NURSING 1106NA - Knowledge Translation in Nursing II

Ngee Ann Academy - Semester 2 - 2017

This course will build on Knowledge Translation in Nursing I. It will focus on the assessment of patient safety and the quality of nursing care including the implementation of research findings. Students will systematically evaluate and compare clinical practice with the best available research evidence and engage in clinical audit. They will be encouraged to disseminate the findings of the audit within their practice area. It is anticipated that students will learn not only from their own audits but also from those presented by the other students.

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Course Details

Course Code	NURSING 1106NA
Course	Knowledge Translation in Nursing II
Coordinating Unit	Adelaide Nursing School
Term	Semester 2
Level	Undergraduate
Location/s	Ngee Ann Academy
Units	3
Contact	Intensive lectures in weeks 1-2, 6-7, 11-12 and tutorials in the intervening weeks
Available for Study Abroad and Exchange	N
Restrictions	Available to B Nurs (Post Registration) students in Singapore only
Assessment	Audit proposal, audit presentation and audit report

Course Staff

Course Coordinator: Ms Tiffany Conroy

Course Coordinator: Tiffany ConroyEmail: tiffany.conroy@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

1	Identify and assess potential risks to patient safety
2	Identify an area of their clinical practice for potential improvement
3	Locate and describe the best available research evidence for their selected area of practice
4	Conduct and report a clinical audit
5	Evaluate the results of the audit
6	Disseminate the results of the audit as appropriate

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog 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
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	2,3,5
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	4,6
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
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	5

Learning & Teaching Activities

Learning & Teaching Modes

This course will consist of intensive lecture sessions and tutorials. Please refer to the teaching schedule for the dates of these. Participation in the tutorials is vital in making this course a constructive and enjoyable learning experience. In the event that you are unable to attend the tutorials please inform the Course Coordinator (via email) prior to the session so that this can be recorded.

Workload

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

There will be 20 hours of face to face lectures and 20 hours of face to face tutorials. It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. It is recommended that you plan your time commitment to the course at the beginning of the semester. This includes all study activities, attendance at lectures and 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

Introduction to Knowledge Translation in Nursing II

                Overview of the course and assessment activities etc

Patient Safety

                Why do healthcare errors happen?

                Reliability

                Preventing errors

                Barriers to safe healthcare

Sentinel events

                What are sentinel events?

                Root cause analysis

                Risk reduction

Introduction to Clinical Audit

                The audit cycle

                Identifying audit topics

Identifying best clinical practice

                “What is best practice?”

                Evidence based practice in audit

Clinical Audit: The audit proposal

                Identifying stakeholders’

Clinical Audit: Data collection

                Sources of data

                Sampling

Clinical Audit: Evaluating the audit results

                Feedback and evaluation

                Reaudit and review

Clinical Audit: Writing an audit report

                Report writing

Clinical governance

                Principles of clinical governance

                Continuous quality improvement

Change management

                Planning for improvement

                Consumer involvement

Theories of change management

                Plan, Do, Study, Act

                Emotional cycle of change

Barriers to change

                Indentifying barriers

                Strategies to overcome barriers

The role of clinical audit in practice

Dissemination of audit results

                Presentation skills

The 最新糖心Vlog'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

For this course you are required to select and then plan a clinical audit for one area of your nursing practice. This will entail selecting an area of your practice suitable for audit from the provided list, identifying the expected standard for that practice, and developing a clinical audit proposal and then presenting this to your fellow students. Assessment 1 is the development of the outline for the clinical audit proposal. A report of an audit implementation plan, using the provided template, is to be submitted as Assessment 2. Assessment 3 is the presentation of your proposed audit you will give to your fellow students.

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed

Audit proposal outline Due week 6	Formative	0%	1-3
Audit proposal Due week 9	Summative	60%	1-4
Audit presentation Due week 12	Summative	40%	1-6

Assessment Detail

Formative assessment is an online referencing quiz to be completed in the first 2 weeks of semester

Audit Proposal Outline
Weighting: 0%
Length: 500 words

Topic
You are required to select ONE of the following audit topics.
- Hand washing
- Documentation of pain assessment
- Medication management
- Staff orientation
- Pressure ulcer prevention
- Nutrition assessment
- Falls prevention

Indicate your reasons for selecting this topic

Identify and reference the standards you are using as a basis for your audit. You MUST find external evidence based standards. Your organisations policy is NOT sufficient.

Develop FIVE (5) criteria for your audit.

Describe the setting for your audit

Identify the population and sample for the audit

Use the headings in Appendix 1 to structure your assignment.

Marking Guide - Research Proposal Outline

Structure and Writing Style 25%

Structure (25%)
• Introduces the rationale for the topic of the audit
• The outline is structured in a logical sequence so that the content flows
• Provides a clear description of the proposed audit

Writing Style (15%)
• The proposal outline is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct

Content 60%

• The rationale for selecting the topic is clearly stated and is appropriate for the clinical setting
• The standards for the audit topic are clearly identified and appropriate
• The 5 criteria for the audit are appropriate, specific and measurable
• The setting for the audit is clearly described and appropriate
• The population and sample for the audit are clearly described and appropriate

Referencing 15%

• the referencing style used throughout the paper is congruent with the School Academic Manual
• the reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School Academic Manual
• the references cited are contemporary (i.e. less than 10 years old unless seminal papers)
• primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)
• there is evidence in the paper that the student has searched widely for information related to the topic/issue
• the student has acknowledged all sources of information
• direct quotations are only used to make crucial points or to support the discussion/argument

Audit Proposal
Weighting: 60%
Length: 2250 words

Topic
Develop a proposal for a clinical audit. This clinical audit proposal should outline all that you propose to do during the conduct of the audit. The format of the audit proposal should address four main areas:
• Introduction and Background
• Audit question or purpose
• Audit topic/background
• Methods
• References
See Appendix 2 for more information on the recommended format of the audit proposal and Appendix 3 for information that will help you develop your proposal.

Marking Guide - Audit Proposal

Structure and Writing Style 25%

Structure (15%)
• Introduces the rationale for/outlines/situates the topic of the audit
• The proposal is structured in a logical sequence so that the content flows
• Provides a detailed description of the proposed audit

Writing Style (10%)
• The proposal is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct

Content 60%

• The audit question is clearly stated and is appropriate for the clinical setting
• There is a discussion of the clinical practice to be audited
• There is a discussion of the standard(s) against which practice is to be evaluated
• The description of the population and setting is appropriate
• Description of data collection includes what data is to be collected, the processes to be used and how the data will be recorded during the collection process
• Proposed method of data analysis is described and is appropriate

Referencing 15%

• The referencing style used throughout the poster is congruent with the School Academic Manual
• The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School Academic Manual
• The references cited are contemporary (i.e. less than 10 years old unless seminal papers)
• Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)
• There is evidence in the paper that the student has searched widely for information related to the topic/issue
• The student has acknowledged all sources of information and all diagrams and photos are referenced
• Direct quotations are only used to make crucial points or to support the discussion/argument

Audit Presentation
Weighting: 40%
Length: 15 minutes including 5 minutes for questions

Topic
You are required to give a 15 minute presentation to your fellow students and course coordinator. This presentation should cover the complete audit process. All relevant information should be covered including the justification for selecting this topic.
Presentations will be held on the above date. A timetable will be distributed to all students.
Students are required to provide the course coordinator with an electronic copy/disc of their presentation the Wednesday prior to enable the smooth running of the day and transition between talks.
You must have your name and student ID number on the title slide of your presentation.
Please be punctual, respectful and attentive to your fellow students.

Marking Guide - 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

Submission

Assessments, unless otherwise stated in your Study guide, are to be submitted electronically via Assignments in MyUni on the due date identified in this Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/. Formatting and presentation of assignments must comply with School policy as indicated in the School Academic Manual.
An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file (or unless otherwise specified, i.e. PowerPoint). It is also important to submit your file under your surname and id number, such as surnamestudentid (i.e. knight1234567). MyUni stamps all the other details against your filename once you submit your assessment.
Your assessment must include an Assignment Coversheet. Your assignment should be submitted as one file, with the coversheet being the first page. A word version and rich text format of the Assignment Coversheet is available to download at http://health.adelaide.edu.au/nursing/current-students/. The Plagiarism Statement must be signed and dated for your assessment to be marked (signature is not required for electronic submission). More information on avoiding Plagiarism is available at www.adelaide.edu.au/writingcentre/plagiarism/.

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 最新糖心Vlog 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 最新糖心Vlog 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.
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 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide 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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