最新糖心Vlog

Elyce Kenny
RN BN, Grad Cert (Nurs Ed), Grad Dip Paed Child & Yth Health Nursing, MCNSA

Lecturer-Course Coordinator
Adelaide Nursing School

Level 4, Adelaide Health &
Medical Sciences Building
Cnr North Terrace & George Street
ADELAIDE SA 5005 I KAURNA LAND

T: +61 8 8313 6016
E: elyce.kenny@adelaide.edu.au
/directory/elyce.kenny

1. Understand and relate anatomy, physiology, pathophysiology and pharmacology to care for critically ill patients.
2. Apply nursing assessment skills to complex patients.
3. Describe the nursing and nutritional care needs for the critically ill patient.
4. Identify methods for haemodynamic monitoring and support in critical care.
5. Describe the care of a critically ill patient requiring either invasive or non-invasive form of ventilation.
6. Discuss the nursing managment of a deteriorating patient.
7. Articulate the legal, ethical and cultural issues surrounding professional nursing practice in critical care environments.

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.

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.

Lewis, P. and Foley, D. 2020 Weber & Kelly's Health Assessment in Nursing. 3rd 最新糖心Vlogn edn, Broadway, Wolters Kluwer Health | Lippincott Williams & Wilkins.

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

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

1. Online lectures  –  Online lectures offer asynchronous learning opportunities that enable students to access material at their leisure. 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 sessions – PBL session enable small group discussion and peer interaction around a particular case. 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. 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 staff to reinforce learning and ensure consistency of course objectives.
4. 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 extend students skills in the advanced assessment of adult populations. Students may get the opportunity of a paediatric critical care placement and 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 online lecture / week
· 4 x 3 hour clinical skills sessions / semester
· 3 x 2 hour PBL tutorials / semester
Non contact hours for assessment and tutorial preparation will be 5 hours / week

Assessment Task No.	Assessment Task Name	Assessment Type	Weighting
1	Online quiz	Formative	0%
2	Online quiz on Semester content x2 (20% each)	Summative	40%
3	Clinical reasoning case study	Summative	40%
5	PBL attendance and participation	Summative	10%
6	Clinical skills attendance and participation	Summative	10%
7	Intellilearn drug calculations test	Summative	HURDLE

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

Online Quizzes

There will be two online quizes throughout the semester in which students will be able to demonstrate their understanding of the some of the key concepts covered. Quiz #1 will be formative and quiz #2 will be worth 20% of the final grade.


Clinical reasoning case study

Utilising the clinical reasoning cycle students will work through a case study of an ICU patient and determine a care plan. Students will be required to outline all aspects of the case and care plan in a 1500 word paper.

Drug calculations

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. Calculators will be permitted to be used in this test.

Problem-based learning (PBL)

Attendance at all PBL sessions is compulsory. Students will be required to sign an attendance record for each session. If a session is missed, please be aware that makeup sessions will not be offered.

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.

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 2018 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 and the inclusion of end of PBL case worksheets has also allowed changes to occur as the course has progressed to align learning for students even further. 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 have asked for smaller groups of students for PBL so for 2020 instead of groups of 8 students this will be decreased to groups of 6 students to ensure that individuals all participate in the group.  SELTS are not yet available but written feedback from the students worksheets has stated:
"PBL was good spread over two weeks as we were able to pick up where we left off and had time to think about the case outside of PBL .. afternoon. In the skills I liked the small group doing the primary survey letters together".
"I really like this week’s case and how you set up a real scenario, its important for us to see it this way so we are prepared for when our time comes".
"I really enjoy the skills sessions particularly the one with the ED trauma example- also everyone needs to hear Andrew explain inotropes: HE WAS EXCELLENT. Thank you!"

Students again 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.