[ANSWER]NURBN2026 Nursıng Practıce 5: Person-Centered Nursıng Practıce B

TASK DESCRIPTION ON NURSING PRACTICE

Course Description (Higher Education)

Institute / School:         Institute of Health and Wellbeing

Course Title                   NURSING PRACTICE 5: PERSON-CENTERED NURSING PRACTICE B

Course ID                      NURBN2026

Credit Points                15.00

Teaching Period          2023/20

Course Coordinator   Jenny DAntonio

Pre-requisite(s)           (NURBN2011 or NURBN2022)

Co-requisite(s)            (NURBN2027)

Exclusion(s)                Nil

ASCED Code              060301

Brief Description of the Course

This course will provide students with the skills, knowledge and attitudes required by nurses in the provision of consumer-led person-centred care. Students explore person-centred care for people experiencing an acute and subacute illness, requiring hospitalisation and/or surgery, for conditions involving the National Health Priority areas of the endocrine, hepatic, immune, renal, reproductive, integumentary and special sense systems.

Students will consolidate their understanding of the clinical reasoning cycle and apply the cycle to people with medical or surgical admissions, across the lifespan. Students will build on and refine assessment skills to conduct focused, person-centred assessments, interpret, and analyse findings to form nursing judgement and clinical decision making and inform a person-centred plan of care, implementation and evaluation of care.

Students will have the opportunity to apply theory to practice during a structured clinical practicum experience. This course contains 120 hours Clinical Practice

Grade Scheme                              Graded (HD, D, C, P, MF, F)

Placement Component                Yes

Supplementary Assessment       Yes

Where supplementary assessment is available a student must have failed overall in the course but gained a final mark of 45 per cent or above and submitted all major assessment tasks.

Program Level

  Level of course in programAQF Level(s) of Program
5678910
Introductory           
Intermediate      🗸     
Advanced           

Organisation

Students are strongly encouraged to participate in `O-week` (orientation week) and FedReady at the beginning of the semester to facilitate an understanding of the program requirements, provide opportunities to meet the academic staff and make connections with fellow students. FedReady also covers a range of topics from time management, academic writing requirements, using and citing references, understanding the library, submitting assessments tasks and an introduction to the

Univesity support staff. Students can access FedReady by email at sass@federation.edu.au or phone 1800333864. This course will be provided over a twelve (12) week semester period inclusive of a three (3) week clinical placement in an acute/subacute health organisation. This course requires students to independently study at least seven (7) hours per week, by accessing and completing the activities outlined on Moodle in preparation for attending the interactive face to face on-campus learning activities. Each week, there will be a dedicated Module encompassing a specific topic of the week.

Delivery Mode Regular semester Structure

All student must attend seven (7) complulsory laboratory sessions (100%) and 80% of active learning/tutorial sessions to meet the attendance/engagement requirements of this course. Students must meet special consideration, as per the university guidelines, and provide supporting documentation for any absenteeism (for example, a medical certificate). Only then will students be offered an opportunity to make up laboratory classes and/or be offered a substitute for the tutorial session.

Flexible students will receive weekly active learning sessions/tutorials in an online forum. The clinical laboratory sessions provide opportunities for peer collaboration in scenario-based learning, planning, and providing appropriate nursing care. These laboratory sessions provide the students with an opportunity to learn, experience, and build upon confidence in technical nursing skills. To adequately prepare for the clinical laboratory sessions, students must complete at least seven (7) hours of independent study guided by Moodle activities per week.

Communication with students will be through Moodle forums or Federation email student accounts,therefore students are strongly encouraged to regularly check their email notifications. Standard students will attend laboratory sessions weekly as per the timetable, and flexible students will attend laboratory sessions in an intensive mode. Please enrol in your classes via my student centre and become aware of your campus-specific timetable. If in doubt, please contact your specific campus coordinator.

Staff

RoleNameEmail contactOffice/lo cationTelephone
Course CoordinatorJenny DAntonio (Lead) – Mt. Helen Campusj.dantonio@federation.edu.auH12603 5327 9660
Course CoordinatorRobeena Emmanuel – Berwick campusr.emmanuel@federation.edu.au901_138+61 3 5122 6303
Course CoordinatorWendy Burgener – Mt.Helen Campusw.burgener@federation.edu.auH119 
Course CoordinatorChelsea Webb – Gippsland and Bairnsdalechelsea.webb@federation.edu.au2W 136undefined
TypeDayTimeRoomStaff / Comment
Refer to timetable 

Refer to timetable: see mySchedule.

Timetables are subject to change and students are encouraged to check with timetabling and the Moodle shell for updates.

Learning Outcomes

Knowledge

K1.     Analyse and identify nursing care needs for patients/clients/residents across the lifespan, related to acute and subacute alterations in health status, including acute exacerbations of chronic conditions

K2.     Critically examine and explain the role of the nurse in acute health care settings, related to registered nurse responsibilities, accountability for nursing practice, and the development of safe and effective nursing practice across the lifespan

K3.     Analyse and explain needs of patients/clients/residents in relation to specific requirements to promote health wellbeing, such as discharge planning, advocacy, and health education

K4.     Critically examine the use of evidence-based practice in relation to patient management in acute and subacute care settings

Skills

S1.     Further develop a range of clinical skills, essential for contemporary nursing practice, and demonstrate competency of identified clinical skills across the lifespan

S2.     Demonstrate an understanding of the legal requirements of nursing practice, including administration of medications and documentation requirements relating to acute and subacute care settings

S3.     Demonstrate an understanding of the importance of establishing and maintaining therapeutic communication in meeting the needs of a person with altered health needs in acute and subacute care settings across the lifespan

S4.     Examine communication techniques to assist with the transfer of necessary information between healthcare professionals in acute and subacute care settings

Application of knowledge and skills

A1.     Apply the knowledge and skills gained in relation to health and mental wellbeing assessment in acute and sub-acute care settings

A2.     Apply the knowledge and skills associated with clinical reasoning to effectively plan, deliver and evaluate nursing care in acute and sub-acute care settings

A3.     Apply the knowledge and skills associated with clinical reasoning required to develop clinical skills in acute and sub-acute care settings

Content

  • The NMBA Registered Nurse Standards for Practice (2016); NMBA Code of Conduct for Nurses (2018) and Code of Ethics for Nurses (2018), National Safety and Quality Health Service (NSQHS) Standards (2017), Aged Care Quality Standards and National Health Priority areas have substantially informed the syllabus/content of this course.
    • The role of the Registered Nurse in Inter-professional practice Clinical decision support models
    • Models of health and nursing care delivery
    • Patient Safety (National Safety and Quality Healthcare Standards – Standard 1, Clinical Care Standards (2017) in relation to National Health Priority areas
    • Partnership – Person Centered Care National Safety and Quality Healthcare Standards 2, 5 & 6 Delirium care across the lifespan- Aged care Quality Standards/ National Safety and Quality Healthcare Standards
    • Provision of person-centred care whilst under supervision in clinical settings National Safety and Quality Healthcare Standards – 2
    • Barriers to care using contexts of nursing and conceptual frameworks
    • Systems approach; including aetiological factors, epidemiology, and clinical manifestations and nursing management of a range of medical/surgical disorders affecting the endocrine, hepatic, immune, renal, reproductive, integumentary and special senses systems.
    • Simulated clinical skills development appropriate for the National Health Priority acute care disorders affecting the endocrine, hepatic, immune, renal, reproductive, integumentary and special sense systems.
    • Develop and assess nursing graduate capabilities allocated to this course

Graduate Attributes

Federation graduate attributes statement. To have graduates with knowledge, skills and competence that enable them to stand out as critical, creative and enquiring learners who are capable, flexible and work ready, and responsible, ethical and engaged citizens.

Graduate attribute and descriptorDevelopment and acquisition of GAs in the course
 Learning outcomes (KSA)Code A: Direct B: Indirect N/A: Not AssessedAssessment task (AT#)Code: A: Certain B: Likely C: Possible N/A: Not
    GA 1 ThinkersOur graduates are curious, reflective and critical. Able to analyse the world in a way that generates valued insights, they are change makers seeking and creating new solutions.    K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3    A    AT1, AT2, AT3, AT4, AT5    A
    GA 2 InnovatorsOur graduates have ideas and are able to realise their dreams. They think and act creatively to achieve and inspire positive change.  K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3    A    AT2, AT3, AT4, AT5    A, B
      GA 3 CitizensOur graduates engage in socially and culturally appropriate ways to advance individual, community and global well-being. They are socially and environmentally aware, acting ethically, equitably and compassionately.      K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3      A      AT1, AT2, AT4, AT5      A
        GA 4 CommunicatorsOur graduates create, exchange, impart and convey information, ideas, and concepts effectively. They are respectful, inclusive and empathetic towards their audience, and express thoughts, feelings and information in ways that help others to understand.        K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3        A        AT1, AT2, AT4, AT5        A
      GA 5 LeadersOur graduates display and promote positive behaviours, and aspire to make a difference. They act with integrity, are receptive to alternatives and foster sustainable and resilient practices.    K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3      A      AT1, AT2, AT4, AT5      A
Students will be equipped with advanced level knowledge of the determinants of health and the skills, motivation and confidence to engage in continuous learning to meet the personal, professional and vocational challenges of an ever changing world;

Planned Student Learning

A 15-credit point course typically involves a minimum of 150 hours of learning, that may include scheduled (timetabled) and unscheduled, flexible and self-paced activities. The scheduled hours of student learning will be experienced primarily through on-campus and/or online engagement opportunities with peers and teaching staff. For approximately every hour of scheduled or directed activity, a minimum of two hours of student directed learning is expected.

Unscheduled, flexible and self-paced activities do not require a set day, time or location and require students to work independently. These will include established learning activities, associated independent learning, background reading/research and completion of assessment. Students are expected to access electronic research databases and use computers to facilitate their learning.

Learning Tasks and Assessment

Planned Student Learning Experience

A 15-credit point course will involve a minimum of 150 hours of learning. For every one hour of teacher-directed learning, there will be a minimum of two hours of student/learner directed learning. The teacher directed hours of student learning in this course will be experienced primarily through teaching innovations like interactive technology enhanced learning, class discussions, audio-visual presentations, flexible blended and on-line learning, low and high fidelity simulations, exploration of case studies and inquiry-based learning. You are expected to attend all scheduled classes and actively participate during class sessions. Attendance at all residential intensives (flexible students), clinical placement and laboratory sessions is compulsory.

Learner-directed hours will include focused learning activities, simulated laboratory learning, practice and reflection on practice, and role modelling. Students are expected to access electronic research databases and use computers to facilitate learning

Learning outcomes assessedAssessment TaskAssessment Type
K1, K2, K3, K4, S1, S2, S3,Attendance at Active Learning Sessions80% Attendance at Active
S4, A1, A2, A3,Learning Sessions (Tutorials)
K1, K2, K3, K4, S1, S2, S3,Attendance at Clinical Laboratories100% Attendance at Clinical
S4, A1, A2, A3,Laboratories
  K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3,Satisfactory achievement of identified NMBA Registered Nurse Practice Standards (2016) in clinical practicum. Contextualise and assess nursing graduate attributes allocated to this courseClinical Practicum Assessment a) Preparation for practice b) Clinical assessment tool/ANSAT
 Summative assessment of student’s performance 
K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3,on clinical practicum, using ANSAT and NMBA Registered Nurse Practice Standards 92016) andClinical Practicum assessment
 reflection 
K1, K2, K3, K4, S1, S2, S3,Summative and integrative health assessmentWritten case-based scenario /
S4, A1, A2, A3and nursing care plan using clinical reasoningor nursing care plan
 Formative and integrative assessment of clinical 
K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3,standards Clinical Nursing Reasoning / Skills Contextualise and assess nursing graduate  Clinical Skills Assessment
 attributes allocated to this course 
K1, K2, K3, K4, S1, S2, S3,Summative and integrative performance ofClinical Skills Assessment
S4, A1, A2, A3,health assessment, clinical reasoning and skills

The following tasks will be graded.

TaskReleasedDueWeightingModeration*
Assessment task 1: 80% Attendance at Active learning sessions  Week 1Thu, Oct 12, 2023 – 16:00 (Week 12)  0.0%MODEL B
Assessment task 2: 100% Attendance at clinical laboratories  Week 1In timetabled laboratory (Week Various)  0.0%MODEL D
Assessment task 3a: Clinical placement pass Week 1Various0.0%MODEL D
Assessment task 3: Clinical placement practicum (120 Hours) Week 1Various  30.0% MODEL D
Assessment task 4a Clinical Skill Assessment PassWeek 1Various0.0%MODEL B
Assessment task 4: Clinical Skill AssessmentWeek 1In timetabled laboratory (Week Various)20.0%MODEL B
Assessment task 5: Written analysis case-based scenarioWeek 1Mon, Sep 11, 2023 – 23:59 (Week 8)50.0%MODEL A

For further details regarding moderation models please refer to: Moderation Resource

Final test

No final test

Assessment task 1: 100% attendance to clinical laboratory sessions

Students must attend all seven (7) mandated laboratory sessions to pass NURBN2026. If a student cannot attend a laboratory session, they must provide evidence of meeting special consideration -general (for example, a medical certificate) and communicate via email with the campus-specific coordinator within three days. Failure to provide appropriate evidence to the coordinator will result in a failing grade. The campus-specific coordinator will arrange a make-up lab upon receivership of appropriate special consideration evidence. The student is then required to attend the make-up lab accordingly.

Assessment task 2: 80% attendance of tutorial learning sessions:

Standard students must attend 80% of tutorials, with flexible students achieving at least 80% of Moodle content, evidenced by completion of the embedded ‘flexible students: evidence of engagement with Moodle content’ questions. If a standard student cannot attend a tutorial, they must provide evidence of meeting special consideration – general (for example, a Medical certificate or attending clinical placement).

Flexible students must complete the question responses and are encourage to attend/access virtual classes. Failure to provide appropriate evidence to the coordinator for missing either tutorials (for standard students or embedded questions for flexible students) will result in a failing grade. Upon providing evidence and lecturer discretion, students will be given the approval to watch the recorded virtual class, or alternate work to demonstrate engagement.

Assessment Task 3 & 3a: Clinical Placement (25% + HURDLE) and reflection (5%) :

Purpose: Clinical placement is an important component of the program. They provided students with the opportunity to develop skills and integrate theoretical knowledge within nursing practice using the best evidence-based practice. The clinical placement areas are chosen for the varied experiences that they offer students to build on knowledge, skills, and values gained across the program.

Completion of the theoretical and clinical learning requirements of the program is essential to be eligible for registration with the Nursing and Midwifery Board Australia, Australian Health Practitioner Regulation Agency (AHPRA). Reflection on practice aligns with standard 1: Thinks critically and analyses nursing practice, and standard 6: Provides safe, appropriate, and responsive quality nursing practice, from the Registerd nurse standards of practice.

Learning outcomes: This assessment task aligns with K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3

Before placement: It is your responsibility to check that you have met all of the requirements for placement by logging into Inplace regularly. For more information regarding the requirements for placement, please log into the “Bachelor of Nursing Clinical Placement Information Moodle page.” You must complete the top sections of the ANSAT with your information and email it to the clinical educator at your placement venue. You can find the email address of the clinical educator in INPLACE.

Your responsibility is to ensure that on completing your placement, your ANSAT and attendance record are completed and signed by a Registered Nurse and returned to the clinical educator. The clinical educator will then forward the PDF copy of the ANSAT and attendance record to you via your student email address so that you can upload it to Moodle and INPLACE.

Description: This assessment task has two components:

  1. Students must successfully complete a three-week (120 hours) placement in a clinical area providing medical/surgical nursing care. Clinical placements occur in various clinical settings across Victoria, Australia.
  2. A written reflection (400 words) using a modified Gibbs reflection model on a skill that you have performed during placement.

Dates of assessment: Your placement will be allocated to you by the Health placements. You will be able to view all of the details in INPLACE. Instructions for logging into Inplace, your responsibilities, requirements for placements, types of placement, and scholarships, can be found on the Bachelor of Nursing clinical placement Moodle page. The completed ANSAT, attendance record, and reflection must be uploaded to the NURBN2022 moodle page, assessment section in the assessment task 1 drop box within 7 days of completing placement.

Assessment criteria: You must meet the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice (2016) as assessed against the standards indicated by the ANSAT, with a minimum of 3 or above in all assessed items. To demonstrate this, you must successfully complete a total of 120 hours of placement. It is your responsibility to ensure that the formative and summative sections of the ANSAT are completed and signed by your preceptor (Who must be an RN) and are returned to you in a PDF format.

Once you have received feedback on your placement performance, you must write a reflection using a modified Gibbs reflection model about performing a skill you learned in NURBN2026 placement. The marking guide and further instructions are available on Moodle. All three documents must be uploaded to Inplace and NURBN2026 Moodle page for marking within 7 days of completing your placement. NO submission of ANSAT or Attendance record will result in a fail grade.

To access the ANSAT and clinical attendance record, please refer to the Bachelor of Nursing clinical placement Moodle page. Once students have uploaded the completed ANSAT, attendance record, and reflection, a University staff member will grade the clinical placement against the ANSAT criteria and your reflection against the rubric as provided on the Moodle page.

Referencing style: 1-2 contemporary and relevant references using the APA 7th edition referencing style. Feedback: Results will be released via Moodle grades.

Assessment Task 4 & 4a: Clinical Skills Assessment (20% + HURDLE):

Your Clinical Skill Assessment (CSA) will be assessed during your compulsory laboratory classes. You must pass this assessment and complete all scheduled laboratory sessitons to pass the course. Purpose: This assessment task assesses the application of individual clinical reasoning skills, knowledge and performance of a technical skill.

Purpose: This assessment task assesses the application of individual clinical reasoning skills, knowledge and performance of a technical skill.

Learning outcomes: K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3.

Description: You will be allocated a time and date of assessment within your planned laboratory class times. Every student will individually perform the skill of insulin administration and management as detailed within the assessment tab of NURBN2026 Moodle page. Students will be assessed on their ability to:

  • Problem solve by displaying clinical reasoning skills
  • Apply an appropriate step by step evidenced based approach in performing the allocated skill
  • Display therapeutic communication with the client
  • Comply with nursing standards associated with each skill

Students will NOT be allowed to seek assistance or prompting from the supervisor or any other person(s)/resources during this period and students are not to communicate with other students attending the clinical skill assessment.

Dates of assessment: This assessment will take place within the compulsory lab class timetable. Please check your individual timetable.

Assessment criteria: You will be assessed by the marking criteria of best evidenced practice by an academic, of performing the allocated skill and having the ability to answer clinical reasoning questions. This assessment task is a hurdle (you must pass this assessment task to pass the course and be eligible for clinical placement) and contributes to 20% of your overall grade for NURBN 2026. Please note: If areas of unsafe practice are evident during the skill performance highlighted in BOLD on the assessment marking guide, a fail grade will be awarded.

Students who have received a fail grade will be provided with the opportunity of up to another two (2) opportunities to demonstrate safe practice and achieve a pass grade. Upon successful completion of your subsequent attempt you will be awarded the maximum grade of 10%. Students are encouraged to bring their own USB recording device to film their performance of the skill. On completion of the skill, the student is responsible for uploading the recording to the drop box.

Return of assessment: Results will be released via Moodle grades.

Assessment Task 5: Clinical based scenario written analysis (50%)

Purpose: To demonstrate your knowledge and application of clinical reasoning with the best evidenced based nursing practice in a given nursing scenario.

Learning outcomes: K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3

Description: Utilise the Clinical Reasoning Cycle (Levett-Jones, 2018), to detail the provision of evidencebased, person-centred care for the case study provided. This 2,000 word analysis should detail the persons situation, collection of cues, processing and identification of issues and the establishment of realistic and relevant goals and nursing actions. In processing and identifying patient information you must clearly identify at least two (2) relevant nursing issues/ problems. You will then detail the care you provide related to those issues as well evaluate anticipated responses and reflect on your learning. Please see Assessment tab on NURBN2026 moodle for full case scenario, further instructions and marking guide.

  • The essay format must include an obvious introduction, a body addressing the aspects of the topic, a conclusion and a reference list.
  • You may use headings to assist in the flow of your writing but they must conform to APA guidelines.
  • The preferred layout of your paper should be double spaced with block paragraphing (no indenting),do not indent the first line of each paragraph.
  • Page numbers are to be included on the bottom left corner of the page.
  • Presentation: All work should be typed in 12 point font, double spaced; and written and presented according to the academic guidelines using APA (7th Edition) referencing.
  • For further assistance in relation to academic writing and referencing, refer to the Federation University library home page: http://federation.edu.au/library.
  • Please ensure the first page (title page) of your submitted work includes the assessment title, due date, relevant academic, student name AND student ID number.
    • When submitting online, please ensure that the file name includes the Course Code, Surname and Student ID number. For example: NURBN2026Smith30109999
  • References: A minimum of eight (8 )references must be used for the essay.
    • These should be no more than five (5) years old unless of historical significance and/or of specific relevance to the topic (for example; the Ottawa Charter from 1986).
    • These references must be a mixture of books and journals or Library database sources. Dictionaries, Wikipedia or Yellow Pages are not considered a primary reference and therefore will not be counted in the reference count.
    • Direct quotes, appendices or the reference list, are not counted in the word limit. Each direct quote must be limited to no more than eight (8) words and be according to APA 7th Edition style.

Assessment task length: 2,000 words excluding reference list, work will only be marked up to this +10% word limit.

Dates of assessment: Monday 11th September, 2023 23.59hrs, electronically via Turnitin.

When an assessment task is submitted into Turnitin or Moodle, the student must declare that they have read and understood the information provided relating to plagiarism and therefore declares that the submitted work is entirely their own, except where work quoted or cited is duly acknowledged in the text, and that the work has not been submitted for assessment in any other course or program. For more information regarding turnitin please see study skill help here.

Assessment criteria: Please see marking within the assessment tab of NURBN2026 Moodle. Marking of essays will be completed by relevant academics and feedback will be provided via turnitin feedback. The marking guide will demonstrate assessment standards for expected content as well as structure, grammar, spelling. and referencing. Late submissions without special consideration will be penalised as per the University guidelines as listed below. Return of Assessment: In accordance with university grade ratification process, this grade will be availble upon release of final grades.

Topics Assessed

All topics covered during this course are subject to assessment.

Academic Integrity

Academic integrity is behaving honestly, responsibly and respectfully in our academic endeavours. We demonstrate integrity in our study by producing our own, original work and by properly acknowledging when we use the work of others to inform ours. Whether accidental or deliberate, using the work of others without acknowledgement constitutes a breach of academic integrity. Other forms of cheating include but are not limited to collusion, plagiarism and using free or paid services to produce academic work, which is known as contract cheating.

The Academic Integrity Module (AIM) introduces you to the skills you need to demonstrate academic integrity, such as referencing and paraphrasing. All students at Federation University are required to complete AIM prior to submitting their first assessment task in their program of study. Refer to the following:

  • Academic Integrity Module (AIM)
  • Academic Integrity Policy
  • Study Skills website: Academic integrity

Assistance with study skills and assessment

The Federation University Study Skills website contains practical advice on improving your reading and writing skills, paraphrasing and referencing, and time management. It also provides advice about learning technology and connecting with Student Academic Leaders and Learning Skills Advisors to support your academic skill development.

Assistance with Online Submission

Students are often asked to submit assignments online, mostly through the course Moodle shell. You may be required to submit via Turnitin, which is similarity-checking software. Difficulty with online submission can have numerous causes, such as not completing the Academic Integrity Module (AIM – see above); unreliable internet connection; or an oversized file. If you experience difficulties ensure you have completed AIM, and refer to the following guides about online submission:

  • Study Skills website (Assignment Submission)
  • About Turnitin

Late Assignment

Late submission of assessment tasks, without a granted Discretionary Extension from the Course Coordinator or an approved Special Consideration, will attract a late penalty. All reasonable attempts must be made in submitting each assessment task.

The University-wide late penalty is 5% per day of the total marks available (including weekends and public holidays).

Marking will cease after 7 days and the assessment will be scored at zero. If an assessment task is submitted beyond 7 days and receives zero, feedback provision is at the discretion of the Course Coordinator.

For more information regarding late penalties, please see here

Special Consideration

If students are adversely affected by life circumstances a discretionary assessment extension of up to five University working days for one assessment task may be granted at the discretion of the tutor, lecturer, or course coordinator (dependent on school process) upon a direct request by the student via the Discretionary Assessment Extension form. If, however, a student has experienced or encountered some form of disadvantage or impediment (medical reasons; hardship/trauma; compassionate grounds; other significant cause) in more than one course and requires more than five working days’ extension, then they are advised to apply for Special Consideration. For further information on Discretionary Assessment Extensions and Special Consideration, including access to the policy, procedures or associated forms, see http://federation.edu.au/current-students/essential-info/administration/special-consideration

Results

Results from your assessments are available on your course Moodle site and can be viewed in fdlmarks. Information on how to access your results and academic transcripts

Final Grade Appeal

Under some circumstances, a student may appeal the final grade of their course. They need to be able to show that the course description was not clear or that the delivery of the course did not match the course description. An appeal should be submitted in writing to the Executive Dean of the Institute responsible for the course within 10 working days* of the official publication of the grade. Information can be found at https://federation.edu.au/current-students/assistance-support-and-services/student-support-services/student- advisory-service/appeals/appeal-final-grade

Academic Regulations

Supplementary information concerning teaching, learning, and assessment may be provided from time to time in response to unforeseen circumstances. This may include changes in times or location of classes, order of the schedule or due dates for assignments. Announcement of these matters in classes and placement of a notice on the course Moodle page shall be deemed to be official notification. Federation University has a range of educational policies, procedures and guidelines, which you can find at http://policy.federation.edu.au/category_list.php?catalogue_id=115

Student Support

The University provides many services to help you gain the most from your studies. You can see the list of Student support services at https://federation.edu.au/current-students#Assistance_support_and_services

The Disability and Learning Access Unit (DLAU) makes reasonable adjustments to study requirements for students with a disability, medical or mental health condition. This can be a temporary or permanent condition. The DLAU can also organise adjustments for people who are caring for someone with a disability. See https://federation.edu.au/current-students/assistance-support-and-services/student-support-services/disability-support

Learning Management System

This course makes use of Moodle to support your learning. You can access Moodle from the Federation University home page or at https://moodle.federation.edu.au/login/index.php If you do not have access for this course you should notify your course co-ordinator immediately

Materials

General

Full clinical uniform as per clinical guidelines for all compulsory laboratory classes and clinical placement. Pharmocology book:Indexing general medications, actions, side effects and nursing considerations (eg Havard`s) Stethescope

Safety Equipment

Personal protective eyeware (goggles) is preferred for clinical placement, but is supplied by the University to the students in the laboratory interactive sessions.

Reading

Textbooks

Brady, A., McCabe, C., McCann, M., Brewer, J., Byfield, Z., Dyke, E., Geale, S., Hari, R., Mills, . (2022). Medical Surgical nursing for Australian students: A systems approach. Wiley. ISBN: 9780470658239

Tollefson. J., & Hillman. E. (2021). Clinical Psychomotor Skills, 8th Edition. Cengage. Levett-Jones, T. (2017). Clinical reasoning: Learning to think like a nurse. Pearson.

References:

Tiziani, A. (2017). Harvards Nursing guide to drugs (10th Ed). Elsevier. Bullock, S., Hailes, M. (2019). Principles of Pathophysiology . Pearson.

Brown, D; Edwards, H; Buckley, T; Aiken, R. (2019). Lewis’ Medical-Surgical Nursing (5th Edition).

eBook / Online

ACCESS TO MIMS ONLINE THROUGH FEDERATION UNIVERSITY LIBRARY.

Note that some material in lectures, assignments and other resources provided to students may contain direct quotations from the text book(s) and references listed.

Sequence

The following is an approximate guide to the sequence of topics in this course

Week(s)Topic(s)
                                      1 – 7ModulesOnline contentTutorialLab Class
1Care of the person with altered endocrine function, Clinical reasoning cycle; VenepunctureCourse introduction Recap: Clinical Reasoning Cycle Care of the person with hypothyroidismPerforming venepuncture
2Care of the person with altered Blood Sugar Levels; Insulin management and administrationCRC: Care of the person with altered Blood Sugar LevelsBGL Management
3Care of the person with surgical and common complex woundsCRC: care of the person with surgical and common complex woundsPerforming ANTT; removal of sutures/staples & Drain tubes
4Care of the person with altered Sexual & reproduction and, sensory healthCSA Preparation: VC – Module 4 recapAssessment task 2: Clinical skills Assessment (HURDLE)
5Care of the person with altered immune function; Care of the person with a neoplasm; and Management of CVAD’sCRC: Review care of the person with altered immune function and care of the person with a neoplasmManagement of CVAD’s; Cytotoxic spill
6Care of the person with altered Renal Function & care of the IDCCRC: care of the person with altered Renal FunctionCare of the IDC
7Care of the person with altered Hepatic Function & Safe Blood transfusion practiceCRC: care of the person with altered Hepatic Function; Course summarySafe Blood transfusion practice

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