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Course Coordinator: Dr Frank Donnelly
Phone: +61 8313 3639
Email: frank.donnelly@adelaide.edu.au
Location: Level 3, Eleanor Harrald Building, Royal Adelaide Hospital

School Office
Phone: +61 8313 3595
Email: nursing_preregistration@adelaide.edu.au
Location: Level 3, Eleanor Harrald Building, RAH

1	Perform a cardiovascular assessment including a 12 lead ECG and recognition of 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 最新糖心Vlog, Frenchs Forrest

Brown, D. & Edwards, H. (eds) 2012 Lewis’s medical-surgical nursing, 3rd. edn, Sydney, Elsevier

Lewis, P. & Foley, D. 2011 Weber & Kelly's Health Assessment in Nursing 1st 最新糖心Vlogn edn, Wolters Kluwer Health Lippincott Williams & Wilkins, Broadway.

Tollefson, J. 2012 Clinical psychomotor skills: assessment skills for nurses 5th edn, Cengage Learning 最新糖心Vlog, South Melbourne.

Intelli+Learn, 2013. Medication Management for Health Professionals. CD, An interactive course to develop and assess skills in medication management. 最新糖心Vlog

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 tutorial / week
• 3 x 1 hr SGDE /IPL 
Non-contact hours for assessment and tutorial preparation will be 6 hours per week.

Week	Lecture Topics	Tutorials
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
		SGDE / IPL
		3 x 1 hr sessions TBA

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

SGDE and Interprofessional Learning 
This semester you will need to attend 3 inter professional learning events. They will be scheduled on Friday mornings. Start times are on the hour at 08, 09, 10 or 11AM. The location for these events is the Robin Warren Clinical Skills Facility, Level 1, Medical School South.
You will be in a group with about 8 other 2nd year nursing students and a similar number of medical students.
Unfortunately your scheduled time may clash with a Pharmacology lecture or tutorial. If this is the case can you please let David Foley (david.foley@adelaide.edu.au) and the Pharmacology lecturer know that you are attending the IPL/SGDE activity and will not be able to attend the pharmacology teaching session.
The content of the IPL activities will be centred around managing conflict in the clinical environment. There will be associated research evidence that you will be required to be familiar with and read or view before attending.

Item No	Item	Weighting
	Team Gaming - response to a deteriorating patient	formative
1	Clinical Record / NCAS / Summative Assessment	NGP
2	RSD Level 3	15%
3	SGDE - Interprofessional Activity	10%
4	Clinical Assessment Sheets - cardiac and neuro	25% (Both items total   25%)
5	OSCES	50%

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, 2102, 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 最新糖心Vlog Competency Standards of the Registered Nurse 2006. Students will have a range of skills records to complete during their clinical placement. The Clinical Record provides evidence that the student has demonstrated the required level of competency standard. Consistent with competency type assessments a non – graded pass is awarded. Some remedial opportunities will be available to those students who fail or are not exposed to certain competencies in the clinical setting. The Clinical Record forms part of the broader portfolio developed across each year of the program and provides a consistent reference for students nursing skill development.  Students should also refre to the 4Rs reflective framework for clinical teaching staff and students.


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 are provided with some degree of direction and structure.

ASSESSMENT 3: SGDE &  Inter-professional Learning Activity

This semester you will need to attend 3 inter professional learning events. They will be scheduled on Friday mornings. Start times are on the hour at 08, 09, 10 or 11AM. The location for these events is the Robin Warren Clinical Skills Facility, Level 1, Medical School South.

You will be in a group with about 8 other 2nd year nursing students and a similar number of medical students.

Unfortunately your scheduled time may clash with a Pharmacology lecture or tutorial. If this is the case can you please let David Foley (david.foley@adelaide.edu.au) and the Pharmacology lecturer know that you are attending the IPL/SGDE activity and will not be able to attend the pharmacology teaching session.

The content of the IPL activities will be centred around managing conflict in the clinical environment. There will be associated research evidence that you will be required to be familiar with and read or view before attending.

Attendance and active participation at all 3 sessions is required to gain the 10% mark.

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 (Structured Clinical Assessment SCA)

OSCE (Structured Clinical Assessment SCA): students will attend a 30 min OSCE in which they will demonstrate a range of nursing interventions especially in relation to skills taken from the course objectives. Along with skills demonstrations students will provide a rationale for the tasks. Students will be assessed by Lecturer A staff in the skill laboratory using a marking template common to all students. To ensure consistency in marking two assessors are present with one able to take the role of the ‘patient’ as required.

Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. TurnItin will be used to check student assignments. 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 1 week for submission of assignments can automatically be granted when an online request is submitted. (Please see Study Guide for details) Requests must be made before the due date of the assignment. In principle, all assignments should be submitted by the due date. 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.

The policy for applying for extensions is outlined in the School Manual and the Study Guides.
Whenever possible staff will turn around marked assignments within 4 weeks or earlier.