最新糖心Vlog

Course Coordinator: Melissa Arnold-Chamney
Phone: +6183133643
Email: melissa.arnold-chamney@adelaide.edu.au
Location: Level four
Adelaide Health & Medical Sciences Building

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

1. Demonstrate nursing skills compliant with the NMBA standards required to provide competent care to critically ill patients 

2. Articulate legal, ethical and cultural issues surrounding professional nursing practice in critical care environments.

3. Apply nursing assessment skills to complex presentations including assessments used in trauma related incidents.

4. Understand and relate anatomy and physiology, pathophysiology and pharmacology to care of critically ill patients 

5. Describe the nursing and nutritional care needs for the critically ill patient 

6. Describe the care of a critically ill patient requiring either invasive or non-invasive forms of ventilation

7. Identify methods for haemodynamic support in critical care 

8. Identify methods for neurological support and management in trauma related or degenerative neurological disorders

9. Distinguish methods for dialysis in critical care settings

10. Distinguish environmental emergencies such as near drowning, poisoning and heat stroke

11. Describe the nursing management of a critically ill patient presenting with multi-organ failure.

Kozier, B., Erb, G., Berman, Synder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Langtree, T., Moxham, L., Parker, B., Reid-Searl, K. & Stanley, D. 2017 Kozier and Erb's Fundamentals of Nursing (最新糖心Vlogn Edition). 4th Edn. Frenchs Forest, Pearson 最新糖心Vlog.

Tollefson, J. & Hillman, E.  2018 Clinical Psychomotor Skills: Assessment tools for nursing students 7th edition Cengage Learning South Melbourne.

Elliott, D., Aitken, L. and Chaboyer, W.  2015  ACCCN's Critical Care Nursing.  3rd Edn. Elsevier, Chatswood.

Gilbert, J. and Coyne, E. 2018  Acute Care Nursing. Cambridge, Sydney.

Harris, P., S. Nagy, et al. 2016 Mosby's dictionary of medicine, nursing & health professions. 10th Edn. Elsevier, Chatswood.

Lewis, P. and Foley, D. 2014 Weber & Kelly's Health Assessment in Nursing. Broadway, Wolters Kluwer Health | Lippincott Williams & Wilkins.

There are quizzes and worksheets that can be accessed via the online platform for students to undertake as additional learning to classroom learning.

1. Face to face lectures and tutorials – this course benefits from the real time delivery of content. Face to face lectures and tutorials 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 web page and e-learning supports. The Adelaide Nursing School supports the audio and video capture of lecture content as an aid to revision
2. Problem Based Learning Tutorial sessions – PBL session enable small group discussion and peer interaction around a particular content. The PBL facilitator manages a staged release of information regarding the case at hand of which students need to formulate hypotheses and suggest interventions. The student group drives the direction of the inquiry and for PBL cases that run for more than one week the students prepares a range of learning and resources for the following week and more details of the case will be distributed at that time. The facilitator will encourage and develop students to apply critical thinking of the scenario
3. Clinical Skills sessions - The Simulation Suites provide a state of the art clinical training venue with dedicated nursing lecturers with expertise in simulation. Students will perform skills such as assessment of haemodynamic and ventilation support systems, conduct a primary and secondary survey and relate the fundamentals of care to the critical care nursing environment. Establishing effective communication exchanges using ISBAR and principles of Team Stepps will be very relevant for student’s clinical placement. This course provides skills and knowledge that enable students to participate at a level commensurate with their progression. Students work closely with university Lecturer A staff (Clinical Lecturers) 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 an opportunity to interact with critical care settings such as intensive care, emergency and coronary care. At this stage of the program students would be expected to assume responsibility (under supervision) for the care of 1-2 people who are critically ill.
4. 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 Lecturer A staff (Clinical Lecturers) and clinicians to reinforce learning and ensure consistency of course objectives. The objective of the professional experience associated with this course is to extend students skills in the advanced assessment of paediatric and maternal populations. A sound understanding of psychosocial development and pathophysiology is expected of students placed within a paediatric setting.

WORKLOAD
The workload for this course requires attendance at:
· 1 x 2 hour lecture / week
· 1 x 1 hour tutorials / week
· 7 x 2 hour clinical skills sessions / semester
· 7 x 3 hour PBL tutorials / semester
Non contact hours for assessment and tutorial preparation will be 5 hours / week

Lectures and Tutorials
1. An introduction to critical care environments
2. Legalities and Ethics in Critical Care Areas
3. Psychosocial and Culturally Competent Care of the Critically Ill Patient
4. Assessment practices for the critically ill
5. Primary and secondary survey
6. Advanced methods of respiratory support – part 1
7. Advanced methods of respiratory support – part 2
8. Care of the intubated / unconscious patient
9. Metabolic and nutritional support in critical illness
10. An introduction to principles of haemodynamics
11. Mechanical and pharmacological methods for support of cardiovascular function
12. Neurological assessment and support systems in critical care
13. Renal dialysis in critical care
14. Poisoning
15. Heat stroke and near drowning
16. Mechanisms of injury and assessment of the trauma patient
17. Multi organ failure – sepsis and ARDS
18. Massive blood transfusion
19. Organ Donation Workshop

PBL
1. Critically ill patient 1
2. Critically ill patient 2
3. Critically ill patient 3
4. Critically ill patient 4 

Clinical skills sessions
ALL clincial skills sessions are linked to the PBL case that is being discussed that week.

Assessment No.	Assessment Name	Assessment Type	Weighting	Learning Outcome(s) being addressed
1	Online Quiz	Formative	0%	1,2 7
2	Drug Calculation Test (Hurdle Requirement)	Summative	NGP	1
3	Construction of a Concept Map	Summative	35%	1-2
4	Clinical Skills (10%) & PBL (10%) Participation and Attendance	Summative	20%	3-11
5	Clinical Record/NCAS/Clinical Summative Assessment	Summative	NGP	1-11 (clinical placement dependent)
6	Written Examination	Summative	45%	1-11

All rubrics and marking guides for each assessment item will be found in the study guide and on MyUni.

Assessment 1: Online Quiz
This assessment is a 10 question online quiz. Reference to lectures, tutorials and pre-readings will be useful in completing the quiz.

Assessment 2: Drug Calculation test
Attendance to this Tutorial is Mandatory and the drug calculation test is a hurdle requirement.
A Drug Calculation Test of 20 items will be undertaken by students in the NICS critical care course tutorial time. Students will be provided with up to three opportunities to achieve 100% accuracy in this tutorial. However, failure to meet 100% accuracy will preclude students from administering medication in the clinical environment and will necessitate the implementation of an ‘Early Intervention Strategy’ for remedial work in drug calculations. Failure to receive 100% accuracy after three attempts will result in a fail grade for the course.

No calculators will be permitted to be used in this test.

Assessment 3: Clinical Skills & PBL Participation and Attendance
Students will be required to sign a weekly attendance record. Attendance to BOTH Clinical Skills & PBL tutorials is compulsory and a medical certificate is required for non-attendance. An assessment of participation will be conducted, by the Clinical Skills & PBL Staff weekly for students to be able to earn the allocated percentage for this assessment item.

Assessment 4: Construction of a Concept Map
 You are required to select any of the Critical Care Cases from the PBL series for this semester and using the single case as a central theme, create a concept map. Students are encouraged to include concepts and information that pertain to the lecture and tutorial series of this course. A 500 word briefing paper is to accompany the concept map. The briefing paper is an analysis of how the concept map was constructed rather than a description of the case you have chosen. The briefing paper should therefore provide a description of how your data has been integrated into the map.

Assessment 5: Clinical record / NCAS / Clinical Summative Assessment
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.

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 minimum of a satisfactory 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 6: Written Examination
Examination – a two (2) hour written examination based on the lectures and tutorials content given in Nursing in Complex Settings 3.

Using Turnitin
Assessment submission information This semester we are using Turnitin for assessment submission. Please refer to your study guide for assessment details and the information below about Turnitin. Turnitin is an electronic program that enables students to check that they are referencing correctly. It also enables more efficient feedback as assignments submitted via Turnitin are assessed using an online process. Step-by-step instructions for submitting an assignment using Turnitin are on this webpage: http://www.adelaide.edu.au/myuni/student/tutorials/content/Turnitin-Submitting-a-Turnitin-Assignment-as-a-Student.html When you submit an assignment to this program, you will receive an "originality report" and an "originality score" - these will let you know if you have accidently used the words of other authors - any areas of your work that are too close to your cited or other resources will be highlighted. To see this report after you have submitted your assignment, go back into the program and click on "view" - this will show you your assignment with any similar text highlighted. Bear in mind that this program is very sensitive - don't worry too much if you seem to have a high originality score as the program includes quotes and references in the count. However, it is important that you check the text that is highlighted, if it is a correctly referenced quote or an item in your reference list that is highlighted then you can ignore it but if the highlighted text that isn't a quote or reference you will need to re-write those sections in your own words. After you have submitted your assignment you will receive an email confirming that your assignment has been submitted correctly. If you do not receive this email then go back and try again. Keep the email you receive, just in case there are any issues with your assignment submission as we may need to view it to confirm your submission date and time. You can submit multiple times to this program - each new submission supersedes the previous, so we will only ever mark the latest version of your assignment! We encourage all students to practice with Turnitin before the final due date to make sure you know what you're doing. A word of warning: although the program permits multiple submissions from a single student, Turnitin has a 24-hour lag between assignment submissions. For example, if you submit an assignment to the program at 10am on Sunday, you may not be able to submit again until 10am Monday! Be very careful to avoid a situation wherein you are unable to submit the final version of your assignment until after the final deadline. Falling into the 24hr lag window will not be grounds to avoid a lateness penalty, so if this happens you will need to use the online extension form. If at any time you are having trouble submitting your assignment, please let us know ASAP so we can make alternate arrangements and please contact the Service Desk on 08 8313 3000 (open 24 hours).

The 2017 data identified that the aligning of the PBL cases to the Skills sessions was extremely positive and a highlight of the course for many students. This continued with the 2018 cohort and both verbal and written feedback also reflects that PBL and Skills are appreciated and develop their learning needs in preparation for their work as a TPPP RN. Students had asked for learning content for the PBL cases to be available ahead of the session in 2017 and in 2018 this occurred and has been positively reflected. The clinical skills sessions were "well run and feedback provided as we went along" and "PBL sessions were purposeful and feedback was incorporated into subsequent weeks structure and content". Student appreciated the Donate Life skills session and also found the workload to be fairly distributed and the large variety of content within the course was very interesting.