NURSING 7209 - Contexts of Nursing Practice

Course Details

Course Code	NURSING 7209
Course	Contexts of Nursing Practice
Coordinating Unit	Adelaide Nursing School
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Available to M.Clin Nurs students only
Assessment	Report and critique

Course Staff

Course Coordinator: Dr David Foley

Course Coordinator: Dr David Foley
Phone: +61 8 831 36285
Email: david.foley@adelaide.edu.au
Location: Room 3-66, School of Nursing, University of Adelaide

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 Planner.

Course Learning Outcomes

1	Further develop skills of observation, assessment, communication and documentation within the contexts of mental health, rural and remote health and community health
2	Critically analyse social, political, economic influences of the contemporary Australian health society on health and illness across the lifespan
3	Search, locate and critique health literature to explore contexts of acute and chronic mental health, rural and remote health and community health.
4	Develop skills including crisis and risk assessment, interventions for individuals with MH problems
5	Provide nursing care for individuals experiencing a range of MH problems e.g. anxiety, depression and schizophrenia
6	Identify and describe pharmacokinetics for selected health problems
7	Develop an understanding of the effects of drugs and alcohol on health and illness
8	Engage in multidisciplinary communication and teamwork
9	Undertake a mental health assessment

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)
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)	1-9
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	2-3
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	1-5, 8
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 4, 8
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	8
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	1-9

Required Resources

Evans, J, Brown, P 2012 Mental Health Nursing, 1st edition, Lippincott Williams &Wilkins

Crisp, J Taylor, C, Douglas, C & Rebeiro, G, 2013, Potter and Perry’s Fundamentals of Nursing 4th edn, Mosby Elsevier, Australia.

Recommended Resources

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

Bryant, B and Knights, K 2014 Pharmacology for Health Professionals, 4th edn, Elsevier Australia

Lee G, and Bishop P 2014 Microbiology and infection control for health professionals, 5th edn, Pearson, Australia

Stein-Parbury J 2009 Patient & person: Interpersonal skills in nursing 4th edition Elsevier Churchill Livingstone

St John, W and Keleher, H 2007 Community nursing practice; theory, skills and issues, Allen & Unwin Australia

McMurray A, 2014 Community Health and Wellness: a sociological approach, 5th edition, Mosby

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 1 hour lectures / week (2 hour lectures may also be provided).
• 1 x 2 hour tutorial / 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 Contexts of Nursing. Please refer to the timetable above for details on class and time.

Contexts of Nursing Practice

Lecture Series

Access and equity

1. Access and Equity
2. Developmental theories across the lifespan

Mental Health

3. Mental Health epidemiology
4. Mental Health assessment
5. Mental Health assessment (continued)
6. Mental Health risk assessment and crisis management
7. Mental Health therapeutic intervention
8. Mental Health therapeutic intervention (continued)
9. Mental Health recovery
10. Mental Health issues for children and adolescence
11. Mental Health issues for adults
12. Mental Health issues for older people
13. Mental Health pharmacology

Rural and Remote and Multidisciplinary

14. Rural and Remote health care
15. Multidisciplinary communication
16. Multidisciplinary team - STEPPs

Tutorial Series

1. Depression
2. Psychosis
3. Mood disorders
4. Substance use
5. Domestic violence and mandatory reporting
6. Multidisciplinary communication
7. Nursing in rural and remote locations

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
Mental health assessment	Formative	10%	1-6
Education pamphlet	Summative	30%	1,2,4
Critical analysis	Summative	60%	1-6

Assessment Detail

ASSESSMENT 1: MENTAL HEALTH ASSESSMENT PAPER
Due Date: Week 4
Weighting: 10%
Length: 500 words

This report requires you to complete a mental health risk assessment on a client using a mental health risk assessment tool.

ASSESSMENT 2: EDUCATION LEAFLET
Due Date: Week 6
Weighting: 30%
Length: 1000 words
This report requires you to develop a written paper related to providing education to clients.

For example you could teach a client about their medication, or their mental illness or any other related topics ( ie related to the lectures & Tutorials within CONP)

Attach a pamphlet or information sheet as if it was to be used as part of the patient teaching.
The paper will include
• What are they teaching and to whom who is the audience a client or their family member / carer?
• What is the purpose or objectives of the teaching ( i.e. the use of psychoeducation as a nursing intervention in MH care)
• Considerations in providing psychoeducation eg client’s ability to concentrate, remember, are they ‘well enough’
• What follow up may occur following the education? This may include further nursing interventions and / or looking for the outcome of the education (and so relate back to the purpose of the education)

Assessment 3: CRITICAL ANALYSIS
Due Date: Week 11
Weighting: 60%
Length: 2250 words

Critical analysis – health assessment in specific populations
This critical analysis requires you to identify the specific mental health risks for one of the following populations
• Culturally diverse
• Refugee
• ATSI
• Migrants
• Homeless
• Forensic
In your analysis you need to discuss:
• What are their risk factors for mental health in this population?
• Identify and discuss any practice dilemmas that may arise
• Identify and critique the available services and how they are set up to respond to the risks associated with this population
• Highlight the challenges in delivery of appropriate nursing care
• Diagrams, pictures and graphs to support and illustrate the report may be included.
• Recommendations for practice
• An introduction, conclusion and references are also required.

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 - Critical Analysis

Structure and Writing Style 25%

Structure (15%)
• Introduces the specific population being discussed

• Clearly describes the way in which the analytical paper will proceed (follows the suggested outline within the Style Guide)

• The analytical paper is structured according to the suggested outline with headings used to indicate the sections

• The analytical paper discusses the specific population and associated risk factors, practice dilemmas and available services.

Writing style (10%)
• The analytical paper is written with
• Clear sentence structure
• Clarity of argument
• Precision of expression
• Spelling and grammar are correct.

Content and Critical Analysis 60%

Content (30%)
• The analytical paper has been presented logically

• The analytical paper content has clear links to contemporary mental health practice

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

Critical analysis (30%)
• The analytical paper demonstrates a high degree of critical thought and insight into the populations risks and the services by:
• Providing a justification/rationale for the argument/discussion (or analysis) pertaining to mental health practice from differing perspectives, thereby providing a balanced argument/discussion
• Demonstrated they have reflected on the complex issues surrounding the nursing care of the associated population group
• Provided a conclusion of the report and recommendations for enhancement to care.

Referencing 15%

• The referencing style used throughout the paper is congruent with the School Manual and School Style and Referencing 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 the School Manual and School Style and Referencing 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.

Marking Guide - Education Leaflet

Structure and Writing Style 25%

Structure (15%)
• introduces/outlines/situates the topic of the report

• clearly describes the way in which the report will proceed

• the report is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the paper)

• the report ends with a cogent, defendable conclusion that summarises the discussion within the body of the report.

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

Content 60%

Content (30%)
• the report topic has been clearly situated in a contemporary setting

• the report content has clear links to core primary health care issues, and contemporary health care practice

• the student’s report demonstrates a depth of understanding of the topic and significant issues.

Critical analysis (30%)
• the report demonstrates a high degree of critical thought and insight by:
o providing insight to an aspect of primary health care
o demonstrating they have reflected on the complex issues surrounding the topic/question
o discussing the topic from differing perspectives, thereby providing a balanced argument/discussion.

Referencing 15%

• the referencing style used throughout the paper is congruent with the School Manual and School Style and Referencing 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 the School Manual and School Style and Referencing 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.

Cancelled classes - there was some miscommunication which was rectified and the classes were made up during the semester.

Assignment due whilst coordinator away and 70% weighting. The coordinator was away at the beginning of the semester when no assignments were due. The weighting of the assignment will be taken into consideration for 2016.

Learn how to manage an aggressive or difficult patient, something you would commonly come across in MH placement. This is included within both this course and the clinical course.

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