Overview
This unit will provide you with advanced knowledge and skills in nursing assessment and care planning. You will learn how to apply a clinical reasoning process and an Aboriginal and Torres Strait Islander health assessment model in order to prioritise and perform holistic nursing care for individuals, families and groups. You will critically examine common risk screening tools and clinical pathways used in practice, to organise and perform safe and effective nursing care. You will evaluate early warning systems and health assessment instruments through evidence-based research and by analysing practice and policy documents. You will consider best practice implications for medication administration, wound care and contemporary nursing psychomotor skills. This unit incorporates a five-day residential school and 160 hours of work-integrated learning which you will undertake after week 12. This will allow you to demonstrate responsible nursing practice under the supervision of a Registered Nurse.
Details
Pre-requisites or Co-requisites
Co-requisites - NURS20161 and NURS20160 Students must be enrolled in CH79 Graduate Certificate in Nursing (Re-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 3 - 2019
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 12-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
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 Unit Coordinator
The unit coordinator found it difficult to offer the support necessary (accreditation requirement) to students while on clinical placements.
A casual staff member is appointed at 5hrs/week to monitor and respond to students and preceptors during clinical placement.
- Construct and adapt an evidence informed and culturally safe nursing care plan based on patient assessment data with consideration of Aboriginal and Torres Strait Islander peoples and other culturally or linguistically diverse backgrounds
- Communicate with patients, families and healthcare teams, adhering to legal and professional standards
- Evaluate medications used in Australia and their uses in different client groups
- Prioritise and plan the safe administration of medications to a variety of patients
- Apply the Nursing and Midwifery Board of Australia's Registered Nurse Standards for Practice in the safe and effective care of individuals, families and the community whilst in the industry based learning context.
Standard 1: Thinks critically and analyses nursing practice
1.1 accesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice
1.2 develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
1.3 respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
1.4 complies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
1.5 uses ethical frameworks when making decisions
1.6 maintains accurate, comprehensive and timely documentation of assessments, planning, decision-making, actions and evaluations, and
1.7 contributes to quality improvement and relevant research.
Standard 2: Engages in therapeutic and professional relationships
2.1 establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships
2.2 communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.3 recognises that people are the experts in the experience of their life
2.4 provides support and directs people to resources to optimise health-related decisions
2.5 advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
2.6 uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes
2.7 actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centred care
2.8 participates in and/or leads collaborative practice, and
2.9 reports notifiable conduct of health professionals, health workers and others.
Standard 3: Maintains the capability for practice
3.1 considers and responds in a timely manner to the health and wellbeing of self and others in relation to the capability for practice
3.2 provides the information and education required to enhance people’s control over health
3.3 uses a lifelong learning approach for continuing professional development of self and others
3.4 accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities
3.5 seeks and responds to practice review and feedback
3.6 actively engages with the profession, and
3.7 identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people.
Standard 4: Comprehensively conducts assessments
4.1 conducts assessments that are holistic as well as culturally appropriate
4.2 uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
4.3 works in partnership to determine factors that affect, or potentially affect, the health and wellbeing of people and populations to determine priorities for action and/ or for referral, and
4.4 assesses the resources available to inform planning.
Standard 5: Develops a plan for nursing practice
5.1 uses assessment data and best available evidence to develop a plan
5.2 collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons
5.3 documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes
5.4 plans and negotiates how practice will be evaluated and the time frame of engagement, and
5.5 coordinates resources effectively and efficiently for planned actions.
Standard 6: Provides safe, appropriate and responsive quality nursing practice
6.1 provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
6.2 practises within their scope of practice
6.3 appropriately delegates aspects of practice to enrolled nurses and others, according to enrolled nurse’s scope of practice or others’ clinical or non-clinical roles
6.4 provides effective timely direction and supervision to ensure that delegated practice is safe and correct
6.5 practises in accordance with relevant policies, guidelines, standards, regulations and legislation, and
6.6 uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards.
Standard 7: Evaluates outcomes to inform nursing practice
7.1 evaluates and monitors progress towards the expected goals and outcomes
7.2 revises the plan based on the evaluation, and
7.3 determines, documents and communicates further priorities, goals and outcomes with the relevant persons.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 0% | |||||
| 2 - Online Test - 0% | |||||
| 3 - On-campus Activity - 0% | |||||
| 4 - Professional Practice Placement - 0% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Written Assessment - 0% | ||||||||
| 2 - Online Test - 0% | ||||||||
| 3 - On-campus Activity - 0% | ||||||||
| 4 - Professional Practice Placement - 0% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
s.ohlin@cqu.edu.au
l.mainey@cqu.edu.au
f.earl@cqu.edu.au
m.wedding@cqu.edu.au
Module/Topic
This week we will review clinical reasoning, the general adult and paediatric assessment, as well as the general principles of documentation and clinical handover.
Chapter
Please refer to:
- '1. Clinical Reasoning & Ngarlu'
- '2. Assessment of Adults and Children - An Overview'
- '3. Documentation and Hand Over'
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know
Events and Submissions/Topic
Read all the orientation materials (if you have not done so already).
Learn how to use Zoom for tutorials
Double check online Tutorial Times
Also, please be aware of the following:
- Due date for pre-Work Integrated Learning checks
- Uniform requirements for Residential School and Clinical Placement (blue collar)
- Purchase ID badge for Residential School and Clinical Placement
Module/Topic
This week we will explore infant anatomy & physiology, including the infant health assessment. You will consider nursing interventions employed with infants including medication administration. We will also explore the NSQHS standards as they apply to infection control and patient identification.
Chapter
Please refer to:
- '1: Hand Hygiene, Patient Identification and Procedure Mapping'
- '2. Clinical Reasoning'
- '3. Medication and Pharmacology'
- '4. Collecting Specimens & Interpreting Results
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Pre-WIL checks are due next week.
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
This week we will explore the physiology of the child and the child health assessment with a particular focus on asthma. We will also review the identification and response to "at risk" children. We will build on our knowledge of infection control to consider the different types of precautions and corresponding PPE equipment.
Chapter
Please refer to:
- Asthma review and refresher
- 'Lesson 1: Infection Prevention and Control and Child Protection'
- 'Lesson 2: Clinical Reasoning'
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Pre-WIL checks due this week.
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
This week is a continuation of week 3.
Chapter
Please refer to:
- '3. Medication and Pharmacology'
- '4. Collecting Specimens & Interpreting Results'
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Census date is the Tuesday 3rd December. This is the last day to withdraw from NURS20162 without financial or academic penalty.
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Assessment 1 Due: Week 4 Monday (2 Dec 2019) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
This week we will review the anatomy and physiology of the adolescent with special consideration to mental health. We will continue to build upon our understanding of infection control to investigate Aseptic Non-Touch Technique.
Chapter
Please refer to:
- '1. Refugee and Mental Health Review and Refresher'
- '2. Aseptic Non-Touch Technique'
- '3. Clinical Reasoning Cycle'
- '4. Medication and Pharmacology'
- '5. Collecting Specimens and Interpreting Results'
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
Over the next two weeks, we will consider the health assessment of the adult paying particular attention to cancer care, pain management and palliation.
We will also review the acute resuscitation plan.
Chapter
Please refer to:
- '1. Cancer Review and Refresher'
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Double check online Tutorial Times (please see Moodle for more information).
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
This week is a continuation of week 6.
Chapter
- '2. Clinical Reasoning Cycle'
- '3. Palliative Care & the Acute Resuscitation Plan'
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
Pregnancy is a time of change for women and families. This unit will review and build upon your knowledge of the physiological and psychosocial changes which occur during pregnancy.
Not all pregnancies end in a live birth and this module will also consider the nursing implications for a woman presenting with miscarriage or requesting a termination of pregnancy.
Chapter
Please refer to:
'1. Pregnancy, Miscarriage & Termination Review & Refresher'
'2. Clinical Reasoning Cycle'
'3. Medication and Pharmacology'
'4. Collecting Specimens and Interpreting Results'
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
Elderly people have the right to live meaningful and fulfilling lives and have their basic rights (including healthcare) met.
Nonetheless, this time of life can come with its challenges as physical body changes with the ageing process. In this module, we will consider these physiological changes with a focus on chronic disease.
Chapter
Please refer to:
1. Chronic Disease Review and Refresher
'2. Clinical Reasoning Cycle'
'3. Medication and Pharmacology'
'4. Collecting Specimens and Interpreting Results'
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
This week is a continuation of week 9.
Chapter
Please refer to:
1. Wound care Review and Refresher
2. Medication and Pharmacology
3. Collecting Specimens and Interpreting Results
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Please ensure all learning has been completed for the week prior to attending the Tutorial.
Module/Topic
Review, refresh and finalise arrangements for Residential School.
Chapter
No reading for this week.
Events and Submissions/Topic
Module/Topic
Residential School
Chapter
Events and Submissions/Topic
- Ensure that you adhere to the uniform requirements.
- Ensure that you are wearing your student badge.
Medsafe test Due: Week 12 Monday (10 Feb 2020) 11:45 pm AEST
Residential School Due: Week 12 Friday (14 Feb 2020) 11:45 pm AEST
Module/Topic
Work Integrated Learning (WIL): Students will commence clinical placement after Residential School. Not all placements will commence in week 12. Placement dates will be released after Census date.
Students who do not have their pre-WIL checks completed by the cut-off date cannot go on placement.
Chapter
Events and Submissions/Topic
- Ensure that you adhere to the uniform requirements.
- Ensure that you are wearing your student badge.
- Ensure that you carry your pre-WIL checks with you on clinical placement. These can be requested by the facility.
This term will be affected by the following National and University holidays: Christmas, New Year and Australia Day holidays.
1 Written Assessment
Welcome to Assessment 1 – Registered Nurse scenario
Length: 2000 words (10% above or below acceptable)
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page and reference list. It includes in-text references and direct quotations.
Grade: Pass/ Fail
In order to be successful, must achieve a pass grade for each assessment criterion.
Additionally, you must achieve a pass for this assessment in order to progress to residential school/ clinical placement.
If you do not achieve a pass grade on your first submission, you may be eligible to resubmit the assessment.
This assessment consists of four parts. Each part is reflective of the learning outcomes for this unit (please see the marking rubric).
Background
For the purpose of this assessment, you are asked to assume that you are a Registered Nurse commencing a shift within an acute care facility.
The commencement of your shift will typically include an ISBAR handover for the patients allocated to your care. Once the handover is completed, Registered Nurses are expected to review all the data available, for example, observation and medication charts, in order to appropriately assess, plan and prioritise the care they plan to provide, or omit.
Please take some time to listen to the ISBAR handover which is included in the Moodle site and review the assessment data (documentation) on the Moodle site.
Once you have listened to the handover and reviewed the documentation provided, please complete the four parts below.
Part 1 (800 words)
Based on the ISBAR handover, and the assessment data provided, what is your first priority of care for this patient?
Please ensure your answer includes evidence of your ability to apply the clinical reasoning cycle to this scenario, i.e., your ability to provide evidence-based rationales for the care that you choose to provide or omit.
Part 2 (500 words)
In order to promote patient understanding, compliance and best practice in health care provision, patient education is a key component of the nursing care plan.
What education do you need to provide to the caregiver regarding your patient’s admission diagnosis and current treatment? Please also discuss any specific considerations and/or communication strategies you would use in this context.
What education do you need to provide your patient regarding their diagnosis and current treatment? Please also discuss any specific considerations and/or communication strategies you would use in this context.
Part 3 (300 words)
The administration of paediatric medication is subject to additional safety checks, i.e., all paediatric medication is checked by the administering RN and an additional appropriately qualified nurse.
Discuss why these additional checks are necessary for the safe administration of paediatric medications.
Outline the steps each nurse is required to undertake in order to ensure the safe administration of paediatric medications.
Part 4 (400 words)
For each of the medications prescribed, complete the following table.
| Medication name - Generic name only | |
| Class of medication - For example, antibiotic | |
| Mode of action - How does this medication work in reference to human anatomy and physiology? | |
| Indication - Why has this medication been prescribed for your patient? - Include links to patients current and/ or past medical condition/s (if appropriate) | |
| Contraindication - Even though you have a valid order, is there any circumstance when you would query or withhold the medication? | |
| Side effects - Are there any side effects I should particularly observe for/ educate my patient about? | |
| Route and dose range - Does the route and dose range align with evidence-based recommendations? - What is your course of action if they do not? |
Week 4 Monday (2 Dec 2019) 5:00 pm AEST
If you have never uploaded an online assignment, it is strongly recommended that you factor in time to learn how to do this before the assessment deadline. There is information in "Moodle help" to assist you uploading assessments.
Week 7 Monday (6 Jan 2020)
Marking Criteria
Use this marking criteria sheet when creating your assignment. Prior to submission, we recommend you attempt to ‘mark yourself’ against the marking criteria. This ensures that you will be focussing on the same criteria your marker will focus on.
| Unit Learning Outcome | Assessment Criteria | Successful attempt (Pass) | Further development required (Fail) | |
| Construct and adapt an evidence-informed and culturally safe nursing care plan based on patient assessment data with consideration of Aboriginal and Torres Strait Islander peoples and other culturally or linguistically diverse backgrounds | The first priority of nursing care for the patient is appropriate and clearly identified. | |||
| Clear evidence of the appropriate application of the clinical reasoning cycle to discussion regarding the first priority of care. | ||||
| Clear evidence-based rationale/s regarding the first priority of care and culturally safe practice is provided and referenced appropriately, with clear attempts to accurately follow the CQU APA referencing system. | ||||
| Communicate with patients, families and healthcare teams, adhering to legal and professional standards | Education provided to caregiver and patient is clear, evidence-based and, referenced following the CQU APA referencing system. | |||
| Considerations and communication strategies, in reference to providing education to the caregiver and patient, are appropriate and clearly discussed. | ||||
| Clear and logical sentence structure is evident throughout assessment with few consistent grammatical errors. | ||||
| Word count is within prescribed parameters. | ||||
| Prioritise and plan the safe administration of medications to a variety of patients | Clear evidence-based rationale/s regarding paediatric medication administration are provided and referenced appropriately, following the CQU APA referencing system. | |||
| Clear and appropriate steps for each nurse are discussed in the correct order in reference to safe paediatric medication administration. | ||||
| Evaluate medications used in Australia and their uses in different client groups | For each medication prescribed… Clear and correct class of medication and mode of action is identified, including clear and appropriate application of human anatomy and physiology. |
|||
| Clear and correct indication/s and contraindication/s for medication are identified, including links to the patient’s current medical condition, and if appropriate, past medical history. | ||||
| Clear and appropriate side effects are identified in the context of the patient scenario. | ||||
| Clear, evidence-based route and dose range are identified, including clear description surrounding course of action if route or dose range falls outside of evidence-based recommendations. | ||||
- Construct and adapt an evidence informed and culturally safe nursing care plan based on patient assessment data with consideration of Aboriginal and Torres Strait Islander peoples and other culturally or linguistically diverse backgrounds
- Communicate with patients, families and healthcare teams, adhering to legal and professional standards
- Evaluate medications used in Australia and their uses in different client groups
- Prioritise and plan the safe administration of medications to a variety of patients
- Knowledge
- Cognitive, technical and creative skills
- Research
- Leadership
2 Online Test
During Residential School you will undertake an online medication calculation test. This test will be done online using a computer program called Medsafe.
Please see further details within your learning materials regarding access to this site. I would encourage all students to access Medsafe and begin practising as soon as you are able. You may bring any mathematical formulae that you feel you may require, as well as a calculator. The test will be completed under exam conditions.
The one-hour calculation test will be comprised of 20 questions.
You must achieve 100% to pass this test. You have 3 attempts to achieve 100%. If you are not successful in passing this test, you may not progress to Work Integrated Learning.
When you achieve 100%, you will need to download a pdf copy of your certificate of achievement. You will then need to upload the certificate to the unit Moodle site within 3 working days after your final day of residential. Additionally, you must keep a personal copy of this certificate for your clinical placement.
*Please also keep an eye out for the mathematical workshops running via zoom throughout the term. Attendance at these workshops is highly recommended.
Week 12 Monday (10 Feb 2020) 11:45 pm AEST
Residential School (Day 1 onward)
Week 12 Friday (14 Feb 2020)
Results will be available immediately on completion of the test.
| Student Name: | Assessor Name: | |
| Student Number: | Date: | |
| Assessment Criteria: Complete a 20-question pre-set quiz over 1 hour | ||
| Pass Criteria 100% from a 20-question pre-set quiz | Achieved | Not Achieved |
| Attempt One | ||
| Attempt Two | ||
| Attempt Three | ||
- Evaluate medications used in Australia and their uses in different client groups
- Knowledge
- Research
3 On-campus Activity
Length: 5 days
The Tasks
You are required to attend a 5 day, on-campus residential school, which will occur during week 12 term.
Assessment
1. Attendance
100% attendance is required, i.e., full 5 days. An attendance sheet will be provided for you to sign each day.
2. Reflective practice
You are required to reflect on your practice daily, however, as part of the formative (midway) and summative (final) assessment process, you will be required to formally reflect upon your practice via the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards of Practice (see below Residential School Observation Tool).
3. Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice
Your clinical practice whilst you are at residential school will be assessed under the NMBA Registered Nurse Standards for Practice via the Residential School Observation Tool (see below).
Assessment via the Residential School Observation Tool will occur at a formative (midway) and summative (final) assessment point.
Week 12 Friday (14 Feb 2020) 11:45 pm AEST
Week 12 Friday (14 Feb 2020)
Residential School Observation Tool
| Student Name: | Student ID: | ||
| Unit code: | Date: |
Key
| → | Area requiring further development. Additional feedback/examples and strategies for further development must be noted overleaf. |
| ü | Within scope, behavior observed to a consistent, safe and satisfactory standard, with only occasional cues required. |
| S | Student self reflection of behaviour |
| F | Residential School Facilitator feedback on observed student behaviour |
In order to receive a pass grade for your residential school, by the end of the five days, you are required to demonstrate the below behaviours, to the appropriate standard. i.e., a tick from the Facilitator in each area noted below. This is in addition to 100% attendance.
| Formative | Summative | |||
| S | F | S | F | |
| 1. Thinks critically and analyses nursing practice | ||||
| · I have attended each day in a punctual manner, in the appropriate uniform and, with my ID badge clearly displayed. | ||||
| · I have behaved in a professional and ethical manner. For example, I have been observed to interact professionally with my colleagues, patients and CQU staff at all times. | ||||
| · I am able to demonstrate an appropriate level of theoretical knowledge and understanding, within scope. I can then apply this to the care that I deliver in the simulated environment. | ||||
| 2. Engages in therapeutic and professional relationships | ||||
| · I am able to communicate clearly and effectively in both the written and verbal context. This also means I can change the way I communicate appropriate to the context, e.g., with patients versus staff. | ||||
| · I am able to demonstrate the ability to use clear and accurate health care terminology. For example, I use appropriate health care terminology in my practice, which can be clearly understood by my colleagues. | ||||
| 3. Maintains the capability for practice | ||||
| · I look for opportunities to reflect on my practice regularly. For example, I regularly ask myself, what did I learn from that scenario/session/today? How can I apply what I have learned to my practice? | ||||
| · I actively listen to feedback provided from peers and CQU staff. I then incorporate this feedback into my practice. | ||||
| · I am able to provide evidence-based rationales for the care I choose to deliver or omit. This means that I can clearly explain ‘why’ I have chosen to assess, plan, deliver and evaluate the care I deliver, or omit. | ||||
| · I have a notebook to write things down I might need to reference to /follow up on/ research further. I then undertake this research and return to apply this to practice appropriately. | ||||
| 4. Comprehensively conducts assessments | ||||
| · Within scope, I am able to conduct accurate assessments within the simulation environment. This includes demonstrating appropriate technique and completing assessments within appropriate time frames. | ||||
| · I am also able to accurately analyse, interpret and prioritise assessment findings. I can communicate these findings to my patient/s, and discuss these with my colleagues, appropriately. | ||||
| 5. Develops a plan for nursing practice | ||||
| · I am able to use my assessment data, and evidence-based practice, to construct a plan of care for my patient/s. | ||||
| 6. Provides safe, appropriate and responsive quality nursing practice | ||||
| · I am able to provide health care interventions at a safe and appropriate standard. For example, 5 moments of hand hygiene and the 6R’s of medication administration. | ||||
| · I understand that if I am ever unsure, it is always best to stop what I am doing and seek further clarification. | ||||
| 7. Evaluates outcome to inform nursing practice | ||||
| · I record and communicate patient outcomes as appropriate. For example, I document appropriately in patient charts, complete progress notes and provide an accurate handover in ISBAR format. | ||||
| Formative Student name/signature/date: | Summative |
| Facilitator name/signature/date: |
| Written reflection (dot points work well J): | |
| Formative (half way) | Summative (at the end) |
| What am I doing well? | What have I done well? |
| What can I improve? | How can I continue to improve? |
| What steps am I going to take in order to improve within my final days of residential school? | What steps am I going to take to continue to improve between now and my placement? |
| Facilitator feedback (if applicable. Please also use additional page if required): | |
- Construct and adapt an evidence informed and culturally safe nursing care plan based on patient assessment data with consideration of Aboriginal and Torres Strait Islander peoples and other culturally or linguistically diverse backgrounds
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
4 Professional Practice Placement
Length: 160 clinical hours
Due Date: At the end of your clinical practice placement
The Tasks
After the successful completion of your residential school (external students), or the completion of your clinical learning days (internal students), you will be ready to commence your clinical placement (Work Integrated Learning).
This is a 160-hour clinical placement, undertaken in one clinical setting.
Assessment
1. Attendance
You are required to record your clinical hours at the end of each shift. This needs to be verified/ countersigned each shift by the Preceptor/ Supervisor you have worked with.
2. Reflective practice
Whilst you are encouraged to reflect on your practice daily, you are required to submit formal reflections at the formative and summative assessment points in alignment with the CQU Australian Nursing Standards Assessment Tool (ANSAT) as per the below.
3. Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice
Your clinical practice will be assessed under the NMBA Registered Nurse Standards for Practice via the ANSAT. Access to this assessment tool is online via the SONIA app.
ANSAT assessments will occur at a formative (midway) and summative (final) assessment point.
You will receive an email from the WIL team on Tuesday of week 2 and week 4. Please open this email and follow the instructions to access your formative and summative reflection points and ANSAT.
Formative assessment is due at 80 hours of clinical placement. Summative assessment is due at 160 hours of clinical placement
Marks will be available within 2 weeks of submission of attendance sheet to Moodle.
ANSAT Scoring Key
| 1 | Unsafe; Continuous verbal &/or physical direction required; Not achieving minimum acceptable level of performance within scope; Demonstrates behaviours infrequently or rarely. |
| 2 | Frequent verbal &/or physical direction required; Demonstrates behaviours inconsistently; Needs guidance to be safe; Requires close supervision. |
| 3 | Occasional supportive cues required; Demonstrates behaviours consistently to a satisfactory & safe standard; This is the passing standard. |
| 4 | Infrequent supportive cues required; comfortable & performs above the passing standard; Practices at a safe standard; Consistent, reliable and confident. |
| 5 | Supportive cues rarely required; well above the passing standard; Demonstrates greater independence on practice with a high safety priority; Exhibits a level of excellence/sophistication. |
*Note: a rating 1 or 2 indicates that the descriptor statement is yet to be achieved*
| Assessment Items | Assessor to circle one number | ||||
| 1. Thinks critically and analyses nursing practice | |||||
| · Complies and practices according to relevant legislation and policy | 1 | 2 | 3 | 4 | 5 |
| · Uses an ethical framework to guide decision making and practice | 1 | 2 | 3 | 4 | 5 |
| · Demonstrates respect for individual and culture (including Aboriginal and Torres Strait Islander) preferences and differences | 1 | 2 | 3 | 4 | 5 |
| · Sources and critically evaluates relevant literature and research evidence to deliver quality practice | 1 | 2 | 3 | 4 | 5 |
| · Maintains the use of clear and accurate documentation | 1 | 2 | 3 | 4 | 5 |
| 2. Engages in therapeutic and professional relationships | |||||
| · Communicates effectively to maintain personal and professional boundaries | 1 | 2 | 3 | 4 | 5 |
| · Collaborates with the health care team and others to share knowledge that promotes person centered care | 1 | 2 | 3 | 4 | 5 |
| · Participates as an active member of the healthcare team to achieve optimum health outcomes | 1 | 2 | 3 | 4 | 5 |
| · Demonstrate respect for a person’s rights and wishes and advocates on their behalf | 1 | 2 | 3 | 4 | 5 |
| 3. Maintains the capability for practice | |||||
| · Demonstrates commitment to life-long learning of self and others | 1 | 2 | 3 | 4 | 5 |
| · Reflects on practice and responds to feedback for continuing professional development | 1 | 2 | 3 | 4 | 5 |
| · Demonstrates skills in health education to enable people to make decisions and take action about their health | 1 | 2 | 3 | 4 | 5 |
| · Recognises and responds appropriately when own or other’s capability for practice is impaired | 1 | 2 | 3 | 4 | 5 |
| · Demonstrates accountability for decisions and actions appropriate to their role | 1 | 2 | 3 | 4 | 5 |
| 4. Comprehensively conducts assessments | |||||
| · Completes comprehensive and systematic assessments using appropriate and available sources | 1 | 2 | 3 | 4 | 5 |
| · Accurately analyses and interprets assessment data to inform practice | 1 | 2 | 3 | 4 | 5 |
| 5. Develops a plan for nursing practice | |||||
| · Collaboratively constructs a plan informed by the patient/client assessment | 1 | 2 | 3 | 4 | 5 |
| · Plans care in partnership with individuals/significant others/health care team to achieve expected outcomes | 1 | 2 | 3 | 4 | 5 |
| 6. Provides safe, appropriate and responsive quality nursing practice | |||||
| · Delivers safe and effective care within their scope of practice to meet outcomes | 1 | 2 | 3 | 4 | 5 |
| · Provides effective supervision and delegates care safely within their role and scope of practice | 1 | 2 | 3 | 4 | 5 |
| · Recognise and responds to practice that may be below expected organisational, legal or regulatory standards | 1 | 2 | 3 | 4 | 5 |
| 7. Evaluates outcome to inform nursing practice | |||||
| · Monitors progress toward expected goals and health outcomes | 1 | 2 | 3 | 4 | 5 |
| · Modifies plan according to evaluation of goals and outcomes in consultation with the health care team and others | 1 | 2 | 3 | 4 | 5 |
| Student reflection: (This is to be completed prior to assessor comments). |
| What am I doing well? (please provide examples) |
| What can I improve? (please provide examples) |
| What steps am I going to take in order to improve over the remainder for my placement? (dot points may be helpful here) |
- Communicate with patients, families and healthcare teams, adhering to legal and professional standards
- Prioritise and plan the safe administration of medications to a variety of patients
- Apply the Nursing and Midwifery Board of Australia's Registered Nurse Standards for Practice in the safe and effective care of individuals, families and the community whilst in the industry based learning context.
- Knowledge
- Communication
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
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?
