Overview
This unit examines clinical assessment and diagnostic reasoning to recognise and respond to a patient's deteriorating condition with appropriate and timely actions. This unit will enhance your knowledge of serious adverse events such as unexpected death and cardiac arrest which often follow observable deterioration in the patient’s condition. You will develop knowledge and skills in the early identification of deterioration, the initiation of prompt and effective action to minimise serious consequences, improve outcomes and lessen the level of intervention required to stabilise patients. The unit will focus on the underlying pathology of the patient's deteriorating condition and the interpretation of clinical manifestations to implement safe and effective nursing care.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CL22 Master of Clinical Nursing or CL16 Graduate Certificate in Clinical Nursing to undertake this unit.
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 - 2022
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 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.
- Explain clinical parameters that indicate a patient is deteriorating
- Monitor and interpret physiological and psychosocial data to assess a patient's clinical deterioration
- Communicate effectively with health team and family members to ensure the accurate transfer and escalation of critical information
- Initiate interventions based on diagnostic results of clinical assessment tools and evaluate your nursing actions
- Critically examine everyday nursing practices and the ready use of tools related to the deteriorating patient.
NA
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Practical Assessment - 0% | |||||
2 - Presentation - 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 - Practical Assessment - 0% | ||||||||
2 - Presentation - 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 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
c.johnston-devin@cqu.edu.au
j.m.shaw@cqu.edu.au
l.jack@cqu.edu.au
Module/Topic
Introduction and Self-directed learning
Chapter
Events and Submissions/Topic
Zoom - Welcome and orientation
Module/Topic
Module 1 Considering the deteriorating patient.
Chapter
Events and Submissions/Topic
Zoom - The deteriorating patient
Module/Topic
Module 2 Monitoring and interpretation of physiological data
Chapter
Events and Submissions/Topic
Zoom - Physiological data
Module/Topic
Module 2 Monitoring and interpretation of physiological data
Chapter
Events and Submissions/Topic
Zoom - Discussion of Modules 1 and 2 from previous weeks
Module/Topic
Module 3 Monitoring and interpretation of psycho-social data
Chapter
Events and Submissions/Topic
Zoom - Psychosocial data
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 3 Monitoring and interpretation of psycho-social data
Chapter
Events and Submissions/Topic
Zoom Discussion of Module 3
Module/Topic
Module 4 Communicating and the deteriorating patient
Chapter
Events and Submissions/Topic
Zoom - Communication
Module/Topic
Module 4 Communicating and the deteriorating patient
Chapter
Events and Submissions/Topic
Zoom - Discussion of Module 4
Module/Topic
Module 5 Evaluating nursing actions
Chapter
Events and Submissions/Topic
Zoom - Nursing actions
Module/Topic
Module 5 Evaluating nursing actions
Chapter
Events and Submissions/Topic
Zoom -Discussion of Module 5
Module/Topic
Module 6 Nursing practices and the deteriorating patient
Chapter
Events and Submissions/Topic
Zoom - Nursing practices
Module/Topic
Module 6 Nursing practices and the deteriorating patient
Chapter
Events and Submissions/Topic
Zoom - Wrap up of the unit
Practical Assessment Due: Week 12 Friday (3 June 2022) 5:00 pm AEST
Presentation Due: Week 12 Friday (3 June 2022) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical Assessment
Aim
This clinical assessment evaluates your knowledge and skills in the early identification of a patient's deteriorating condition and the initiation of prompt and effective action to minimise serious consequences, improve outcomes and lessen the level of intervention required to stabilise patients. The assessment will also assess your knowledge of the pathology of the patient's deteriorating condition, your ability to interpret clinical manifestations and effectively communicate these changes in health to team members including the patient.
Task Description
You are required to demonstrate the safe care of a deteriorating patient in a clinical simulation setting. This assessment is undertaken at a skill station(s) (this structure may vary across different partnered Health Services). You may be required to rotate between skill stations. A scenario relating to a deteriorating patient will be presented. During the first stage, you will have the opportunity to practice skills to recognise and respond to a deteriorating patient.
During the next stage, you will be assessed on your ability to safely perform these skills: These skills include:
· initial nursing management
· verbalising a targeted systematic assessment approach (look, listen and feel ABCDEFG) [this worksheet is available on the Moodle site]
· recording vital signs
· verbalising escalation concerns using ISBAR
· managing basic airway manoeuvres, adjuncts and oxygen therapy delivery devices
· identifying further clinical risk factors and additional investigations that may be required
· selecting and inserting naso/oropharyngeal airway
· demonstrating chin lift, head tilt and manual ventilation techniques
· demonstrating and instructing on the use of nasal prongs, Hudson mask, non-rebreather masks and the HFNP Air Viva
Task Instructions
Step 1. Familiarise yourself with the relevant policies, procedures and legislation available on the unit Moodle site.
Step 2. Familiarise yourself with Standard 8, Recognising and responding to acute deterioration standard (The Australian Commission on Safety and Quality in Health Care, [ACSQH] 2017).
Step 3. Stage 1- practice your skills in recognising and responding to deteriorating patients rotating through skill stations.
Step 4. Stage 2 – demonstrate your ability to recognise and respond to the deteriorating patient including:
· initial nursing management
· verbalising a targeted systematic assessment approach (look, listen and feel ABCDEFG) [this worksheet is available on the Moodle site]
· recording vital signs
· verbalising escalation concerns using ISOBAR
· managing basic airway manoeuvres, adjuncts and oxygen therapy delivery device
· identifying further clinical risk factors and additional investigations that may be required
· selecting and inserting naso/oropharyngeal airway
· demonstrating chin lift, head tilt and manual ventilation techniques
· demonstrating and instructing on the use of nasal prongs, Hudson mask, non-rebreather masks and the HFNP Air Viva
Week 12 Friday (3 June 2022) 5:00 pm AEST
i. Students in a Partnered Graduate Program The Graduate Coordinator will advise you of the due datei. ii. Students NOT in a Partnered Graduate Program The Signed Assessor Agreement Form must be submitted to the assessment portal by Friday 25th March 2022 (Week 3). This must be signed by one of your unit nursing leaders (NUM, CNC, Nurse Educator) indicating that they will assess you in this task on an agreed due date. The Marking Rubric must be emailed by your assessor to the Unit Coordinator by Friday 3rd June 2022 5pm (Week 12)
NURS20170 Patient deterioration in the clinical setting - Assessment One Rubric.
Students must pass each criterion in each skill/topic to be successful in this assessment. Students may have a second attempt if unsuccessful in the first attempt
Skill / Topic |
Criteria |
PASS |
FAIL |
Patient deterioration | · Demonstrate ability to use look, listen and feel ABCDEFG. · Demonstrates ability to escalate care of the deteriorating patient in a timely manner. · Appropriately records vital signs provided on the deterioration observation document used in your facility. · Verbalise initial management and outline concerns. · ISOBAR is used in escalation of treatment. · Effectively communicates with patient and/or family members to explain change in patient’s condition. |
||
Oxygen Therapy | · Demonstrate application, advantages and disadvantages of NP, HM, Non- rebreather. · Explains the oxygen flow rates and precautions required. · Demonstrate HFNP set up, uses and how to record setting. |
||
Basic Airway Management | · Demonstrate airway manoeuvres, insertion/removal of devices and ventilating with BVM. · Effectively demonstrate skills relevant to relevant clinical skills and tasks |
||
Knowledge of policies and guidelines | · Identified points of deterioration are justified and aligned with the Registered Nurse Standards for Practice (2016) and the Australian National Quality Safety Standards (2014) and/or other relevant legislation and policies. |
- Explain clinical parameters that indicate a patient is deteriorating
- Monitor and interpret physiological and psychosocial data to assess a patient's clinical deterioration
- Communicate effectively with health team and family members to ensure the accurate transfer and escalation of critical information
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
2 Presentation
Aim
The aim of this assessment is to provide you with an opportunity to demonstrate your knowledge and understanding of using reflection to self-assess your clinical practice.
Instructions
You are providing an oral report on your participation in your simulation assessment.
Your target audience for your presentation may include your workplace colleagues, peers or unit nursing leaders.
Please follow the steps below to complete your assessment task:
Step 1. Access the Gibbs’ Reflective Model (1988) to reflect on your simulated patient deterioration activity – Assessment 1.
Step 2. Structure your presentation in a manner that is logical, and the patient experience and your experience is presented systematically.
Step 3. Present your reflection in an objective manner to your audience that may include peers, educators and other unit nursing leaders.
Week 12 Friday (3 June 2022) 5:00 pm AEST
i. Students in a Partnered Graduate Program The Graduate Coordinator will advise you of the due date ii. Students NOT in a Partnered Graduate Program The Marking Rubric must be emailed by your assessor to the Unit Coordinator
NURS20170 Patient deterioration in the clinical setting - Assessment Two Rubric.
SKILL / TOPIC |
CONTENT COVERED |
PASS |
FAIL |
|
Patient deterioration |
|
• Demonstrates clear thinking and technical competence. • Signs and symptoms identified. • Identifies ISBAR escalation • Identifies the role of the registered nurse. • Communicates effectively to patient and/or family members. |
• Does not demonstrate clear thinking and technical competence. • Signs and symptoms are not clearly identified. • Does not accurately identify ISBAR escalation. • Is unclear in identifying the role of the registered nurse. • Does not communicate effectively with the patient and/or family members. |
|
Debrief | Following each scenario, the graduates are asked to provide constructive feedback on: • Clinical decision making • Teamwork, leadership, role • Escalation using ISBAR. • Communication with patient/family member/s |
Presents up to date and accurate knowledge: • Demonstrates clinical decision making. • Discusses teamwork, leadership adequately. • Escalates care using ISBAR. • Communicates effectively with the patient and/or family member/s. |
Does not present up to date and accurate knowledge: • Does not demonstrate clear clinical decision making. • Does not adequately discuss teamwork, leadership. • Does not discuss reasons to escalate care using ISBAR. • Does not communicate effectively with the patient and/or family member/s. |
|
Presentation | Oral style: · Uses vocabulary structures and forms to appropriately address the audience. · Incorporates appropriate heading if PowerPoint is used (teamwork, leadership, reasons to escalate care). |
Communication • Communicates clearly and accurately. • Incorporates appropriate heading if PowerPoint is used. |
Communication • Does not communicate clearly and accurately. • Does not address appropriate heading if PowerPoint is used (teamwork, leadership, reasons to escalate care). |
- Initiate interventions based on diagnostic results of clinical assessment tools and evaluate your nursing actions
- Critically examine everyday nursing practices and the ready use of tools related to the deteriorating patient.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
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.