Course Coordinator: Paul McLiesh
Phone: +61 8 8313 6286
Email: paul.mcliesh@adelaide.edu.au
Location: Level 4,AHMS, Adelaide Nursing School, University of Adelaide



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

1	Further develop and refine skills of observation, assessment, communication and documentation.
2	Apply and integrate knowledge from the nursing, biological and pharmacological 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	Articulate the impact of complex health problems on patients and families across the lifespan
5	Identify and describe pharmacokinetics for selected health problems
6	Develop an understanding of family law and ethics including guardianship
7	Examine international perspectives for nursing and health care

Peterson, C 2013, Looking Forward Through the Lifespan, 6th Ed Pearson Australia, Frenchs Forrest.

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

Lewis, P & Foley, D, 2014 Weber & Kelley’s Health assessment in Nursing 2nd Ed, Lippincott Williams & Wilkins, Australia.

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 Australia.

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.

The workload for this course requires attendance at:
• 2 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 24 hours per week of study to successfully complete this course. This includes all study activities, lectures, tutorials, IBL sessions, 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.

The tables below indicate the lecture, tutorial and I based workshop outlines for Applied Nursing Practice 1.
Its purpose is to address the fundamentals of nursing care including nursing, biological and pharmacological sciences relevant to selected health problem and variations across the lifespan. You will apply your knowledge of pathophysiology, pharmacology, fundamentals of nursing, patient education and primary health care by using case based presentations.

 

Applied Nursing Practice I

Lecture & Tutorial Series

Reproduction and immunisation  Maternal and child health Care of the pregnant woman Post Natal Care Disability Paediatric development Complex Wounds & Burns Care Vascular Disorders Respiratory Failure Principles of ventilation Acid/Base Communication in acute and emergency situations Introduction to critical care

Inquiry Based Learning

Weekly sessions related to the semester topics

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Inquiry Based Learning participation	Formative & Summative	NGP/10%	1-7
Critical incident and analysis paper	Summative	50%	1-7
Paediatric Case Study	Summative	40%	2-5

Assessment 1: IBL participation

Inquiry based learning is a small group activity whereby a case is presented, and given the information, nursing
students must use the nursing process in order to problem solve and explore care issues facing the surgical patient population.

Each student has been assigned to an IBL group (named SGDE in the course schedule). These sessions will be conducted in conjunction with3rd year BN students.

Each IBL group will have a tutor who will guide the group through a discussion.

A case will be presented at the beginning of the session, with directive questions of discovery to be explored. After 50 minutes, the whole group will discuss their findings, prior to moving on to the next part of the case.

The next part of the case will require more analysis by the group, before another large group reporting of findings. The final hour is when the groups “wrap up” the case and describe what they have discovered, along with a plan on how best to implement
care for the patient in order to optimise their outcomes, given the circumstances.

Each case will follow a process of discovery and analysis, framed by the Fundamentals of Care Conceptual Model. This framework is available in Canvas for reference purposes.


Assessment 2: Critical Incident
Select the coroner’s case from the folder on MyUni; Using the case as the basis for your paper identify the key aspects of the  nursing involvement and provide an evidence based critique of the  nursing care. For example the case may describe a lack of communication, duty of care or failure of equipment (or any combination of these),  which led to the patient’s death. The value of reviewing a coroner’s case for your nursing practice is in reflection on practice,  choices made by individual nurses (and other healthcare professionals), ways and systems of practice in difference facilities and documentation
practices. Understanding how a, sometimes, simple decision or missed opportunity can have catastrophic ramifications is vital in our day to day practice and help us identify the importance of the decisions we  make. It also assist us to identify that we are part of a larger structure and that how we work within that structure or system is important to understand and how that can influence our practice and therefore patient outcomes.  Thisassessment must include the following criteria:
·    A brief summary of the coroner’s findings (one or two paragraphs only).
·    Discussion of medical and nursing practice in regards to the following areas:
·   documentation and communication
·   ethical decision-making
·   advocacy
·   leadership and management
·   The culture of the Organisation (not culture related to ethnicity)  A critique of how the deceased person’s death may have been prevented especially in relation to the practice and decisions of the nurses involved. A discussion on the coroner’s findings with regards to the practicability of implemnting any recommendations


Assessment 3: Paediatric AssessmentCase Study
You will be participating in a Kindergym session at a Gymsports location later in the semester. You will have a hands on experience observing, interacting with and assessing a child in their own environment with children between the ages of 0 and 5 and their supervising guardian.
The purpose of undertaking this observation and engaging with the child is to develop an understanding of how to communicate with a child and their guardian. To conduct this type of assessment you will need to have an understanding of the expected level of development and behaviour at the child’s age. You can use your readings and text to support this knowledge
development.  

I recommend using headings in this paper to structure the assignment.

The case study requires you to describe the child you observed and how their behaviour, language, coordination and interaction with others etc aligns with the theoretical content and milestones that you would expect for a child of their age. You should also briefly describe the types of assessments that might be used to assess the developmental level of a child and identify what part of that assessment would be utilised by a nurse assessing a child in the clinical area. Demonstrate an understanding of the differences between the results that are expected as ‘normal’ development and unusual development and why this may be the case. Part of this paper should briefly outline some developmental theories and expected levels of behaviour and activity based on age.

You need to describe what you saw in the gym, what the child that you observed did – who they interacted with, how they interacted, what equipment did they interact with  - ie everything, or things with bright colours. Were they able to climb, sit, stand
etc – was this level of ability expected in regards to the milestones for their age.

These skills can be applied to the clinical area where, as a nurse, you will need to engage with children and their guardians, conduct assessments and deliver interventions. 

A section should specifically focus on development of a therapeutic relationship. Discuss the process that you went through – how did you start your therapeutic relationship - did you start it out on the floor or in the room, did you start it at all. How did the child engage with you – could you ask them questions and get answers – why/why not?

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/

Students are to ensure they are familiar with the contents of the 2014 Master of Clinical Practice Handbook. A PDF of this document is available through MyUni.

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

Marking Guide - Critical Incident

Structure and Writing Style 25%

Structure (15%) • introduces the patient structure of the study • clearly describes the way in which the analysis of the critical incident will proceed (follows the suggested outline within the Study Guide) • the critical incident is structured according to the suggested outline with headings used to indicate the sections • the critical incident summaries the case details and recommendations are made for enhancement of care. Writing style (10%) • the critical incident 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 critical incident has been presented logically • the critical incident 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 critical incident analysis 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 Discipline’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 Discipline’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.

• Detail re the Paedatirc observation session (Kindergym session) and how this fits in with the assignment would benefit students

Response- the assignment detail has been revised in 2019 and includes better explanation of how the assignemnt relates to the Kinder Gym observation session. This was well received by students in 2019