NURSING 7213 - Applied Nursing Practice II

Course Details

Course Code	NURSING 7213
Course	Applied Nursing Practice II
Coordinating Unit	Adelaide Nursing School
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	6
Contact	Up to 10 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Available to M.Clin Nurs students only
Assessment	Concept map, presentation, PBL participation

Course Staff

Course Coordinator: Dr David Foley

Course Coordinator: Dr David Foley
Phone: +61 8 8313 6285
Email: david.foley@adelaide.edu.au
Location: Level 4, Adelaide Nursing School, AHMS

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

Course Timetable

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

Course Learning Outcomes

1	Further develop and refine skills of observation, assessment, communication and documentation.
2	Apply and integrate knowledge from the nursing, pharmacological and biological sciences and evidence based practice into complex health care.
3	Identify the different complexities and knowledge required from the nursing and biological sciences and evidence based practice across a variety of different settings
4	Identify and describe the pharmacology of medications used for selected health problems
5	Articulate the impact of complex illness on patients and families across the lifespan
6	Critically analyse nursing practice.

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)	1-5
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	1-3, 5, 6
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	1-3, 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	2-6
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	2, 3 5
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	1, 3, 5, 6

Recommended Resources

Bryant, B & Knights, K, 2014, Pharmacology for Health Professionals, 4th edn, Mosby Elsevier, Sydney.

Lee, G & Bishop, P 2012, Microbiology and Infection Control for Health Professionals, 5th edn, Pearson Prentice Hall, Frenchs Forest.

Harris, P, Nagy, S & Vardaxis, N (eds) 2014, Mosby's Dictionary of Medicine, Nursing & Health Professions, 3rd edn, Mosby, Sydney.

McMurray, A & Clendon, J, 2014, Community Health and Wellness, 5th Edition: Primary health care in practice, Mosby 最新糖心Vlog.

Learning & Teaching Modes

This course is delivered using a combination of Lectures, Tutorials and weekly Inquiry Based Learning sessions.
All materials are available and accessed via the online learning system

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 2 hour lecture / week
• 1 x 2 hour tutorial / week
• 1 x 3 hour inquiry based learning workshop / 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 Applied Nursing Practice II. Please refer to the timetable above for details on class and time.

Applied Nursing Practice II

Lecture Series

1. Developmental disability

2. Disability and co morbidity (diagnostic overshadowing)

3. Disability carer and family support

4. Critical evaluation of nursing care

5. Critical evaluation of safety and quality mechanisms

6. Perioperative nursing practice

7. Shock

8. Falls

9. Neurological assessment and GCs

10. Head injury and ICP

11. Dialysis – chronic

12. Dialysis – acute

13. Organ donation

14. Hepatic dysfunction

Tutorial Series

1. Physical assessment and communication with a person with a disability

2. Ostomy care and management

3. Care of access devices –CVC/PICC/VasCath/IAL

4. Physical assessment of the adult / elderly – complex presentation

5. Bladder care and SPC/TURP

6. Living with hepatitis and other BBV

Inquiry Based Learning

1. Disability and co morbidity

2. Psychosocial care of families

3. Fall- nursing home / triage

4. Closed head injury management

5. Organ donation

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

No information currently available.

Assessment Detail

ASSESSMENT 1: IBL PARTICIPATION
Due Date: Semester 1: Week 4 (formative) and Week 12 (final)
Weighting: NGP and 10%
Length: Ongoing throughout course

This is both a formative and summative assessment. Inquiry based learning is an active process involving significant communication between tutors and students.
During this course students will work to apply their knowledge of pathophysiology, pharmacology, fundamentals of nursing, patient education, primary health care to the series of health problems presented.

Assessment 2: CONCEPT MAP
Due Date: Semester 2:
Weighting: 30%
Length: Map plus briefing paper 2500 word equivalent
Construct a concept map around one of the central themes from the lecture series this semester. The CMAP site provides a very useful freeware http://cmap.ihmc.us/ for constructing concept maps.

Assessment 3: CASE REVIEW
Due Date: Semester 2:
Weighting: 60%
Length: 20 min presentation

Case review seminar presentation. Students must choose a case and deliver a seminar presentation where they are required to critically analyse the case in regards to the safety and quality in line with current contemporary practice and evidence based care. The presentation must be referenced as per the school’s academic manual and additional supporting information to be discussed in the presentation is to be included in the notes section of the PowerPoint.
A timetable will be distributed to all students. Students are required to provide the course coordinator with an electronic copy of their presentation the Monday prior to enable the smooth running of the day and transition between talks. Please be punctual, respectful and attentive to your fellow students.
The presentation should include:

• The description of an adverse event or near miss and the contributing factors.
• Potential or actual financial costs involved with adverse event,
• Expected actions and accountability of the staff involved,
• Which methods of analysing the adverse event was or should be used, e.g., Root Cause Analysis, Swiss Cheese Model.
• Discuss the significance of
- communication
- the hospital environment
- latent factors
- equipment
- system barriers
- rules
- policies and procedures
- fatigue
- rosters
• Choose one of the following strategies to compare the potential effectiveness of with the case being discussed:

• Tools for disclosure.
• Open Disclosure (EAR principle), ‘Just’ culture.
• Safety and Quality policies.
• Safety and Quality Research.
• Evidence Based Practice.
• Ten (10) tips for patients and clinicians (Safety and Quality Commission).
• Risk Ratings
• The 10 national standards; measures of S&Q for healthcare.

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.

The following marking guides will be used for the assignments:

Marking Guide - IBL Student Evaluation

Student performance will rated as competent, partially demonstrated or not demonstrated in relation to the following:

IBL Process Skills

• Identify relevant information in the case presentation
• Develop Hypotheses
• Discuss hypotheses in terms of mechanisms
• Use evidence to support reasoning
• Develop specific/concise learning issues
• Links learning issues to aspects of case
• Identify and uses appropriate resources

Knowledge Base Development

• Identify relevant knowledge required for the problem
• Apply anatomical knowledge to the problem
• Apply and integrate lecture material into discussion
• Synthesise new information and present in discussion without notes
• Apply existing and new knowledge to the problem and is able to discuss/test hypotheses with appropriate information from learning issues
• Comment on student’s knowledge base

Reasoning

• Presents ideas in a logical stepwise manner
• Re-evaluates hypotheses in response to new information or discussion
• Asks questions which help to clarify the problem
• Links ideas to contribute to drawing pu a concept map as a summary

Personal, Professional and Collegial Behaviour

• The student has demonstrated an ability to work effectively in a group and contribute to discussions with peers
• Actively participating in group discussions
• Using professional language at all times
• Displaying respect for colleagues, patients who are the basis of cases, staff and tutors
• Respecting and valuing other group members contributions
• Dealing with difference of opinion without conflict or confrontation
• Providing constructive feedback to tutor and other group members
• Having strategies for involving other group members in the discussion
• Prepares well for sessions
• Self-evaluates own learning needs for further development
• Demonstrates good interpersonal and communication skills
• Self-evaluates own personal abilities, the task and group issues
• Demonstrates a professional behaviour and attitude appropriate to the context of the case

Verbal Interactions

• Pronunciation (clarity of speech and volume of speech)
• Style of interaction (contributes and responds freely, asks questions)
• Vocabulary and grammatical correctness

Concept Map marking guide

Category	High Distinction	Distinction	Credit	Pass	Fail
Critical thinking (20%)	Demonstrates excellence in analysing, synthesizing and evaluating information and ideas from many perspectives.	Demonstrates expertise in analysing, synthesizing and evaluating information and ideas from multiple perspectives.	Demonstrates proficiency in analysing, synthesizing and evaluating information and ideas from several perspectives.	Demonstrates adequacy in analysing, synthesising and evaluating information and ideas from at least two perspectives.	Does not synthesise or evaluate information and ideas. Use a single source of information.
Quality of work (20%)	Presents work of the highest quality with original & creative thinking	Presents high quality work. Suitable thinking displayed with some elements of creativity.	Presents work of a good standard. Uses a standard template.	Presents work that is satisfactory.	Presents work that is unsatisfactory
Accuracy and Relevance (20%)	All core concepts (propositions) are clearly identified, relevant and accurate	Most core concepts (propositions) are identified, relevant and accurate	Many core concepts (propositions) are identified, relevant and accurate	Core concepts (propositions) are identified although some elements are missing	Core concepts (propositions) are vague, irrelevant and inaccurate
Concept map structure (Skills of Concept Mapping) (20%)	Hierarchy, branching and cross links reflect complex levels of meaning and identify all subconcepts. No errors	Hierarchy, branching and cross links reflect complex levels of meaning although a few subconcepts are missing. No significant errors	Hierarchy, branching & cross links reflect a reasonably complex level of meaning with some subconcepts missing. 1 or 2 significant errors	Hierarchy, branching and cross links reflect satisfactory levels of meaning with subconcepts missing. Greater than 2 significant errors.	Hierarchy, branching andcross links are poorly developed with most subconcepts missing. Many significant errors.
Briefing Paper (20%)	The reference source for the concept map method was presented The description of how the concepts were linked was clearly & expertly described	The reference source for the concept map method was presented The description of how the concepts were linked was clearly and competently described.	The reference source for the concept map method was presented The description of how the concepts were linked was clearly described.	The reference source for the concept map method was presented The description of how the concepts were linked was described.	The reference source for the concept map method was not presented The description of how the concepts were linked was not described.

Marking Guide - Seminar Presentation

Structure 25%

• Introduces the topic and states aims of the presentation.
• Clearly describes the way in which the presentation will proceed.
• The presentation is structured in a logical sequence so that the content flows.
• The presentation ends with a brief cogent, defendable conclusion that summarises the discussion within the presentation.
• The time for the presentation is managed well, allowing adequate time for questions/debate at the conclusion of the presentation.

Content and Critical Analysis 60%

Content (30%)
• The presentation has covered the topic sufficiently.
• The presentation content has clear links to contemporary nursing theory and clinical practice.
• The student's presentation demonstrates a depth of understanding of the topic and associated significant issues.

Critical analysis (30%)
• The presentation demonstrates a high degree of critical thought and insight by:
- providing justification/rationale for the discussion
- demonstrating they have reflected on the complex issues surrounding the topic
- discussing the topic from differing perspectives, thereby providing a balanced discussion

Discussion and Presentation Style 15%

• Material is presented in an interesting manner.
• The student uses learning resources appropriately.
• The group's interest is maintained by the student.
• The student:
- is audible
- faces the audience
- responds to questions in an appropriate fashion
- leads an interactive discussion that challenges the group to issues related to their nursing practice

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.

Not applicable due to low number of responses.

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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