NURSING 7201 - Fundamental of Nursing Practice I

Course Details

Course Code	NURSING 7201
Course	Fundamental of Nursing Practice I
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 7 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Available to M.Clin Nurs students only
Assessment	Group presentation, inquiry based learning participation, case study

Course Staff

Course Coordinator: Ms Janet Smith

Course Coordinator: Dr Ellen Davies
Phone: +61 8 8313 2887
Email: ellen.davies@adelaide.edu.au
Location: Adeliade Nurisng School Level 4 AHMS, University of Adelaide

Course Timetable

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

Course Learning Outcomes

1	Integrate and apply knowledge from nursing science and evidence based practice to health care needs of an individual with simple acute health problems
2	Integrate biological, physiological and pharmacological sciences with nursing the patient with an acute illness
3	Identify relevant activities of daily living for a patient with a selected health problem
4	Articulate considerations of varying needs of patients who are ill across the lifespan
5	Identify nutritional requirements for a patient with an acute illness
6	Identify and explain diagnostic tests relevant to selected health problems
7	Identify and describe pharmacokinetics for selected health problems

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 5, 7
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 5, 7
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	2,3
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	6
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	4
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	3
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	6
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1-7

Required Resources

Brown, D, Edwards, H, Buckley, TCT & Aitken, RL (eds) 2020, Lewis’s medical-surgical nursingâ¯: assessment and management of clinical problems , 5th edition, Australia and New Zealand edition., Elsevier Australia, Chatswood, NSW

Broyes B, Reiss B, McKenzie G, Evans 7 2017. Pharmacology in Nursing: Australia & New Zealand Edition, Cengage Australia, Australia (E-book)

Lewis, P & Foley, D, 2014 Health Assessment in Nursing, 2nd Edn. Lippincott Williams & Wilkins Pty Ltd, North Ryde, NSW.

Recommended Resources

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 Australia.

Learning & Teaching Modes

This course uses a blend of lectures, tutorials and workshops to identify situations that impact the daily environment of nursing practice. Students are encouraged to consider their ‘arrival’ at the career of nursing and to actively reflect on what they consider to be the professional skills and attributes. Role plays and self -directed learning opportunities help to facilitate the reflective nature of this course.

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:
• 2 x 2 hour lecture / week
• 2 x 1 hour tutorial / week
• 1 x 3 hour problem based learning workshop / week

Non contact hours for assessment and tutorial preparation will be 6-9 hours per week.

Learning Activities Summary

The tables below indicate the lecture, tutorial and I based workshop outlines for Fundamentals of Nursing Practice 1. A body systems approach is taken. Simple health problems based on of the top illnesses experienced in Australian society are studied as a series of case presentations. Other tutorials may be provided as required.

Fundamentals of Nursing Practice I

Lecture & Tutorial Series

1. Concepts of Assessment
2. Integumentary systems
2. Respiratory Disorders
3. Cardiac Disorders
4. Diabetes
5. Neurological Disorders
6. Dementia
7. Physical Assessment
8. Bariatric Nursing

Problem Based Learning Workshop Series

Problem based learning is an active process involving significant communication between tutors and students.

Students will work to apply their knowledge of pathophysiology, pharmacology, fundamentals of nursing, patient education, primary health care to the health problems from each weekly topic

The University'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
Inquiry Based Learning participation	Formative	NGP	1-7
Inquiry based learning participation	Summative	10%	1-7
Group Seminar presentation on a specific health problem	Summative	20%	1-7
Case study (simple health problem)	Summative	60%	1-7
Online weekly quiz	Summative	10%	1-7

Assessment Detail

ASSESSMENT 1: IBL participation
Inquiry based learning is an active process involving significant communication between lecturers and students. During this course students will work to apply their knowledge of patho-physiology, pharmacology, fundamentals of nursing, patient education and primary health care to the series of health problems presented. Assessment will be based on the student’s performance in relation to:
• IBL Process Skills
• Knowledge Base Development
• Reasoning
• Personal, Professional and Collegial Behaviour
• Verbal Interactions

ASSESSMENT 2: Seminar presentation on a specific health problem
Students will be allocated a specific health topic. As a small group they will work to deliver a 20 minute seminar presentation.
The seminar format is to address the following:
• Epidemiology
• Pathophysiology
• Impact on a patient’s lifestyle and activities of daily living
• Nursing care interventions
• Pharmacology interventions
• Patient education
Primary health care issues

ASSESSMENT 3: Case study (simple health problem)

From the range of health problems presented in lectures, select one to form the basis of your case study. The case study format is to include;

Presents the patient story, including their clinical presentation, relevant history, nursing assessment and diagnosis
Describe briefly the pathophysiology of the patients condition
Describes the nursing and pharmacological management of the patients condition
Critical analysis of the issues that underpin the topic of choice and contrasting this with research evidence.
Recommendations and a conclusion of your findings
References

ASSESSMENT 4: Weekly online quiz
A weekly online quiz will provide an opportunity for students to revise the week's content, demonstrate an understanding of this content and identify gaps in knowledge that can be addressed. Quiz questions will relate directly to the course content and readings.

Submission

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.

Extensions are generally awarded for no more than 10 working days unless there are exceptional circumstances.

To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline. You will find this on the School of Nursing Website or use the link provided here.

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.

The following marking guides will be used for assignments:

Marking Guide - PBL Student Evaluation

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

PBL 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

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

Referencing 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

Marking Guide - Case Study

Structure and Writing Style 25%

Structure (15%)
• introduces the patient structure of the study

• clearly describes the way in which the case study will proceed (follows the suggested outline within the Study Guide)

• the case study is structured according to the suggested outline with headings used to indicate the sections

• the case study summaries the case details and recommendations are made for enhancement of care.

Writing style (10%)
• the case study is written with clear sentence structure, clarity of argument, precision of expression and the spelling and grammar are correct.

Content and Critical Analysis 60%

Content (30%)
• the case study has been presented logically

• the case study’s content has clear links to contemporary nursing practice

• the student’s paper demonstrates a depth of understanding of the topic and related nursing issues.

Critical analysis (30%)
• the case study demonstrates a high degree of critical thought and insight into the patient's condition and nursing care provided by:
- providing a justification/rationale for the argument/discussion (or analysis) pertaining to nursing care
- demonstrating they have reflected on the complex issues surrounding the nursing care
- Discussing the nursing care from differing perspectives, thereby providing a balanced argument/ discussion.

Referencing 15%

• the referencing style used throughout the paper is congruent with the School's Student Handbook and Style Guide

• the reference list is accurate (i.e. no missing page numbers, volumes, correct title, etc.), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with School’s Student Handbook and Style Guide

• the references cited are contemporary (i.e. less than 10 years old unless seminal papers)

• primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source)

• there is evidence in the paper that the student has searched widely for information related to the topic/issue

• the student has acknowledged all sources of information

• Direct quotations are only used to make crucial points or to support the discussion/argument.

Final results for this course will be made available through Access Adelaide.

The University 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 University 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.

Feedback re structure of topic delivery has bneen incorproarted into course design.
Lecture lengthes increased to allow delivery of weekly topics

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’s disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator