Overview
This unit will introduce you to foundational nursing care. You will acquire knowledge about the fundamentals of nursing care including communication, beginning assessment and the delivery of safe nursing practice at a beginning level. You will apply this knowledge to the planning, implementation and evaluation of safe nursing practice and will execute these skills in a simulated environment. You will be introduced to the significance of the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice. You will also be introduced to specific National Safety and Quality Health Service Standards which all nurses are expected to adhere to when practicing in Australia. There are compulsory on-campus workshops or residential schools for this unit.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CQ23.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback in evaluations
The residential schools have been commented to be rushed at times with a lot of content to cover in three days. Additionally the assignment needs to be due after residential schools are complete.
The teaching manual has been revised to further support academic staff teaching into the clinical space which will hopefully enable time management to be improved. Whenever possible we will employ staff who have experience in this unit or in clinical teaching and we strongly advise staff teaching in this unit to stick to the teaching manual. Additionally we have moved the assignment due date back a little to allow for the residential schools to be completed before the written assessment is due.
Feedback from Student feedback through moodle site; in person and in class.
The study guide and clinical learning manual need to be able to be typed into.
Both the study guide and the clinical learning manual have been provided in a word document to allow students to type into the documents rather than being encouraged to print them.
Feedback from Student feedback in evaluations
Students would like more consistency in feedback they receive from their written assignment from the ALC staff and from the markers.
Firstly, liase or meet with staff members from the ALC to ensure we have the same expectations of formal essay development. Ensure that all markers attend the moderation meeting and are aware of our expectations regarding assessment feedback. Marking online within grademark/feedback studio assists with the moderation process as the unit coordinators can go in and check on markers comments at any time so this will continue to be used.
- Apply the principles from the nursing process to deliver evidenced based, person centred nursing care to individuals and families at novice level.
- Develop an awareness of cultural, legal and ethical principles required when interacting with individuals, families and other members of the multidisciplinary health care team to facilitate positive health outcomes.
- Relate the significance of the Nursing Midwifery Board of Australia (NMBA) standards for practice and specific National Safety and Quality Health Service Standards to nursing practice.
Yes, the Learning outcomes are linked to the Australian Nursing & Midwifery Accreditation Council (ANMAC) Standards for registered nurses and the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||
---|---|---|---|
1 | 2 | 3 | |
1 - Written Assessment - 60% | |||
2 - Practical Assessment - 0% | |||
3 - Online Quiz(zes) - 40% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||
---|---|---|---|
1 | 2 | 3 | |
1 - Communication | |||
2 - Problem Solving | |||
3 - Critical Thinking | |||
4 - Information Literacy | |||
5 - Team Work | |||
6 - Information Technology Competence | |||
7 - Cross Cultural Competence | |||
8 - Ethical practice | |||
9 - Social Innovation | |||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Online Quiz(zes) - 0% | ||||||||||
2 - Written Assessment - 60% | ||||||||||
3 - Practical Assessment - 0% | ||||||||||
4 - Online Quiz(zes) - 40% |
Textbooks
Kozier and Erb's Fundamentals of Nursing (Australian Edition)
Edition: 4th edn (2018)
Authors: Berman, A., Snyder, S., Frandsen, Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Langtree, T., Moxham, L., Parker, T., Parker, B, Reid-Searl, K., & Stanley, D. (Eds).
Pearson Australia
Melbourne Melbourne , VIC , Australia
ISBN: 97814488687341
Binding: Paperback
Nursing Student's Clinical Survival Guide
Edition: 3rd edn (2014)
Authors: Reid Searl, K Dwyer, T, Ryan, J & Moxham, L
Pearson Australia
Frenchs Forest Frenchs Forest , NSW , Australia
Binding: Paperback
Nursing Students Maths & Medications Survival Guide
Edition: 3rd edn (2017)
Authors: Reid-Searl, K, Dwyer, T, Moxham, L & Reid-Speirs, J.
Pearson Australia
Sydney Sydney , NSW , Australia
ISBN: 9780733986666
Binding: Paperback
Skills in Clinical Nursing
Edition: 1st edn (2017)
Authors: Berman, A., Snyder, S., Frandsen, Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Langtree, T., Moxham, L., Parker, T., Parker, B, Reid-Searl, K., & Stanley, D. (Eds).
Pearson
Melbourne Melbourne , Victoria , Australia
ISBN: 9781486011971
Binding: Paperback
Additional Textbook Information
These four books are available in a special discounted CQU pack available from the CQU bookshop.
ISBN 9781488687631
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom capacity (web cam and microphone)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
j.bassett@cqu.edu.au
m.prance@cqu.edu.au
k.crowley@cqu.edu.au
Module/Topic
Chapter
Refer to Module 1 of Study Guide. The activities in the Study Guide will guide you to the set readings in your prescribed texts and direct you to other resources.
Events and Submissions/Topic
Review all unit requirements. Understand what is required of you in this unit.
A Holistic Approach, an Introduction to the Clinical Reasoning Cycle, an introduction to nursing and medical terminology, an introduction to mathematics relating to nursing, an introduction to the National Safety and Quality Health Service Standards.
Review all assessment pieces. Put dates in diary.
Set a plan for the semester.
Start your Study Guide Activities including the 'Cultural Awareness Package'.
Enroll in residential school (distance students) or on campus clinical learning sessions -refer to your timetable.
Check you have the correct dates and times to attend the clinical learning sessions or residential school on your chosen campus - refer to your timetable.
View lecture/s in Module 1.
Open and log into Med safe, practice simple maths tasks in preparation for the Maths quiz.
Open and commence maths quiz. Multiple attempts can be made until you reach 100%. (30/30).
Module/Topic
Module 1 continues
Module 2 commences
Chapter
Complete Module 1 and start Module 2 of Study Guide. The activities in the Study Guide will refer you to set readings in your prescribed texts and direct you to other resources.
Events and Submissions/Topic
Continue your Study Guide Activities.
Techniques for successful interviewing, introduction to health history, confidentiality, informed consent, an Introduction to documentation (SOAP) and reporting (ISBAR), clinical handover, reflection and professional journaling, links to Partnering with Consumers and Communicating for Safety Standard.
Start preparing for your written assignment. Refer to the marking criteria. Seek support from ALC and library if needed.
Maths online quiz will remain open. Multiple attempts can be made until you receive 100%.
Check clinical learning session schedule. Date/s and time/s
View lecture/s Module 2.
Module/Topic
Complete Module 2
Chapter
Complete Module 2 of Study Guide. The activities in the Study Guide will refer you to set readings in your prescribed texts and direct you to other resources.
Events and Submissions/Topic
Continue your Study Guide Activities including the completion of the 'Hand Hygiene Package'. Start a professional journal.
Maths online quiz will remain open. Multiple attempts can be made until you receive 100%. (Closes next week).
Continue with your written assignment. Start looking for references.
Check clinical learning session schedule. (Date/s and Time/s).
View lecture/s.
Module/Topic
Commence Module 3
Chapter
Start Module 3 of Study Guide. The activities in the Study Guide will refer you to set readings in your prescribed texts and direct you to other resources.
Events and Submissions/Topic
Final attempt of the maths online quiz with 100% accuracy is on Monday 30th July.
Continue your Study Guide Activities.
Measures to reduce or eliminate infectious agents, personal protective equipment (PPE), asepsis and aseptic technique, disposal of soiled equipment and supplies, health care acquired infections (HCAI), transmission-based precautions, simple wound dressing, links to Preventing and Controlling Health-care associated Infections.
Continue with your written assignment. Contact ALC or the library if needed.
Check clinical learning session schedule. (Date/s and time/s)
View lecture/s Module 3.
Module/Topic
Finish Module 3 and start Module 4
Chapter
Complete Module 3 and start Module 4 of Study Guide. The activities in the Study Guide will refer you to set readings in your prescribed texts and direct you to other resources.
Events and Submissions/Topic
Continue your Study Guide Activities.
Beginning Assessment Skills (Inspection, palpation, percussion, auscultation)
Vital Signs, electronic versus manual, variations across the lifespan, respirations, oxygen saturation, blood pressure, pulse/heart rate, body temperature, documentation of vital signs, links to Standard 8 Recognising and Responding to acute deterioration.
Continue with your written assignment.
Check clinical learning session schedule. (Date/s & time/s).
View lecture/s Module 4.
Module/Topic
TAKE A BREAK
Chapter
TAKE A BREAK
Events and Submissions/Topic
Module/Topic
Complete Module 4
Chapter
Complete Module 4 of Study Guide. The activities in the Study Guide will refer you to set readings in your prescribed texts and direct you to other resources.
Events and Submissions/Topic
Continue your Study Guide Activities.
Continue with your written assignment.You should have a solid draft by now and if required seek support from ALC. (Send them a draft copy for review and comment).
Check clinical learning session schedule. Date/s and time/s.
View lecture/s.
Module/Topic
Start and complete Module 5
Chapter
Complete Module 5 of Study Guide. The activities in the Study Guide will refer you to set readings in your prescribed texts and direct you to other resources.
Events and Submissions/Topic
Continue your Study Guide Activities.
Falls and risk assessment, pressure injuries risk assessment, skin tears and risk assessment, assistance with nutrition across the lifespan, fluid balance charts, measuring fluid intake and output, bed making, protected meal times. Links to Standard 5 Comprehensive care.
Continue with your written assignment. Proof read, check the assignment against the marking criteria, have the questions been answered?Check clinical learning session schedule. Date/s and time/s
View lecture/s Module 5
Module/Topic
Start and complete Module 6
Chapter
Complete Module 6 of Study Guide. The activities in the Study Guide will refer you to set readings in your prescribed texts and direct you to other resources.
Events and Submissions/Topic
Continue your Study Guide Activities.
Work health & safety legislation, duties of workers, enforcement of legislation, mobility, safe patient handling, patient handling assessment, patient handling equipment, safe patient handling techniques.
Refine your written assignment. Check marking criteria ready for submission. Submit as draft via Turnitin. Respond to report and correct assignment if necessary.
Check clinical learning session schedule. Date/s and time/s.
View lecture/s Module 6.
Module/Topic
Start and complete Module 7
Chapter
Complete Module 7 of Study Guide. The activities in the Study Guide will refer you to set readings in your prescribed texts and direct you to other resources.
Events and Submissions/Topic
Continue your Study Guide Activities.
Patient hygiene, facilitating elimination, urinary function, bowel function, the Bristol Stool Chart, incontinence, management of incontinence, changing a stoma appliance.
Check clinical learning session schedule. Date/s and time/s
View lecture/s Module 7
Written Assessment Due: Week 9 Friday (14 Sept 2018) 4:00 pm AEST
Module/Topic
Start Module 8
Chapter
Complete to Module 8 of Study Guide. The activities in the Study Guide will refer you to set readings in your prescribed texts and direct you to other resources.
Events and Submissions/Topic
Continue your Study Guide Activities.
Check clinical learning session schedule. Date/s and time/s
View lecture/s Module 8.
Prepare for online summative quiz.
Module/Topic
Finish Module 8
Chapter
Complete with Module 8 of Study Guide. The activities in the Study Guide will refer you to set readings in your prescribed texts and direct you to other resources.
Events and Submissions/Topic
Continue your Study Guide Activities.
Specimen collection, correct patient identification and labeling, urinalysis, stool specimens, bringing it all together, rounding. Specimen collection is linked with Standard 6, communicating for safety.
Check clinical learning session schedule. Date/s and time/s
View lecture/s.
Prepare for on-line summative quiz.
Module/Topic
Review
Chapter
Review
Events and Submissions/Topic
Continue your Study Guide Activities.
Check clinical learning session schedule. Date/s and time/s
View lecture/s.
Prepare for on-line summative quiz.
Module/Topic
Chapter
Week 13 Online summative quiz
Events and Submissions/Topic
Online summative quiz will open Friday, Week 13.
It will be open for 24 hours. You have one attempt only. There will be 120 questions covering the entire term's content. The quiz can be done online at home or on a university campus with the expectation that students will abide by 'exam like' conditions.
Online Quiz(zes) Due: Review/Exam Week Friday (12 Oct 2018) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
Assessment Item One addresses unit learning outcomes One, Two and Three.
1. Apply the principles from the nursing process to deliver evidenced based, person centred nursing care
to individuals and families at novice level.
2. Develop an awareness of cultural, legal and ethical principles required when interacting with
individuals, families and other members of the multidisciplinary health care team to facilitate positive
health outcomes.
3. Relate the significance of the Nursing Midwifery Board of Australia (NMBA) standards for practice and specific National Safety and Quality Health Service Standards to nursing practice.
This quiz will be made available in week 1. You will be required to complete this by Monday 30th July, COB, Week 4. You can have multiple attempts but you must obtain 100% pass rate.
This math quiz is Pass/ Fail and Non-Graded.
1
Other
This quiz will be made available in week 1. You may have multiple attempts from Week One through to Week 4 to pass the quiz.
You will be required to complete this by Monday COB week 4. You can have multiple attempts but you must obtain 100% pass rate. This maths quiz is Pass/ Fail and Non-Grade. It is marked immediately online so you will see your results following completion of the quiz and will have multiple attempts to achieve 100%.
No Assessment Criteria
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Assignment Two- Written Assessment
Assessment Item Two addresses unit learning outcomes one, two and three.
1. Apply the principles from the nursing process to deliver evidenced based, person centred nursing care to individuals and families at novice level.
2. Develop an awareness of cultural, legal and ethical principles required when interacting with individuals, families and other members of the multidisciplinary health care team to facilitate positive health outcomes.
3. Relate the significance of the Nursing Midwifery Board of Australia (NMBA) standards for practice and specific National Safety and Quality Health Service Standards to nursing practice.
Course Name | Fundamentals of Clinical Nursing Practice | |
Course No. | NURS: 11160 | |
Coordinator | Jenny Bassett/Kate Crowley/Mark Prance | |
Assess No. | Two | |
Type | Written | |
Due date | Friday 14th September, Week 9. | |
Word Limit | 1800-2000 words | |
Total Percentage | 60% | |
Details : The following written assignment is based on a scenario of Mr Alan Rogers. The video of the scenario is available on the Moodle site and is called ‘Alan Rogers and you as a first year nursing student’. (There video is broken up into 3 parts specific to your assignment). You cannot complete this assignment without referring to the video. In preparation for the assignment, you will need to download the following documents: · Fluid Balance chart, · QADDS chart, · Nursing Progress Notes. These will be available in the assignment section on the Moodle site. You are then to read the assignment task set out below and watch the video in all 3 parts. This assignment has a focus on patient assessment, fluid balance charts, vital signs, stoma assessment and professional communication.
Setting the scene for your assignment
Who is Alan? The following are Alan’s demographic details taken from his patient chart. This is important information that you will require when completing patient charts for your assignment.
It is 0700hrs and you have just started your shift. Clinical handover has begun. You receive the following information at Alan’s bedside from the nurse who is about to go off duty. The nurse refers to Alan's care plan in the process of delivering the information to you. Situation: Mr Alan Rogers was transferred from the surgical ward to the rehabilitation ward yesterday after experiencing an episode of dizziness at home one week prior. Background: Mr Rogers has a history of chest pain, a painful left knee, bowel cancer and Prostrate Cancer, for which he had an operation called a Trans Urethral Resection of the Prostrate (TURP). He has a stoma and wears a urinary pad, as he experiences some incontinence following a complication of his TURP. He lives alone after his wife passed away two years ago. Mr Rogers is currently taking an anti-hypertensive, one tablet mane. Assessment: Mr Rogers has a walking stick and is mobilising with it when he remembers. He is high risk for falls. He needs assistance with his stoma care and will ask for help when required. He will ask for urinary pads when he needs them. He is currently scoring zero on his QADDS chart. Mr Rogers’s pain score is 0 at rest but on movement he says it is a ‘2.’ Recommendations: Standard precautions are in place. Alan is on a fluid balance chart and we are measuring all input and output. Alan requires vital signs observations 4/24. He requires full assistance with activities of daily living and is A 1 for mobilization. He requires falls prevention and pressure injury prevention care. The medical team will review Alan this morning at 1000hrs but Notify Dr Crane if you have any concerns.
What do you need to do next? Title page and general instructions Create a title page for the assignment and include all relevant information including student name, number, unit name and number, assignment number & word count. Ensure you use 12 point font and double line spacing. Please also ensure you include a contents page. The first part of your assignment Open your assignment with an introduction then move into the required tasks as per instructions (allow 200 words). The second part of this assignment Prior to caring for Alan, you are conscious that you need to maintain hand hygiene. Complete the hand hygiene package. Please refer to online hand hygiene package available at www.hha.org.au/home/student-health-practitioners.aspx. Once completed you will need to print off the certificate. You will need to submit this in Appendix 1 of your assignment. The third part of this assignment You are also aware, based on the clinical handover, that Alan has a walking aid and is at risk of falls. You are to briefly explain: · What puts Alan at risk of falls injuries and · What is the nurse’s responsibility in assessing, managing and documenting that risk. You should allow 500 words for this. Please back up your information with quality references. The fourth part of the assignment
This completed fluid balance chart will be Appendix 2 of your assignment. The fifth part of the assignment Continue watching the video. At 1255hrs you go into Alan’s room and he is sitting on the side of the bed. He states to you “my stoma is running fast”. Alan appears embarassed and upset. You ask alan permission to look at his stoma bag and on examination it is full of runny brown faeces. you empty the stoma bag into the measuring jug and it measures 250mls of faeces. You note it has an unusually pungent smell to it. Alan apologises and states that it "smells awful and that it does usually smell like that". You then take Alan’s vital signs. It is 1200hrs and your findings are as follows. · Respiration 16 · Pulse 115 and irregular · Blood pressure 120/80 (usual BP 110/70) · Temperature 37.5 · Oxygen saturation 99% · Oxygen flow rate 0- Mode Room air · Conscious state – Alert Document the vital signs on the Adult QADD’s chart you downloaded from the Moodle site. Include all points of identification on the chart. You are to add the score and complete ALL the documentation on the QADDS chart.. You will need to submit this as Appendix 3. In the written section of your assignment you then need to explain, · what action should be taken based on the criteria of the score you calculated. · what nursing action you would take in regards to his reported stoma changes. You should allow 200 words for this.
Based on the above scenario you have sought the assistance of the registered nurse. It is 1230hrs and you are to apply ISBAR in communicating alan's current situation to the registered nurse. In the written part of your paper you are to include the communication you gave under the ISBAR framework.You should allow 300 words for this.
· describe what the nurse should do when providing the handover to the oncoming staff, · describe what the nurse should do who is receiving the handover.
The final part of your assignment You are now required to enter what has occurred in the nursing progress notes. Enter the situation assuming the time is now 1400hrs and the date is Tuesday 28/08/2018. Your documentation can commence from the point of Alan advising you that his stoma is "running fast". All events unfolding from that point should be documented on the downloaded nursing progress notes adhering to the principles of professional documentation. You will submit this as Appendix 4 with your assignment. You should close your assignment with a conclusion (allow 150-200 words).
Open your assignment with an introduction then move into the required tasks as per instructions. Complete the hand hygiene package. Please refer to online hand hygiene package available at www.hha.org.au/home/student-health-practitioners.aspx. Briefly explain in the written part of your assignment the following: why alan is at risk of falls injuries and what is the nurses responsibility in assessing and documenting that risk. Download the fluid balance chart from the Moodle site and document all input and output from 0800hrs until 1430hrs. Record the vital signs on the Adult QADD’s chart as downloaded from the Moodle site.Include all points of identification on the chart. You are to add the score and include appropriate interventions.Ensure you complete ALL the required documentation from the information you have about Alan in this scenario. In the written section of your assignment you then need to explain what action should be taken based on the criteria of the score you calculated. In the written part of your paper you are to include the communication you gave under the ISBAR framework. Explain in the writtwen part of your assignment the following, What clinical handover is and; what steps should the nurse take at the bedside when providing the handover to the on coming staff and What steps should the nurse take who is receiving the handover. You are now required to enter what has occurred in the nursing progress notes. Make sure you have a conclusion at the end of your paper. |
Week 9 Friday (14 Sept 2018) 4:00 pm AEST
To be submitted through turnitn. All instructions are on the unit moodle pages.
Week 12 Friday (5 Oct 2018)
Results will be made available online through grademark.
Student Name: Marker:
HD 85-100% | D 75-84% | C 65-74% | P 50-64% | F <50% | Marks |
Structure -15% | |||||
Excellent presentation of assignment with inclusion of all correct components, double line spaced, 12 point font, page numbers, word count, well-structured academic abstract and a contents page. Consistently accurate with spelling, grammar and paragraph structure. Appendices correctly submitted. Assignment submitted through Turnitin. | Well-presented assignment, double line spaced, 12 point font, page numbers, concise abstract, word count and a contents page, 1 or 2 errors in spelling, grammar or paragraph structure. . Appendices correctly submitted and assignment submitted through Turnitin with minor error. | Well-presented assignment, double line spaced, 12 point font, page numbers, abstract, word count and a contents page, 3 or 4 consistent errors with spelling, grammar or paragraph structure . Appendices correctly submitted and assignment submitted through Turnitin with 3-4 errors. . | Adequate assignment presentation, double line spaced with 12 point font. No abstract, word count or contents page included or page numbers, 5-6 consistent errors with spelling, grammar or paragraph structure. Appendices correctly submitted and assignment submitted through Turnitin with 5-6 errors. | Poorly presented assignment. Double spacing not used, 12 point font not used. No abstract, word count or contents page included. Many inaccuracies in spelling, grammar or paragraph structure. Appendices not correctly submitted. Assignment not submitted through Turnitin or with < 7errors. | /15 |
Clear and succinct introduction that introduces the topic and outlines the direction of the paper and an excellent conclusion that summarises the paper. | Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. Conclusion summarises the paper. | Appropriate introduction that introduces the topic and outlines the direction of the paper. Conclusion attempts to summarise the paper. | Introduction is apparent although consists only of a list of the contents of the paper. Topic not clearly introduced. Conclusion apparent though incomplete. | No recognisable introduction— the topic is not introduced and/or there is no direction offered in respect of the paper. No conclusion or very inadequate. | |
Organisation and structure is clear and easy to follow. Content is clearly relevant to the topic, the approach clearly and comprehensively addresses the topic and the argument proceeds logically. Well linked to supporting literature. | Organisation and structure is clear. Content is relevant to the topic, the approach clearly addresses the topic and the argument proceeds logically. Supporting literature is used appropriately. | Organisation and structure is appropriate. Content is appropriate and addresses the topic and the argument for the most part proceeds logically. Minimal omissions in links to supporting literature. | Organisation and structure allows misinterpretation of the meaning of the content. Content addresses the topic and the argument is at times repetitive or lacks cohesion. Frequent omissions in links to supporting literature. | Organisation and structure detract from the meaning of the content. Content is irrelevant and or does not address the topic. There is a lack of cohesion. Little to no links to supporting literature. | |
Approach and Argument (70%) | |||||
Content is clearly relevant to the topic. The approach comprehensively answers the question and the argument proceeds logically. Clear links to the NSQHSS. Consistently accurate completion of all documentation including fluid balance chart, ADD’s and nursing progress notes. | Content is relevant to the topic, the approach clearly answers the question and the argument proceeds logically. Links to the NSQHSS. Generally accurate (1-2 inaccuracies) with all documentation including fluid balance chart, ADD’s and nursing progress notes. | Content is appropriate and answers the question and the argument for the most part proceeds logically. Some links to the NSQHSS. Occasional inaccuracies (3-4) with all documentation including fluid balance chart, ADD’s and nursing progress notes. | Content answers the question although the argument is at times repetitive or lacks cohesion. Attempt at linking to the NSQHSS. Frequent inaccuracies (5-6) with all documentation including fluid balance chart, ADD’s and nursing progress notes. | Content does not address all aspects of the assessment task. Inadequate description of required content. Little or no discernible critical thought. Little or no links to the NSQHSS. Many inaccuracies (>7) with all documentation including fluid balance chart, ADD’s and nursing progress notes. | /35 |
Excellent explanation of the clinical handover, fluid balance chart, pressure injuries, falls and the nurses actions relating to the correct ADD’s score, urinary complaint and ISBAR handover. All content relates to Alan Rogers. | Relevant explanation of the clinical handover, fluid balance chart, pressure injuries, falls and the nurses actions relating to the correct ADD’s score, urinary complaint and ISBAR handover. All content relates to Alan Rogers. | Basic explanation of the clinical handover, fluid balance chart, pressure injuries, falls and the nurses actions relating to the correct ADD’s score, urinary complaint and ISBAR handover. Most content relates to Alan Rogers. | Limited explanation of the clinical handover, fluid balance chart, pressure injuries, falls and the nurses actions relating to the correct ADD’s score, urinary complaint and ISBAR handover. Some content relates to Alan Rogers. | Inadequate explanation the clinical handover, fluid balance chart pressure injuries, falls, and the nurses actions relating to the correct ADD’s score, urinary complaint and ISBAR handover. Most content does not relate to Alan Rogers. | /35 |
Referencing - 15% | |||||
Consistently accurate with in-text referencing to support and reflect all ideas, factual information and quotations. | 1 or 2 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | 3 or 4 consistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | 5 or 6 inconsistent in-text referencing errors identified to support and reflect all ideas, factual information and quotations. | Referencing is not consistent with APA style. Many inaccuracies (<7) with in-text referencing to support and reflect all ideas, factual information and quotations. | /15 |
A minimum of 10 up-to-date credible references used including 5 up-to-date journal articles as well as relevant books and web sites. | A minimum of 9 up-to-date credible references used including 4 journal articles as well as relevant books and web sites. | A minimum of 8 up-to-date credible references used including 3 journal articles as well as relevant books and web sites. | A minimum of 7 up-to-date credible references used including 2 journal articles as well as relevant books and web sites. | The required number of 7 up-to-date credible references not used, less than 2 journal articles sourced. Relevant web sites not used. | |
Reference list appears in alphabetical order and fully adheres to reference list presentation guidelines APA style. | Reference list appears in Alphabetical order and consistently adheres to reference list presentation guidelines APA style. | Reference list appears in alphabetical order and frequently adheres to reference list presentation guidelines APA style. | Reference list appears in alphabetical order and occasionally adheres to reference list presentation guidelines APA style. | Reference list appears in no alphabetical order and does not adhere to reference list presentation guidelines APA style. | |
Total Marks |
Grade: Marker:
Comments:
- Apply the principles from the nursing process to deliver evidenced based, person centred nursing care to individuals and families at novice level.
- Develop an awareness of cultural, legal and ethical principles required when interacting with individuals, families and other members of the multidisciplinary health care team to facilitate positive health outcomes.
- Relate the significance of the Nursing Midwifery Board of Australia (NMBA) standards for practice and specific National Safety and Quality Health Service Standards to nursing practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Practical Assessment
Assessment Item Three addresses unit learning outcomes one, two and three.
1. Apply the principles from the nursing process to deliver evidenced based, person centred nursing care
to individuals and families at novice level.
2. Develop an awareness of cultural, legal and ethical principles required when interacting with
individuals, families and other members of the multidisciplinary health care team to facilitate positive
health outcomes.
3. Relate the significance of the Nursing Midwifery Board of Australia (NMBA) standards for practice and specific
National Safety and Quality Health Service Standards to nursing practice.
The simulation assessment activity will occur on the last day of your residential school or weekly clinical learning sessions.
The skill audit is non graded as pass/fail. The skills that will be assessed include:
- Hand hygiene
- Taking and accurately recording vital signs including: respiration, pulse, temperature, blood pressure and pulse oxygenation.
- Ten safety questions
The simulation assessment activity will occur on the last day of your residential school or weekly clinical learning sessions.
The lecturers will inform you of your results on the day of assessment.
No Assessment Criteria
- Apply the principles from the nursing process to deliver evidenced based, person centred nursing care to individuals and families at novice level.
- Develop an awareness of cultural, legal and ethical principles required when interacting with individuals, families and other members of the multidisciplinary health care team to facilitate positive health outcomes.
- Relate the significance of the Nursing Midwifery Board of Australia (NMBA) standards for practice and specific National Safety and Quality Health Service Standards to nursing practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
4 Online Quiz(zes)
Assessment Item Three addresses unit learning outcomes one and two.
1. Apply the principles from the nursing process to deliver evidenced based, person centred nursing care
to individuals and families at novice level.
2. Develop an awareness of cultural, legal and ethical principles required when interacting with
individuals, families and other members of the multidisciplinary health care team to facilitate positive
health outcomes.
This is the summative quiz relating to the content of the entire 12 week unit. This quiz is compulsory for all students. This quiz is worth 40% of the grade and will be open for students to access on Friday of Week 13. The quiz will be open for a 24 hour period only but once you commence the quiz you will have two hours to complete it. The quiz can be done online at home or on a university campus with the expectation that students will abide by 'exam like' conditions.
1
Other
Review/Exam Week Friday (12 Oct 2018) 11:45 pm AEST
Once the quiz has been commenced you will have two hours to complete the quiz but it will be open for a total of 24 hours.
The results from the quiz will be available once all students have completed the quiz and results have been released.
Online Quiz.
- Apply the principles from the nursing process to deliver evidenced based, person centred nursing care to individuals and families at novice level.
- Develop an awareness of cultural, legal and ethical principles required when interacting with individuals, families and other members of the multidisciplinary health care team to facilitate positive health outcomes.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.