NURSING 3005 - Nursing in Complex Settings (Perioperative)

North Terrace Campus - Semester 1 - 2024

This course describes the professional and clinical role of the Registered Nurse in the perioperative setting. There is a focus on building skills to support patients undergoing a surgical procedure. All phases of the perioperative journey are explored, with a focus on complex wound care, acute pain management, as well as situational awareness, professional issues, care of patient status change, and application of clinical care in the context of the National Safety and Quality Standards. Students will need to use contemporary best practice guidelines to support their descriptions of the perioperative nursing care across all ages. During this course, students will also consolidate knowledge in medication safety and safe diabetic management including insulin administration. By the end of this course, students should be able to apply principles of perioperative care to various patient care environments.

Open All

Course Details

Course Code	NURSING 3005
Course	Nursing in Complex Settings (Perioperative)
Coordinating Unit	Adelaide Nursing School
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 6 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	NURSING 2011
Restrictions	Bachelor of Nursing
Assessment	Preoperative Assessment H5P activity, Drug Calculation Test, Insulin Administration Quiz, Clinical Skills Portfolio, PBL Case Study Group Project, Examination

Course Staff

Course Coordinator: Ms Yvette Salamon

Yvette Salamon
Lecturer
Adelaide Nursing school
yvette.salamon@adelaide.edu.au
+61 883132995

Adelaide Nursing School
Level 4, AHMS Building
University of Adelaide North Terrace Campus
Phone: +61 8313 3595
Email: nursing@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

1	Apply principles of NMBA competencies, code of conduct and National Standards to nursing care in the perioperative environment, including roles and functions of staff.
2	Demonstrate an understanding of and relate anatomy and physiology, pathophysiology and pharmacology to care of patients in the perioperative setting.
3	Demonstrate an understanding of pre, intra and postoperative patient assessment and nursing interventions, including considerations for special patient populations across the lifespan.
4	Discuss general principles of medico-legal, health informatics, medical imaging and intra hospital transfer of patients and explore how situational awareness, decision making and effective communication contribute to perioperative outcomes.
5	Describe principles and nursing considerations for surgical conscience, asepsis and infection control, scrubbing, gowning and gloving with application of knowledge and skills for assessing and caring for a patient with a complex wound, including burns.
6	Explore applications of anaesthetic care, acute pain management, postoperative nausea and vomiting.
7	Identify nursing assessment points and management for underwater seal drains, surgical drains, venepuncture, pressure injury, fall prevention, patient ID and procedure matching.

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.	1,2,3,4,5,6,7
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.	3,4,5,6,7
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.	2,3,4,5
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.	1,2,3,4,5
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.	1,3,4
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.	1,3,4
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1,4
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

Learning Resources

Required Resources

Readings are from varied sources including but not lmiited to academic journals, grey literature, guidelines and standards. Students are expected to complete readings in order to prepare for each module.

Recommended Resources

Background reading from the following resources is recommended:

Hamlin, L, Davies, M, Richardson-Tench, M & Sutherland-Fraser, S, 2016, Perioperative Nursing – An Introduction, 2nd EdElsevier, NSW, Australia.

Tollefson, J, Hillman, E, 2018 Clinical Psychomotor Skills, 7th Ed. Cengage Learning Australia, South Melbourne, Vic.

Online Learning

Lectures and tutorials for this course are recorded and posted online in Canvas. Assessments and other course activities are also
online. Readings from journals and internet sources are also available online.

Learning & Teaching Modes

Blended Learning Activities
Blended learning activities have been embedded throughout the course content to enhance your learning experiences through the use of guided online weekly modules and activities as indicated, tutorials and reflective practice assessments and online quizzes. Access to a computer and the internet is essential in order to access course materials and additional resources provided by the lecturer.

Tutorial Sessions
The eight tutorial sessions will enable you to further explore the module content. You will then be able to apply, explore and debate the content through interactive learning activities with other students.

Group Work
Group work enhances student learning. Through planned group activities such as Problem Based Learning (PBL), and discussion with other students, you will have the opportunity to clarify your own thoughts and understanding of course concepts. Group work also offers the opportunity to cooperate in a team situation and to learn the skills that will assist you to work effectively in an interprofessional health care team.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The student will be expected to spend between 4-6 hours engaging with the activities of this course each week during the semester on campus. Off campus work will include 3-4 hours of reading as well as viewing online lectures and viewing materials. Preparation of assignments is on top of this time commitment. Students are encouraged to plan well, since this course has a lot of content and requires extensive reading and preparation for sessions.

Learning Activities Summary

Week No.	Lecture Series	Clinical Skills Series	Tutorial/Seminar Series
Week 1:	Introduction to Perioperative Nursing Patient Assessment and Preparation	Scrub, Gown and Glove Perioperative Patient Assessment Patient ID & Procedure Matching Venepuncture/Lab Values	National Standards and Legal Concepts in the Perioperative Arena Discussion
Week 2:	Asepsis and Infection Control in the Perioperative Suite Scrub,	Gown and Glove Perioperative Patient Assessment Patient ID & Procedure Matching Venepuncture/Lab Values	Aseptic Technique and Complex Wound Care
Week 3:	Intraoperative Care of the Surgical Patient	Complex Wound Care	Drug Calculation Test X-Ray Interpretation
Week 4:	Comorbidities for the Surgical Patient	Complex Wound Care	PBL Presentation Preparation
Week 9:	The Mechanics of Anaesthetics	Special Patient Populations Situational Awareness	PBL Group Presentations
Week 10:	Airway Emergencies in the Perioperative Suite	Special Patient Populations Situational Awareness	PBL Group Presentations
Week 11:	Post-Operative Care of the Patient	Anaesthetic Intraoperative Care Post-Operative Care in Recovery	PBL Group Presentations
Week 12:	Emergencies in the Operating Theatre	Anaesthetic Intraoperative Care Post-Operative Care in Recovery	PBL Group Presentations
Week 13:	TBC	No Clinical Skills	TBC

Specific Course Requirements

Clinical placement is a component of this course and it is expected that the students will be able to apply knowledge from the theory course to their clinical site. As this is a clinical course, failure to successfully complete clinical placement will result in a fail for this associated course. This may also impact study progression.

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

Item Number	Assessment Task	Weighting	Learning Outcomes
1	Formative Short Quiz	Formative	1, 2
2	Drug Calculation Test (HURDLE)	NGP/NGF	1
3	Insulin Administration Quiz	10%	1, 2
4	Clinical Skills Portfolio	20%	1 - 7
5	PBL Group Report and Presentation	30%	1 - 7
6	End of Semester Quiz	40%	2, 3, 4, 5

Assessment Related Requirements

The drug calculation test is a hurdle. That means that this piece of assessment must be passed before the student can pass the course.

Students will self-enrol to groups for skills sessions. Due to limited spacing it is very difficult to change people around between groups. Any switches must be approved by the course coordinator ahead of the session time. Students are expected to attend their correct session. Attendance to a non-scheduled session will result in the student being turned away, and a score of zero will be awarded for that module, if no prior arrangement has been made with the course co-ordinator.

Each practical session is tied to a summative activity due the following week. Each activity is worth 10% of the final grade.

NOTE: If a student does NOT attend their scheduled practical session, they will not be eligible for any points for that summative activity. In short, if a student does not attend their Module 1 practical session, but submits the summative activity, they will score a zero for the Module 1 practical score. This will cost them 10% from their final grade.

NOTE: All practical skills sessions begin 'on the hour'. That means that if a student is scheduled for a session from 0800-1000, their session will begin at 0800. There is no leeway for late admissions, as the practicals begin immediately on the session time commencement. A roll is taken at the beginning of each practical session.

NOTE: If a student is going to be absent for a University approved reason (i.e. illness), they must submit a request to the Course Coordinator within University guidelines (presentation of medical certificate etc), and they will be allocated to an alternative session. This is ONLY to be negotiated with the Course Coordinator.

Assessment Detail

Formative Assessment – Preoperative Assessment H5P activity

Drug Calculation Test
This is a Hurdle requirement of the course and students will be awarded either a Non Graded Pass or Fail for this aspect of the course.

Insulin Administration Quiz
Meeting the requirments of the Insulin administration session and quiz will enable the student to admininster insulin within their appropriate scope of practice on clinical placement.

Practical Skills Worksheets/Quiz
Each Skills session has a worksheet/quiz to complete and submit by the following week to capture the main points of learning attained.

PBL Case Study Group Project
In small groups you will work through an assigned case study and prepare a report/presentation for your peers as a group.

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.

To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline.

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 final grade for this course will be a culmination of all activities.

Each skill module is worth 15%. A student must participate in the skills session in order to be able to submit the accompanying summative work for assessment grading. If a student does not participate in the skills session, yet submits the worksheet/quiz, they will not receive credit in points for it, they will be awarded a zero for that session.

Grading of written work will be guided by a rubric which students will have access to prior to submitting their assignment. Review of the originality report prior to submission is also highly recommended.

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

Student Feedback

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.

Per feedback from 2020 & 2021, lectures were posted online in 2022, with successful viewing by students according to their schedule. This continued in 2023, with set posting times of content, so that students can regulate their viewing schedule.

Skills sessions worked best in 2022 when there was interaction and "hands on" activity. New activities such as the Escape Room and the Puzzle Stations were well received by students as highly engaging. These continued with suggested refinements in 2023. These sessions form the basis of the summative skills assessments.

In 2022, students liked the smaller group work in the skills sessions. A QR code for contemporaneous skills feedback was utilised for students to feedback on the skills sessions, for quality improvement purposes.

Positive feedback included the use of the Intellilearn software for the drug calculation test.

The Insulin Administration Module was well received on the first implementation for 2022. The Module was reviewed and revised per student feedback with improvements for 2023.

PBL has become a self-directed group activity. Althought there were some issues with group dynamics, this was minimal, and overall student feedback included that it was useful to work with new people and the cases were interesting and challenging. There were concerns about the volume of information required for a low word count. This was addressed in the 2023 requirements.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

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