Overview
This unit continues from Nursing and Professional Practice 1 and extends your nursing knowledge and skills to consolidate your professional nursing confidence and competence in managing complex patient problems. You will be able to validate your nursing judgements and clinical decisions through professional reflection and critical thinking. You will also be able to support others in the management of technologies in a variety of clinical contexts and advocate for the patient and their family in the interprofessional context. This unit will be undertaken in the hospital health service where you are employed.
Details
Pre-requisites or Co-requisites
Prerequisite: NURS20171 Nursing and Professional Practice 1
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 - 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).
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.
- Demonstrate advanced clinical skills within a health context
- Advocate for patients and families within the interprofessional context
- Initiate clinical evaluations and interventions in clinical settings
- Support others in the management of treatment technologies
- Use evidence based practices to improve patient outcomes
- Role model professional attributes
- Apply reflection-in-action to ensure person centered care and the necessity of self-care.
NA
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | |
1 - Practical Assessment - 0% | |||||||
2 - Portfolio - 0% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | |
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 - Portfolio - 0% |
Textbooks
There are no required textbooks.
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- CQUniversity Library website
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.m.shaw@cqu.edu.au
Module/Topic
Demonstrating advanced clinical skills within a health context
Chapter
The Australian Nursing and Midwifery Board
Issues of definition around Scope of Nursing Practice
Events and Submissions/Topic
Advanced Clinical Skills, Advanced Practice Regulation and Scope of Practice
Module/Topic
Demonstrating advanced clinical skills within a health context
Chapter
Learning based on research about the basic and advanced clinical skills of new graduate RNs.
Events and Submissions/Topic
Self-rating and self-development of skills and communication related to advanced clinical skills.
Module/Topic
Advocate for patients and families within the inter-professional context
Chapter
Inter-professional team roles and responsibilities
Events and Submissions/Topic
Undertake learning activity related to patient advocacy
Module/Topic
Initiate clinical evaluation and interventions in clinical settings
Chapter
Deliberate practice and upskilling
Events and Submissions/Topic
Group practice using identified area of skill development
Module/Topic
Initiate clinical evaluation and interventions in clinical settings
Chapter
Current issues in clinical interventions and evaluations
Events and Submissions/Topic
Identifying commonly missed care in clinical practice
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Support others in the management of treatment technologies
Chapter
The future of technology
Events and Submissions/Topic
Module/Topic
Support others in the management of treatment technologies
Chapter
Clinical teaching and learning strategies
Events and Submissions/Topic
Group discussion: feedback and student on new staff performance
Module/Topic
Using evidence-based practices to support improved patient outcomes
Chapter
Using evidence to develop your skill to improve patient outcomes
Events and Submissions/Topic
Developing a professional portfolio
Module/Topic
Using evidence-based practices to support improved patient outcomes
Chapter
Background to Evidence-Based Practice
Events and Submissions/Topic
Team approach to implementation
Module/Topic
Role model professional attributes
Chapter
Exploring professional attributes of nursing
Events and Submissions/Topic
Personal attributes for role modelling
Module/Topic
Apply reflection-in-action to ensure person centred care and the necessity for self-care
Chapter
Differentiation and discussion of reflection-in-action and reflection-on-action
Events and Submissions/Topic
Interdisciplinary reflection
Module/Topic
Apply reflection-in-action to ensure person centred care and the necessity for self-care
Chapter
Self-care during transitions in nursing.
Events and Submissions/Topic
Transition shock – theory and practice
Practical Assessment Due: Week 12 Monday (7 Oct 2019) 12:00 am AEST
Portfolio learning contract Due: Week 12 Monday (7 Oct 2019) 12:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Assessments 1 & 2 are practical assessments that are undertaken at the students place of employment. They must be completed by Monday 7th October, 2019.
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical Assessment
Assessment 1: Practical Assessment
Due Date: Assessment is negotiated at your local health service
Weighting: Pass/Fail Unit.
This assessment addresses the following Unit Learning Outcomes:
1. Demonstrate advanced clinical skills within a health context
2. Advocate for patients and families within the inter-professional context
3. Role model professional attributes
Task description: This practical assessment is based on your clinical skill development throughout the term. The assessment provides an indication of your practice performance against the set criteria. You will be assessed by a nurse educator or clinical nurse in your clinical area using the criteria in the Assessment 1 rubric. This assessment is to be undertaken at your local health service.
Task Instructions
Step 1. Download the Assessment 1 rubric (Practical Assessment).
Step 2. Negotiate with your Nurse Educator/ Clinical Nurse to assess your clinical skill development.
Step 3. Demonstrate evidence of planning for clinical skill assessments by regular documentation in your workbook of planning, consultation with colleagues, and reference to the literature on planning for the assessment.
Step 4. Demonstrate evidence of reflection on clinical skill development by regular documentation in your workbook of reflection on skill development including reflection with colleagues and research.
Step 5. Demonstrates professional skills in communication, hygiene, asepsis, health education and documentation during skill performance assessment.
Return Date to Students: Return information will be given at your local health service.
Week 12 Monday (7 Oct 2019) 12:00 am AEST
The date of assessment will be negotiated by you in your work setting
Exam Week Monday (21 Oct 2019)
Return information will be given at your local health service.
Practical
Assessment 1 Rubric
Students
must pass each Area of assessment to be successful in NURS20172 Assessment 1
Students
must pass three of the four marking criteria to be successful in Areas of
assessment 1 & 2
Students
must be successful in all marking criteria in Area of assessment 3. Students
may have a second attempt at assessment if unsuccessful.
Area of assessment |
Marking Criteria - Pass |
Marking Criteria - Fail |
|
1.
Planning for
skills assessment Evidence of
preparation for skills assessment Workbook
shows planning skill Workbook -
evidence of collegial collaboration in planning |
Workbook has
regular entries over time demonstrating planning. Workbook
demonstrates collegial collaboration with colleagues in planning Workbook
demonstrates that weekly topics are addressed Workbook
demonstrates referral to the literature in regard to individual skill
development |
Workbook does
not have regular entries that demonstrate planning. Workbook does
not demonstrate collegial collaboration with colleagues in planning Workbook
demonstrates that weekly topics are addressed Workbook does
not demonstrate referral to the literature in regard to individual skill
development |
|
2.
Reflection
and collegial consultation Evidence of reflection on skills assessment Workbook evidence of skills reflection Workbook evidence of collegial consultation regarding skill development Workbook evidence of research |
Workbook demonstrates
regular reflection on skill development over time. Workbook
reflection covers all required skill development Workbook reflection
demonstrates reflection with colleagues on skill development Workbook
reflection demonstrates research on relevant skills. |
Workbook does
not demonstrate regular reflection on skill development over time. Workbook
reflection does not cover all required skill development Workbook
reflection does not demonstrate reflection with colleagues on skill
development Workbook
reflection does not demonstrate research on relevant skills. |
|
3.
Skill
performance Demonstrates professional skill in communication, hygiene,
asepsis, health education and documentation during skill performance Communication Hygiene Asepsis Health Education Documentation |
Demonstrates competence in effective communication with client
and health team. Demonstrates competence in providing/assisting the client with
hygiene needs. Demonstrates competence in asepsis Demonstrates competence in providing health education with
clients Demonstrates competence in appropriate documentation |
Does not demonstrate
competence in effective communication with client and health team. Does not demonstrate
competence in providing/assisting the client with hygiene needs. Does not
demonstrate competence in asepsis Does not
demonstrate competence in providing health education with clients Does not
demonstrate competence in appropriate documentation |
|
- Demonstrate advanced clinical skills within a health context
- Advocate for patients and families within the interprofessional context
- Initiate clinical evaluations and interventions in clinical settings
- Support others in the management of treatment technologies
- Use evidence based practices to improve patient outcomes
- Role model professional attributes
- Apply reflection-in-action to ensure person centered care and the necessity of self-care.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Ethical and Professional Responsibility
2 Portfolio
Assessment 2: Portfolio as a learning contract Assessment Types: Practical
Due Date: Assessment is negotiated at your local health service
Completed by: Monday 7th October (Week 12), 2019 Weighting: Pass/Fail Unit.
This assessment addresses the following Unit Learning Outcomes:
1. Demonstrate advanced clinical skills within a health context
2. Advocate for patients and families within an inter-professional context
3. Initiate clinical evaluation and interventions in clinical settings
4. Support others in the management of treatment technologies
5. Use evidence-based practices to support improved patient outcomes
6. Role model professional attributes
7. Apply reflection-in-action to ensure person centred care and the necessity for self-care
Task Description: This Portfolio Learning Contract is a record of the development and mastery of advanced clinical nursing skills throughout your second term of study. It is a fresh look at your skills with the aim of understanding how advanced skills differ from beginning skills. This assessment incorporates aspects from assessment one.
This assessment is to be undertaken at your local health service, occurs over the term and is undertaken by a nurse educator or a clinical nurse in your clinical area. There is not a designated day for the assessment.
Task Instructions
Step 1. Download the portfolio learning contract rubric. The objectives specifically identified in the contract are derived from a range of clinical resources in order to advance your expertise in clinical skill development.
Step 2. Negotiate with your Graduate Nurse Educator/Health Service Educator to practice the clinical skill. As your proficiency increases, your confidence and expertise at performing a particular skill develops.
Step 3. Negotiate with your Graduate Nurse Educator/ Health Service Educator to assess your ability to complete the clinical skill. The objectives of this contract need to be achieved at either your place of employment or at a designated clinical study day. Study days will be convened at your local health service.
If you are unable to successfully complete the requirements of this contract at your place of employment YOU MUST discuss this early with your local contact or the Course Coordinator to arrange alternative clinical assessment.
Step 4. Ensure that your portfolio is updated at the completion of the assessment and you are verified by your assessor as being competent in this clinical skill.
Return Date to Students: Return information will be given at your local health service
Week 12 Monday (7 Oct 2019) 12:00 am AEST
This assessment is to be undertaken at your local health service.
Exam Week Monday (21 Oct 2019)
Return information will be given at your local health service.
Portfolio - Learning Contract Rubric
This learning contract is to be
used for students enrolled in NURS20172 Nursing and Professional Practice 2.
The objectives of this
contract need to be achieved at either your place of employment as a Registered
Nurse or on a designated clinical study day.
Students can have a
second attempt if unsuccessful in any of the objectives
Assessment 2 |
|||
Contract Objectives Log |
Competent/ Not Yet Competent |
Marking Criteria P/F |
Sign/ Date |
1. Demonstrates ability
to obtain accurate measurements of a
range of patient signs and symptoms using a range of different devices and
accurately interpret findings |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
2. Is
able to identify the pattern of concern for escalation in the vital signs of patients in a range of clinical contexts. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
3. Demonstrates ability
to auscultate: lung fields, apical pulse, bowel sounds and interpret
findings. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
4. Demonstrates
ability to perform an ECG and identify life-threatening cardiac arrhythmias |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
5. Is able to identify
and meet patient needs for hygiene across the entire body (general areas,
body folds, genital areas, hair, eyes, teeth, mouth, ears, nose, feet and
hands). |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
6. Is able to routinely
perform the 5 moments of hand hygiene and encourages others to do so. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
7. Is able to identify a
patient at risk for skin breakdown and implement preventative strategies. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
8. Is able to identify
evidence-based wound care interventions for simple and complex wounds. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
9. Demonstrates a sound understanding
of the complexity of medication monitoring and administration and accesses
suitable resources to support accuracy. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
10. Is
able to assess and interpret mobility needs for individual patients who are
bed-ridden or mobile. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
11. Demonstrates
a sound ability to meet nutritional needs for each patient, including
assistance with eating and drinking as indicated. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
12. Can
identify bowel patterns in individual patients and facilitate regularity as
appropriate to condition. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
13. Demonstrates
the ability to identify bowel related dysfunction [constipation/
diarrhoea/bleeding] and escalates or manages as appropriate. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
14. Can
insert and/or manage tubes used to drain fluid from or insert fluid into the
body. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
15. Is
able to manage single and multiple Intravenous lines with or without
medications added. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
16. Demonstrates
the ability to identify urinary retention or low urine output and escalates
appropriately. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
17. Demonstrates
the ability to manage a person requiring oxygen or other breathing assistance
devices. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
18. Demonstrates
an understanding of the requirements of pain management and accesses
specialised assistance as required. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
19. Is
able to identify a patient with hypertension and escalates and/or implements
appropriate health teaching |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
20. Is
able to identify a patient with very low or very high blood sugar and take
appropriate action. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
21. Demonstrates
the ability to perform procedures related to altered vascular status, such as
Doppler and peripheral pulses, and interprets findings |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
22. Demonstrates
ability to calculate and assess BMI and describe significance of the result |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
23. Demonstrates
a sound understanding of mental health issues relevant to the acute care
setting. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
||
24. Implements
appropriate interventions related to mental health symptoms. |
Pass
– skill
acquired. Judgement evident. Fail
– skill
not acquired. Judgement not evident. |
- Demonstrate advanced clinical skills within a health context
- Advocate for patients and families within the interprofessional context
- Initiate clinical evaluations and interventions in clinical settings
- Support others in the management of treatment technologies
- Use evidence based practices to improve patient outcomes
- Role model professional attributes
- Apply reflection-in-action to ensure person centered care and the necessity of self-care.
- Knowledge
- Cognitive, technical and creative skills
- Research
- 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.