NURSING 7209 - Contexts of Nursing Practice

Course Details

Course Code	NURSING 7209
Course	Contexts of Nursing Practice
Coordinating Unit	Adelaide Nursing School
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Available to M.Clin Nurs students only
Assessment	Report and critique

Course Staff

Course Coordinator: Mr Alexander Gerrie

Course Coordinator: Alexander Gerrie
Phone: +61 8 8313 0585
Email: alexander.gerrie@adelaide.edu.au
Location: Level 4, Adelaide Nursing School, AHMS

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

Course Timetable

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

Course Learning Outcomes

1	Describe the biopsychosocial, cultural and historical factors that shape the conceptualisation of common mental illnesses, mental health and rural and remote health care
2	Differentiate the clinical presentations of mental disorders and relevant evidence-based approaches to nursing intervention
3	Demonstrate the knowledge and skills required to perform mental health assessment
4	Integrate the principles of recovery and consumer-focused care for mental health nursing practice
5	Recognise the services that make up the health care system responses to clients across the continuum of care, and show an understanding of the social inclusion, legal and ethical aspects of mental health, substance use practice and rural and remote health

最新糖心Vlog 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.	2,3,4
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.	3,4,5
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.	2,4,5
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.	5
Attribute 6: 最新糖心Vlogn Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, 最新糖心Vlogn Aboriginal and Torres Strait Islander values, culture and knowledge.	1,4,5
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	3,5
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.	3,4,5

Required Resources

Hercelinskyj, G & Alexander, L 2020, Mental Health Nursing - Applying Theory to Practice, 1st edn, Cengage Learning 最新糖心Vlog, 最新糖心Vlog

Hungerford, C, Hodgson, D, Bostwick, R, Clancy, R, Murphy, G, de Jong, G & Ngune, I 2018, Mental Health Care, 3rd edn, Wiley & Sons 最新糖心Vlog, Milton. Ch1, pp. 1-11.

Bryant, B & Knights, K 2019 Pharmacology for Health Professionals, 5th edn, Elsevier 最新糖心Vlog

Crisp J, Douglas C, Rebeiro G & Waters, D 2018, Potter & Perry's Fundamentals of Nursing - 最新糖心Vlogn Version, 5^th Edition. Elsevier, Chatswood.

Recommended Resources

Harris, P, Nagy, S & Vardaxis, N 2018, Mosby's Dictionary of Medicine, Nursing & Health Professions, revised 3rd edn, Mosby, Sydney.

Lee, G, and Bishop, P 2015 Microbiology and infection control for health professionals, 6th edn, Pearson, 最新糖心Vlog

Stein-Parbury, J 2017, Patient & person: Interpersonal skills in nursing, 6th edition, Elsevier, 最新糖心Vlog

St John, W and Keleher, H 2007, Community nursing practice; theory, skills and issues, Allen & Unwin, 最新糖心Vlog

Clendon, J, Munns, A & McMurray, A 2019, Community Health & Wellness: Principles of Primary Health Care, 6th edition, Elsevier, 最新糖心Vlog

Evans K, Nizette, D and O'Brien A 2017 Psychiatric and Mental Health Nursing, 4rd edition, Mosby Elsevier, Sydney.

Learning & Teaching Modes

This course uses a blend of online lectures and Tutorials to identify situations that impact the daily environment of nursing practice. Students are encouraged to consider their ‘arrival’ at the career of nursing and to actively reflect on what they consider to be the professional skills and attributes. Role plays and self -directed learning opportunities help to facilitate the reflective nature of this course.

Workload

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

The workload for this course is online:
• 1 x 2 hour lectures /week
• 1 x 2 hour tutorial / 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 Contexts of Nursing. Please refer to the timetable above for details on class and times, and the study guide for lecture content for each week.

Contexts of Nursing Practice

Lecture Series - Content to be covered

Access and equity

1. Access and Equity
2. Developmental theories across the lifespan

Mental Health

3. Introduction to the principles and theories of Mental Health and Wellbeing and Mental Health Disorders / Introduction to the Mental Health Act
4. Mental Health Assessment (including mental state examination, risk assessment, substance use assessment and physical health assessment)
5. Recovery Framework Model – Consumer and Carer focussed approaches to care
6. Mental Health Disorders – Low prevalence disorders
7. Mental Health Disorders – High prevalence disorders
8. Mental Health Disorders & Substance Use Interventions – Psychopharmacology and Electroconvulsive Therapy (ECT)
9. Mental Health Disorders & Substance Use Interventions - Motivational Interviewing, Cognitive Behavioural Therapy (CBT) and other psychotherapeutic interventions
10. Mental Health Disorders - Personality Disorders
11.Mental Health Disorders – Older Person’s Mental Health
12. Mental Health Disorders - Perinatal, infant, child & adolescent
13. Substance Use issues

Rural and Remote and Multidisciplinary

14. Rural and Remote health care
15. Multidisciplinary communication

Tutorial Series

1. Developmental theories across the lifespan
2. Active listening; Having difficult conversations; De-escalation
3. Person-centred approaches and Recovery
4: Mental health Assessment, Mental State Exam and Risk
5. Interventions - Psychotherapy
6. Mental Health Act
7. Adolescent Mental health Problem Based Learning (PBL)

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

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Presentation Preparation	Formative	-	2,3
Presentation	Summative	40%	1-5
Case Study	Summative	40%	1-5
Quiz	Summative	20%	1-5

Assessment Detail

ASSESSMENT 1: Formative Presentation Preparation
A formative assessment that allows students to visit content related to the first summative assessment 2 Presentation, allowing for review and feedback on writing style, referencing, and introductory epxloration of course content and related materials.

ASSESSMENT 2: Presentation
Students will complete a recorded educational presentation targetted at a Registered Nurse/Student Colleague level, based upon exploring the mental health care areas and services available. Through exploration of a chosen service/facility, the student will be able to highlight the importance of the service, delineation and/or relationship to other services, and the importance of Registered Nurses and other health care staff within mental health care.

ASSESSMENT 3: Case Study
Students will complete a written case study analysis. The purpose of this assignment is to explore the personal and social implications of mental illness, as well as, the ethical, legal and clinical practice implications related to a person who has mental health concerns, and has been admitted to a medical ward. Using a recovery and person-centred approach, students will explore the issues raised in the case study, together with corroborative information related to the case study.

ASSESSMENT 4: Quiz
Students will respond to a quiz towards th eend of semester, which will contain a series of questions that include multiple choice, true/false and short answer questions. This will assess the learning and understanding of core concepts covered throughout the course.

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.

An exmaple of a marking guide used for the assessments:

Marking Guide

Structure and Writing Style 25%

Structure (15%)
• Introduces the specific population being discussed

• Clearly describes the way in which the analytical paper will proceed (follows the suggested outline within the Style Guide)

• The analytical paper is structured according to the suggested outline with headings used to indicate the sections

• The analytical paper discusses the specific population and associated risk factors, practice dilemmas and available services.

Writing style (10%)
• The analytical paper is written with
• Clear sentence structure
• Clarity of argument
• Precision of expression
• Spelling and grammar are correct.

Content and Critical Analysis 60%

Content (30%)
• The analytical paper has been presented logically

• The analytical paper content has clear links to contemporary mental health practice

• The student’s paper demonstrates a depth of understanding of the topic and related nursing issues.

Critical analysis (30%)
• The analytical paper demonstrates a high degree of critical thought and insight into the populations risks and the services by:
• Providing a justification/rationale for the argument/discussion (or analysis) pertaining to mental health practice from differing perspectives, thereby providing a balanced argument/discussion
• Demonstrated they have reflected on the complex issues surrounding the nursing care of the associated population group
• Provided a conclusion of the report and recommendations for enhancement to care.

Referencing 15%

• The referencing style used throughout the paper is congruent with the School Manual and School Style and Referencing Guide.

• 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 Manual and School Style and Referencing Guide.

• 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.

Final results for this course will be made available through .

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.

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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