• Respecting and valuing other group members contributions
• Dealing with difference of opinion without conflict or confrontation
• Providing constructive feedback to tutor and other group members
• Having strategies for involving other group members in the discussion
• Prepares well for sessions
• Self-evaluates own learning needs for further development
• Demonstrates good interpersonal and communication skills
• Self-evaluates own personal abilities, the task and group issues
• Demonstrates a professional behaviour and attitude appropriate to the context of the case

Verbal Interactions

• Pronunciation (clarity of speech and volume of speech)
• Style of interaction (contributes and responds freely, asks questions)
• Vocabulary and grammatical correctness

Concept Map marking guide

Category	High Distinction	Distinction	Credit	Pass	Fail
Critical thinking (20%)	Demonstrates excellence in analysing, synthesizing and evaluating information and ideas from many perspectives.	Demonstrates expertise in analysing, synthesizing and evaluating information and ideas from multiple perspectives.	Demonstrates proficiency in analysing, synthesizing and evaluating information and ideas from several perspectives.	Demonstrates adequacy in analysing, synthesising and evaluating information and ideas from at least two perspectives.	Does not synthesise or evaluate information and ideas. Use a single source of information.
Quality of work (20%)	Presents work of the highest quality with original & creative thinking	Presents high quality work. Suitable thinking displayed with some elements of creativity.	Presents work of a good standard. Uses a standard template.	Presents work that is satisfactory.	Presents work that is unsatisfactory
Accuracy and Relevance (20%)	All core concepts (propositions) are clearly identified, relevant and accurate	Most core concepts (propositions) are identified, relevant and accurate	Many core concepts (propositions) are identified, relevant and accurate	Core concepts (propositions) are identified although some elements are missing	Core concepts (propositions) are vague, irrelevant and inaccurate
Concept map structure (Skills of Concept Mapping) (20%)	Hierarchy, branching and cross links reflect complex levels of meaning and identify all subconcepts. No errors	Hierarchy, branching and cross links reflect complex levels of meaning although a few subconcepts are missing. No significant errors	Hierarchy, branching & cross links reflect a reasonably complex level of meaning with some subconcepts missing. 1 or 2 significant errors	Hierarchy, branching and cross links reflect satisfactory levels of meaning with subconcepts missing. Greater than 2 significant errors.	Hierarchy, branching andcross links are poorly developed with most subconcepts missing. Many significant errors.
Briefing Paper (20%)	The reference source for the concept map method was presented The description of how the concepts were linked was clearly & expertly described	The reference source for the concept map method was presented The description of how the concepts were linked was clearly and competently described.	The reference source for the concept map method was presented The description of how the concepts were linked was clearly described.	The reference source for the concept map method was presented The description of how the concepts were linked was described.	The reference source for the concept map method was not presented The description of how the concepts were linked was not described.

Marking Guide - Seminar Presentation

Structure 25%

• Introduces the topic and states aims of the presentation.
• Clearly describes the way in which the presentation will proceed.
• The presentation is structured in a logical sequence so that the content flows.
• The presentation ends with a brief cogent, defendable conclusion that summarises the discussion within the presentation.
• The time for the presentation is managed well, allowing adequate time for questions/debate at the conclusion of the presentation.

Content and Critical Analysis 60%

Content (30%)
• The presentation has covered the topic sufficiently.
• The presentation content has clear links to contemporary nursing theory and clinical practice.
• The student's presentation demonstrates a depth of understanding of the topic and associated significant issues.

Critical analysis (30%)
• The presentation demonstrates a high degree of critical thought and insight by:
- providing justification/rationale for the discussion
- demonstrating they have reflected on the complex issues surrounding the topic
- discussing the topic from differing perspectives, thereby providing a balanced discussion

Discussion and Presentation Style 15%

• Material is presented in an interesting manner.
• The student uses learning resources appropriately.
• The group's interest is maintained by the student.
• The student:
- is audible
- faces the audience
- responds to questions in an appropriate fashion
- leads an interactive discussion that challenges the group to issues related to their nursing practice

Final results for this course will be made available through .

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.

Not applicable due to low number of responses.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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