Overview
This unit provides you with advanced knowledge of contemporary nursing practice in the Australian healthcare industry. You will examine current legislation, registration standards and scope of practice documents in order to organise and delegate safe and effective healthcare for individuals, families and groups. Ethical and legal considerations that arise from working in the nursing profession will be critically analysed and you will consider ethical, professional and self-management implications for practice. You will be encouraged to demonstrate sound judgement in applying legal and ethical frameworks in a simulated activity. You will critically evaluate the use of evidence-informed practice in nursing and will examine its significance in clinical leadership. This allows you to design and communicate a quality improvement plan in a simulated health setting.
Details
Pre-requisites or Co-requisites
Students must be enrolled in either: CH79 Graduate Certificate in Nursing (Re-Entry) orCL02 Graduate Certificate in Nursing (International Registered Nurse Entry)
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 1 - 2024
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).
Recommended Student Time Commitment
Each 6-credit Postgraduate 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 SUTE data
Assessment feedback was particularly helpful.
Continue treating assessment feedback as a teaching exercise.
Feedback from SUTE data
The course was well structured and easy to follow. Simone Ohlin was always enthusiastic and full of energy in conducting our lectures, it does make difference. Excellent work!
Continue to review structure and intertwine theoretical units and relevance to the clinical unit.
- Apply legal and ethical frameworks and professional codes and guidelines to nursing practice
- Delegate nursing care in an appropriate manner, to optimise patient outcomes in simulated scenarios
- Evaluate sources of evidence in order to design an evidence-informed nursing care plan
- Apply the principles of clinical leadership to construct a best-practice change concept.
The unit learning outcomes are linked to the Nursing and Midwifery Board of Australia's "Registered Nurses Standards for Practice".
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Online Quiz(zes) - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Camera and microphone for attending Zoom tutorials
- Laptop/Computer
- Microsoft Teams (both microphone and webcam capability)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
s.ohlin@cqu.edu.au
f.earl@cqu.edu.au
Module/Topic
Over the next three weeks, we will comprehensively review and build upon your knowledge of evidence-informed practice and knowledge translation.
Chapter
- The person-centred care framework
- NSQHS Standard 2
- Essentials of care
Events and Submissions/Topic
Please see a detailed weekly schedule in Moodle
Module/Topic
This class will delve further into your research question and Person-centred/Inspirational motivation and coaching conceptual framework.
There is an ALC class timed for 1200.
Chapter
Events and Submissions/Topic
Team discussion: Person-centred/Inspirational motivation and coaching conceptual framework.
Module/Topic
This week we extend your knowledge of person-centered care, practice development, and Inspirational motivation and coaching conceptual framework.
Chapter
- Searching for the evidence
Events and Submissions/Topic
Assessment 1 feedback is due
Module/Topic
This week concentrate on your knowledge of evidence-informed practice and knowledge translation.
There is a combined ALC class in the afternoon
Chapter
- Analysing the Evidence
Events and Submissions/Topic
Module/Topic
We continue to extend on your knowledge of evidence-informed practice and knowledge translation.
Chapter
Events and Submissions/Topic
Week 5 feedback due
Module/Topic
This is a designated vacation week. Enjoy a well-earned rest.
Chapter
There is no work this week.
Events and Submissions/Topic
There is no work this week.
Module/Topic
Over the next two weeks, we will comprehensively review and build upon your knowledge of the nursing scope of practice and delegation. This week will focus on the scope of practice of the healthcare team.
Chapter
- Healthcare team Scope of Practice
Events and Submissions/Topic
Module/Topic
Over the next weeks, we will build upon your knowledge of nursing law, professional guidelines and ethics.
- Code of conduct
- scope of practice and focus on delegation.
Chapter
- Delegation
Events and Submissions/Topic
Module/Topic
No Class
Chapter
Events and Submissions/Topic
Module/Topic
Final ALC class. Please check the schedule
Chapter
Events and Submissions/Topic
Module/Topic
We finish our review and ethical and legal frameworks by focusing on nursing and the law.
Chapter
3. Working Legally
4. Consolidation activity
Events and Submissions/Topic
Module/Topic
Please fill in the "have your say" email evaluations for this unit.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
NURS20160 The Nurse Professional
Assessment 1
Due date:
· Week 3: 5 pm (AEST) Friday 22nd March 2024, Person-centred care and Inspirational motivation and coaching conceptual framework, and a nursing care topic research question (PICO /PEO)
· Week 5: 5 pm (AEST) Friday 5th April 2024 – Submit one article for formative feedback.
· Week 6: 5 pm (AEST) Friday 19 April 2024
Aim
This assessment aims to evaluate evidence and apply the principles of clinical leadership to construct a best practice change concept.
Instructions
Please follow the steps below to complete your assessment task:
1. Step 1: Produce a drawing utilising the concept of transformational leadership, then combine them within the person-centred care framework (conceptual framework).
2. Step 2: Create a research question and conduct a small literature review to explore “best practice” for a patient in an aspect of ONE of the following topics:
a. Temperature monitoring in paediatric patients.
b. Parenteral medication administration in bariatric (obese) patients.
c. Escalation of concerns.
3. Step 3: Explain how you would use your conceptual framework to integrate your research findings into a clinical environment.
· Using the template provided to you in Moodle, complete a small (5-article) literature review project on nursing care from your choice of topic from above. You will learn how to perform the review during your studies. The lecturer will support you through tutorials and you will submit sections of your assessment periodically. In this process, you will use the template to undertake the following steps:
1. Create a diagram of a person-centred/Transformational conceptual framework.
2. Create a research question from ONE of the topics. Using PEO/PICO.
3. Undertake a database search.
4. Select 5 articles and evaluate the articles.
5. Present a summary of the findings in a 5-8 min video. You must upload a reference list.
Requirements
1. Have a cover page that includes the unit’s name and code, student number, intext word count, and the name of the lecturer.
2. Use a conventional and legible size 12 font, such as Times New Roman or Arial, with double line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
3. Include page numbers on each page in a footer.
4. Write in the third-person perspective.
5. Use formal academic language.
6. Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
7. The word count excludes the reference list but includes in-text references and direct quotations, including paraphrasing and direct quotes.
Resources
· You can use unit-provided materials and other credible sources (e.g., journal articles, and books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline-specific Nursing Resource Guide.
· You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it.
· For academic writing and referencing information, please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language.
· You may wish to submit a draft to Studiosity.
· Submit at least one draft of your assignment before the due date to review your Turnitin Similarity Score before uploading your final submission. Instructions are available here.
Literature and references
Use at least 7 contemporary references (5 years or less) sourced from the CQUniversity library in this assessment to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature from the internet must be from reputable websites such as government, university, or peak national bodies, such as the Australian College of Nursing. Websites such as Stat Pearls, Life in the Fastlane, and Wikipedia are unsuitable for this assessment task. Lecture notes are not suitable for this assessment task.
1. Submission
Submit your assessment (as a single document) via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Each assessment required a passing grade of 50%. If students receive a Fail grade for this assessment, the Unit Coordinator may allow them an opportunity to reattempt the assessment. For the Unit Coordinator to allow a re-attempt, they will need to be satisfied that the student has made a reasonable attempt at the assessment item. If a reattempt is offered, students will have only 7 consecutive days to resubmit their assessment and can only receive 50% of the available grades. Only one reattempt will be allowed.
Week 6 Friday (19 Apr 2024) 5:00 pm AEST
Week 9 Friday (10 May 2024)
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ASSESSMENT CRITERIA |
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High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail <50% |
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Organisation 5% |
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An engaging and well-planned submission. It is logical, clear, concise, and persuasive using students own words |
A well-planned submission. It is logical and clear. At times it is not concise or persuasive and is mostly clear and comprehensive using students' own words. |
Appropriately planned submission. It mostly proceeds logically and is somewhat clear and comprehensive using students' own words. |
Adequately planned submission. At times, it is repetitive or lacks cohesion. It is not clear or comprehensive. Content is in students' own words. |
The submission does not follow a logical sequence and/or is not conveyed in students’ own words |
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Presentation (10%) |
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The written material is very well-presented and free from spelling, grammar, and structural errors. The assessment is within the set word count and the student's work is original. |
There are minor errors (in spelling, grammar, and paragraph structure) that do not affect the meaning and flow of the submission. The assessment is within the set word count and the student’s work is original. |
Some errors (in spelling, grammar, and paragraph structure) do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count and the students' work is mostly original. |
There are errors (in spelling, grammar, and paragraph structure) that impede the meaning and flow of the submission. The assessment is within the set word count and the students' work is mostly original. |
A poorly presented assessment. There are many spelling, grammar, and paragraph structure errors which significantly reduce the document's readability. The word count has not been adhered to OR and/or is not conveyed in the student's own words |
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Informed argument (10%) |
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Consistent and judicious integration of appropriate references to support and reflect all ideas, information, and quotations. A minimum of 7 references are used. These may be peer-reviewed or grey literature. |
Consistent integration of appropriate references to support and reflect ideas, information, and quotations, with 1 exception. A minimum of 7 references are used. These may be peer-reviewed or grey literature. |
Integrates appropriate references to support and reflect ideas, information, and quotations, with 2 or 3 exceptions. A minimum of 7 references are used. These may be peer-reviewed or grey literature. |
Integrates appropriate references to support and reflect ideas, information, and quotations, with 4 or 5 exceptions. A minimum of 7 references are used. These may be peer-reviewed or grey literature. |
Fails to, or infrequently attempts (>5 errors) to integrate appropriate references to support and reflect ideas, information, and quotations. Less than 7 references have been cited |
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Referencing (5%) |
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Accurate APA referencing. No errors. |
1-2 consistent punctuation/formatting errors (may be made multiple times) |
Somewhat accurate APA referencing. 3 consistent punctuation/formatting errors (may be made multiple times) OR 1-2 content errors. |
Occasionally accurate APA referencing. 4 consistent punctuation/formatting errors (may be made multiple times) or 3-4 content errors. |
APA referencing not used, or more than 4 inconsistent inaccuracies in content or punctuation/formatting |
|
Process (10%) |
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Mastery of the literature review process is demonstrated. Well-substantiated literature review methods are employed conveying in students' own words |
A thorough understanding of the literature review process is demonstrated by conveying students own words |
An understanding of the literature review process is demonstrated by conveying students' own words. |
An understanding of the literature review process is somewhat demonstrated by conveying students' own words |
Minimal/no understanding of the literature review process is demonstrated and/or is not conveyed in students' own words. |
|
Question (10%) |
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Insightful research question that is relevant to patient care, and clearly articulated (using PICO/PEO conveying students' own words. |
The research question is relevant to patient care, and appropriately articulated (using PICO/PEO conveying students' own words). |
The research question is mostly relevant to patient care and well-articulated (using PICO/PEO) conveying students' own words. |
The research question is somewhat relevant to patient care but lacks cohesion (using PICO/PEO) in conveying students' own words. |
The research question is not relevant to patient care, OR non-cohesive (using PICO/PEO and/or is not conveyed in students' own words). |
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Analysis (10%) |
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Thorough and analytical understanding of the 5 journal articles. The critical analysis extends beyond the individual journal articles to incorporate the context of the review conveying students' own words. |
Thorough and analytical understanding of the 5 journal articles. Critical analysis sometimes extends beyond the individual journal article to incorporate the context of the review conveying students' own words. |
Thorough understanding of the 5 journal articles. The critical analysis does not extend beyond the journal articles conveying students' own words. |
An understanding of the 5 journal articles with limited critical analysis. Conveying students' own words. |
Minimal/no understanding of the 5 journal articles or critical analysis and/or is not conveyed in students' own words |
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Findings (10%) |
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Research findings clearly address the research question. The direction regarding best practices related to a patient is relevant and well-articulated conveying students' own words. |
Research findings clearly address the research question. Direction regarding best practices related to a patient is relevant. conveying students' own words. |
Research findings address the research question. Direction regarding best practice related to a patient is mostly relevant to conveying students' own words. . |
Research findings somewhat address the research question. Direction regarding best Practice related to a patient is somewhat conveying students' own words. |
Research findings do not address the research question. The direction regarding best practices does not relate to a patient and is not relevant and/or is not conveyed in students' own words . |
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Synthesis (30%) |
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Unique, and well-reasoned alignment of research findings related to patient care best practices, Person-centred Care, and transformational leadership (conceptual framework) conveying students' own words. |
Well-reasoned alignment of research findings related to patient care best practices, Person-Centred Care, and transformational leadership (conceptual framework) conveying students' own words. |
The alignment of research findings related to patient care best practice, Person-Centred Care, and transformational leadership (conceptual framework).is present and consistently correct conveying students' own words. |
Alignment of research findings related to patient care best practice, Person-Centred Care, and transformational leadership (conceptual framework).is mostly present conveying students' own words. |
Minimal/no alignment of research findings related to patient care best practice, Person-Centred Care, and transformational leadership (conceptual framework) and/or is not conveyed in students' own words . |
No submission method provided.
- Evaluate sources of evidence in order to design an evidence-informed nursing care plan
- Apply the principles of clinical leadership to construct a best-practice change concept.
2 Online Quiz(zes)
NURS20160
The Nurse Professional
Assessment 2
Type: Online quiz(zes)
Quiz opens: 9 am (AEST) Friday 17 May 2024 (Week 10)
Quiz closes: 1155pm (AEST) Friday17 May 2024 (Week 10)
Completion time: 60 mins
Weighting: 50%
Length: 25 multiple-choice questions
Unit Coordinator/s: Simone Ohlin
Learning Outcomes Assessed
Apply legal and ethical frameworks and professional codes and guidelines to nursing practice
Delegate nursing care in an appropriate manner, to optimise patient outcomes in simulated scenarios
Aim
The quiz will test your knowledge, application of knowledge to practice and critical thinking concerning:
The Code of Conduct for Nurses
The ICN Code of Ethics
The Registered Nurse Standards for Practice
The NMBA Decision-making Framework for Nursing and Midwifery
Mandatory reporting
Instructions
The quiz contains 5 scenarios. Each scenario has 5 multiple-choice quiz questions.
Therefore, there are 25 multiple-choice quiz questions. Each question is worth 1 point. Marks are not deducted for incorrect answers.
The 25 questions are broken down as follows:
Knowledge = 5 quiz questions
Application = 12 quiz questions
Critical Thinking = 8 quiz questions
The 25 quiz questions are drawn from a bank of 200 questions.
This is an open-book quiz. You can refer to your learning materials at any time during your attempt.
You have a maximum of 60 minutes to complete the quiz. You must complete the quiz in one sitting. Once you start the quiz, you must complete it in 60 minutes. The quiz will automatically close at the end of 60 minutes and will submit your result even if you have not finished.
Once you have started the quiz, you cannot log out. Please do not refresh or reload your screen as this may close the quiz and record your result.
If you have any technical issues let the unit coordinators know immediately. Take a screenshot or photo of the issue and email it to the unit coordinators. We will assist you with resolving it or refer you to TaSAC for further assistance (toll-free phone number 1300 666 620).
Requirements
Computer access with a reliable internet connection.
Relevant learning materials are available to access during the quiz.
Submission
You will complete this assessment online. Click submit at the end of the quiz and your answers will be automatically submitted.
Results for the quiz will be available after the attempt is complete.
1
Other
Week 10 Friday (17 May 2024) 11:55 pm AEST
Quiz opens at 0900 and closes at 1155pm
Quiz opens at 0900 and closes at 1155pm
Marking Criteria
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail <50% |
| The student achieves between 22-25, demonstrating excellent understanding, application and critical reasoning. | The student achieves 19-21, demonstrating a strong understanding, application and clinical reasoning. | The student achieves 17-18, demonstrating sound understanding, application and clinical reasoning | The student achieves between 13-16, demonstrating adequate understanding, application and clinical reasoning. | The student achieves 12 or below, demonstrated insufficient understanding, application or clinical reasoning. |
No submission method provided.
- Apply legal and ethical frameworks and professional codes and guidelines to nursing practice
- Delegate nursing care in an appropriate manner, to optimise patient outcomes in simulated scenarios
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.
What can you do to act with integrity?
