NURSING 1007 - Health Assessment and Clinical Nursing I

North Terrace Campus - Semester 1 - 2021

Health Assessment and Clinical Nursing I provides the core skills for basic nursing practice. Attention to the Fundamentals of Care enables students to proceed on their first placement experience able to support patients in the activities of daily living, providing basic hygiene, apply principles of basic nutrition, employ safe manual handling practices and begin to measure vital signs. Students learn how to conduct an interview as part of a larger health assessment. Students will have the opportunity to begin to learn how to practice in accordance with the NMBA National Nursing Competency Standards for the Registered Nurse.

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Course Details

Course Code	NURSING 1007
Course	Health Assessment and Clinical Nursing I
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 5 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Available to B.Nurs students only
Assessment	Drug calculations diagnostic, basic life support test, clinical record, small group discovery attendance, psychosocial health assessment, objective structured clinical examination

Course Staff

Course Coordinator: Ms Jan Alderman

Jan Alderman

Course Coordinator, Lecturer | Adelaide Nursing School | Faculty of Health and Medical Sciences

Level 4, Adelaide Health & Medical Sciences Building

Cnr North Terrace & George Street

ADELAIDE SA 5005

T: +61 8 8313 1168 | E: jan.alderman@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

1	Will obtain the foundation knowledge of physical, social, and behavioral sciences to provide nursing care based on theory, research, and evidence-based practice.
2	Develop the skills to select goals and develop plans of care for individuals based on the analysis of available data using theoretical knowledge.
3	Plan patient/client care goals and priorities with the involvement of other health professionals
4	Identify opportunities to enhance the care of patients/clients through the involvement of other health professionals
5	Demonstrate proficiency in the use of current technology in the provision of patient care.
6	Assume responsibility and accountability for the quality improvement and delivery of safe and effective nursing care.
7	Provide holistic nursing care to clients while respecting individual and cultural diversity.
8	Demonstrate and recognise the importance of policies on plagiarism and collusion whilst adhering to the principles of ethical & professional behavior.

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
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, 5,
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	6, 7
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	8
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	9

Learning & Teaching Modes

Face to face lectures – this course benefits from the real-time delivery of content. Face to face lectures offer synchronous learning opportunities and enable students to quickly clarify complex descriptions and terminology. Much of the content for this course is supported by textbooks with a web page and e-learning supports (e.g. flashcards for revision). The Adelaide Nursing School supports the audio and video capture of lecture content as an aid to revision.

Tutorial sessions – tutorial sessions enable small group discussions and peer interaction around the content. Each tutorial session will focus on the lecture content for the week. Lecturer A who provides the in-hospital assessment and bedside teaching role contribute to and provides tutorial sessions both with university and in the various clinical placement settings. The Lecturer A is able to assess student’s progress in a consistent and supportive environment and identify clinical learning opportunities that reinforce the weekly content of the tutorials and other courses. In this way tutorial sessions integrate with clinical placement goals.

Simulated Learning Environments (SLE) – the simulated learning environment provides students an opportunity to practice a range of communication and psychomotor skills prior to attending clinical placement. Importantly the SLE also enables clearly constructed, well-considered clinical scenarios that nurture and challenge student development. The new Adelaide Medical and Health School SIMM suite provides a state of the art clinical training venue with dedicated nursing lecturers with expertise in low and high fidelity simulation. Students will learn to take vital signs on each other and provide a range of activities of daily living. The lab setting enables assessment of basic life support and manual handling. Further enhancement of the lab facility will enable high fidelity simulation to ensure the skills development of students occurs across the three years of the program. The SLE is especially complimentary to the PBL style of content delivery used in the 3rd year of the program.

Clinical placement (aka professional experience) - This course provides skills and knowledge that enable students to participate at a level commensurate with their progression. Students work closely with university Clinical Lecturer staff and clinicians to reinforce learning and ensure consistency of course objectives. The objective of the professional experience associated with this course is to provide students their first opportunity to care for people and provide fundamentals of nursing care such as hygiene and nutrition. This course also provides an opportunity for students to consider their approach to communication and begin to perform a range of physical and psychosocial assessments.

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:

1 x 1 hour lecture / week
1 x 2 hour lecture / week
1 x 2-hour tutorial / fortnightly
1 x 3 hour SLE / fortnightly

Learning Activities Summary

The tables below indicate the lecture, tutorial and simulared workshops for Health Assessment and Clinical Nursing 1. Please refer to the timetable above for details on class and time. Other tutorials may be provided as required.

Health Assessment and Clinical Nursing 1

Lecture Series

1. Fundamentals of care (activities of daily living)

2. ADL Care Showering, mouth/ear/hair care,

3. ADL Care Bed making and Nutrition

4. ADL care – Nutrition and Elimination

5. Vital Signs 1 – assessing temperature and respiration

6. Vital Signs 2 – assessing pulse and blood pressure

7. Pressure injury prevention

8. Feeding, Toileting, U/A, Other specimen testing

9. Documentation

10. Basic psychosocial interviewing

11. Basic Psychosocial Assessment

12. Skills of Inspection, Palpation, Percussion & Auscultation

13. Nursing Role in Health Assessment

14. Cultural Diversity and health assessment

15. Lifespan and health assessment

16. Gender Differences and health assessment

Simulated Learning Environment

1. Infection Control

2. Aquium and Hand washing

3. Gowns, gloves, masks, sharps safety

4. ADL Care

5. Showering, mouth/ear/hair care, Bed making

6. Nutrition and Elimination

7. Urinalysis, Other specimen testing

8. Interviewing skills

9. Vital Signs – TPR and BP - Practice

10. Documentation – FBC and Vital Signs

Specific Course Requirements

Health Assessment and Clinical Nursing 1 requires that you attend all lectures and tutorials. A time table for these lectures will be available in the Study Guide and on MyUni in CANVAS.

PLEASE NOTE: Some placement will continue for the duration of the Mid Semester Break

There are a number of Mandatory Checks that need to be completed prior to commencing placement.
These will be made clear at ORIENTATION.

PLEASE NOTE: Any student who has not completed all these requirements prior to placement will not be able to attend and will place their course completion at risk.

Small Group Discovery Experience

These sessions are no longer run

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
Drug calculations diagnostic	Formative (diagnostic)	N/A	5, 6, 9
Pre-placement assessment	Summative	NGP	5, 6, 9
Clinical records / NCAS/ Clinical Summative Assessment	Summative	NGP	1-9
Practical Skills attendance and worksheets	Summative	10%	1-9
Drug calculation test	Summative	10%	1-9
Psychosocial health assessment	Summative	40%	1-9
Handover using ISBAR	Summative	40%	1-9
SCA	Summative	Pass/Fail	1, 5, 9

Assessment Related Requirements

Details of assessment items will be found in the Study Guide and will be further discussed in class.

Assessment Detail

ASSESSMENT 1: Drug calculations test online (Formative)

Drug calculations: Students will complete several drug calculation tests online using Intellilearn. These tests will not be counted towards the final grade but and will help to identify students who need assistance with maths early within the program.

ASSESSMENT 2: Fundamentals of care quiz

ASSESSMENT 3: Vital signs quiz

ASSESSMENT 4: In-class drug calculation test

ASSESSMENT 5: Psychosocial Health Assessment

Psychosocial Health assessment: using a pre-supplied Pro-forma the student will conduct a psychosocial health assessment of an adult within their clinical placement environment. (If the student is not attending clinical placement then the interview will be performed on a relative or friend) Students will also need to gain permission from the patient or resident using the individual confidential release document from each venue. The health assessment will require students' to conduct the interview using a range of interview skills and in consideration of gender and culture. Students are asked to reflect on their interview and document with rationale which aspects were positive and which were negative.

ASSESSMENT 4: Case Study Review & Handover using ISBAR

To complete this assignment, you will review a patient case study. Then utilising the ISBAR format you will develop a handover report gathering relevant information from a variety of nursing documents provided. This assignment prepares and familiarises students with documentation and the clinical handover process. Preparation for this assessment will be offered in class.

ASSESSMENT 5: Clinical skills attendance

Clinical skills attendance is compulsory for all students wishing to undertake their clinical placement.

ASSESSMENT 6: Oral Structured Clinical Examination (OSCE)Clinical

OSCE: students will attend a 30 min OSCE in which they will demonstrate a range of nursing interventions especially in relation to fundamentals of care. Students will be assessed by Lecturing staff in the skill laboratory under controlled conditions.

NCAS/Clinical Summative Assessment. Obtained in SONIA and submitted to SONIA

At the completion of each clinical placement, students are to obtain a completed NCAS (National Competency Assessment Schedule).
This document will contain a written reflection of the student's clinical experience and a performance assessment written by the supervising Registered Nurse. This is to be signed by the 最新糖心Vlog Clinical Lecturer and submitted to Turnitin in this course. Failure to complete this assessment will result in failure of this course.

Submission

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.

To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline.

See the Modified Arrangements for Coursework Assessment Policy http://www.adelaide.edu.au/policies/3303/

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 .

UNIVERSITY OF ADELAIDE, EXAMINATIONS POLICY

The examinations policy for this course is guided by the 最新糖心Vlog of Adelaide, Examinations.
/student/exams/rules_policies.html

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.
2019 SELT feedback -
- This course has given me an opportunity to have practical exposure along with theoretical learning. It helped me develop clinical skills, ability to critically think and interact with people from the Health Care sector.
- I enjoy the practical side of the course when we get to learn how to take vital signs and CPR. I also enjoy the lectures sharing their personal experience when teaching as it puts what we're learning into real-life situations.
- Interactive practical skills sessions
- I enjoy the content.
- The lectures were well–organized and clearly presented, using powerpoint slide shows.
- The content
- assignments were enjoyable
- I find the hands-on learning a very good way of putting the theory into practice prior to any clinical experiences
- The clinical labs and the 'types' of assignments.
- Clinal experience
- The delivery of the course is at a good pace and it adequately prepared me for my clinical placement with the tasks I was able to undertake.
2019 SELT feedback -
I wish we had more practicals as I find the best way I have learned so far is through hands-on learning. I also feel like we need more lessons to cover the topic we have learnt during previous practical as the more you practice the more confident you feel. I was also hoping we would be taught more hands-on skills relating to health assessment and clinical practice in the first semester.

2019 - 2020 in response to student feedback:
More clinical skill time allocated to students with smaller groups. This has now been changed so that all students attend clinical skills sessions for 3 hours per fortnight. Students are organised into groups of five-seven students to one lecturer. This has met with a favorable response from students in 2019 and will continue in 2020.

2019 - 2020 - in response to student feedback:
Students asked for more tutorials to discuss content not understood in the Lecture. This was introduced in 2019 and conducted for 2 hours each week. Each student had the opportunity to attend a tutorial each fortnight. The response and attendance have been overwhelming so it is proposed that these sessions will continue in 2020.
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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