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NURS11165 - The Profession of Nursing

General Information

Unit Synopsis

The 21st-century nursing profession is a product of historical and contemporary, socio-political and cultural influences. You will explore these while considering legal and ethical frameworks, the role of professional governing bodies and governance while beginning to investigate the profession of nursing. You will explore the personal skills, inherent requirements and attributes required in the profession and consider what your personal journey towards becoming a registered nurse will require.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisite:

Must be enrolled in CL91 Bachelor of Nursing or CG41 Start Uni Now

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2021

Term 1 - 2022 Profile
Online
Rockhampton
Term 2 - 2022 Profile
Online
Rockhampton
Term 1 - 2023 Profile
Brisbane
Online
Rockhampton
Term 2 - 2023 Profile
Brisbane
Online
Rockhampton
Term 1 - 2024 Profile
Brisbane
Online
Rockhampton
Term 2 - 2024 Profile
Brisbane
Online
Rockhampton

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Portfolio 10%
2. Reflective Practice Assignment 50%
3. Online Quiz(zes) 40%

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

Past Exams

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Previous Feedback

Term 1 - 2022 : The overall satisfaction for students in the last offering of this course was 60.87% (`Agree` and `Strongly Agree` responses), based on a 20.00% response rate.

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.

Source: Student Unit and Teaching Evaluation
Feedback
Written assessment for the reflective essay had been confusing and inconsistent with the marking rubric. Some students also found it difficult to understand the instructions of the assessment.
Recommendation
Review the instruction of the reflective essay with the aim of simplifying the activity. Review the assessment marking rubric is recommended to ensure that this maps to the instructions provided to students.
Action Taken
Reflective essay instruction and marking rubric have been rewritten to map the changes in learning outcomes.
Source: Student Unit and Teaching Evaluation
Feedback
Online quizzes. Word count within the short answer questions was a stressor for students.
Recommendation
Consider removing the word count in any short answer question within online quizzes. A review of the time limits set on the quiz to ensure students can still meaningfully address the short answer question is also recommended.
Action Taken
Quiz is no longer part of the assessment after the proposed changes in learning outcomes after Term 2, 2021.
Source: Student Unit and Teaching Evaluation
Feedback
Returning of one assessment to students before the next written piece is due.
Recommendation
Future assessment due dates will be set in accordance with the Assessment Policy and Procedure.
Action Taken
Assessments have been returned to students before the due date of the next assessment. All assessment return dates have been set in accordance with the Assessment Policy and Procedure.
Source: Staff and student feedback
Feedback
The implementation of SugarCRM during the teaching term had been an effective communication platform for the unit coordinators as well as the students.
Recommendation
Continue utilising SugarCRM for future delivery of the Unit.
Action Taken
SugarCRM has been the main communication platform between the unit coordinators and the students.
Source: Student Unit and Teaching Evaluation
Feedback
Guest speakers invited to share their experiences on some of the weekly topics have been found to be "inspiring" and "engaging" by the students. Feedback from students showed that guest speakers were "an excellent resource to gain knowledge from."
Recommendation
Continue to engage with guest speakers for the appropriate topics of NURS11165.
Action Taken
Recorded videos of guest speakers will continue to be featured within the topics of NURS11165.
Source: Student email
Feedback
I thoroughly enjoyed the content provided and the assessment pieces, specifically assessment one and two. I have gained a lot of knowledge historically and new found respect for the influence we have as RNs (perhaps others possessed this knowledge before, but it was really eye opening).
Recommendation
Continue with the objectives and format of the Assessments which focus on the historical and contemporary nursing practice.
Action Taken
Nil.
Source: Student email
Feedback
The feedback provided on my assessments was very informative, providing constructive points on how to improve and although my individual communication with you all was limited, each response was positive (i feel well received)
Recommendation
Continue with the expert moderation model to maintain the quality of marking students' assessments by the allocated markers.
Action Taken
Nil.
Source: Student email
Feedback
Communication regarding assessment feedback or queries feels very disorganised. I have waited almost 2 weeks for a response and still nothing as yet. I understand that this is a busy time but an indication of what the response timeframe and process is would be very helpful. Did not feel supported during the first couple of weeks of Term as it was difficult to contact coordinators with questions.
Recommendation
Spoke with students during the ZOOM session regarding this issue. At the commencement of term, all unit coordinators were teaching residential school and would respond in the evening. Apologised for the issue and emails were responded to on a daily basis in the evening after residential schools.
Action Taken
Nil.
Source: ZOOM session feedback
Feedback
The students enjoyed the unit and the coverage of the legal aspects of nursing. Enjoyed linking the standards and codes to specific case studies and saw how they all interrelated with each other.
Recommendation
Incorporate relevant case studies for group work to further imbed the importance of understanding the codes and standards in nursing practice. This will build a solid foundation of knowledge to allow scaffolded learning through years 2 and 3.
Action Taken
Nil.
Source: Student email
Feedback
Thank you for the support I received throughout the term. I have had a difficult time due to sickness and family stuff. Without your support, I would not have made it through the term.
Recommendation
Continue to be student-focused to improve both the unit and student outcomes. Demonstrating empathy and compassion as a teacher is an important aspect of our position as it improves communication between the unit coordinators and the students so they do not feel afraid or embarrassed approaching us. Working with such a great teaching team also improves the delivery and student/teacher relationships.
Action Taken
Nil.
Source: SUTE unit comments
Feedback
This unit was fantastic for linking the governing standards to both nursing scenarios and the weekly learning material to demonstrate and enable me to understand how essential they are to the profession of nursing. I found group work in the lectures frustrating as others (not all) would not turn their cameras on or participate in the activities. This resulted in the same people always sharing their thoughts and reporting back to the class. This made attending workshops less enjoyable and less of a learning experience than what it could have been if everyone had participated.
Recommendation
Using relevant case studies allows the student to see how the codes and standards apply to their nursing practice. During ZOOMs the students were to work in groups to answer questions. Some students found the group work frustrating as other students would turn their cameras off and not participate. The lecturers would work between groups to ensure the participation of all students however due to the ZOOm group layout the lecturer cannot view every group from their screen. ZOOM sessions will continue and the lecturers will continue to monitor participation.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Discuss historical and contemporary factors that influence the image, status and nature of nursing practice
  2. Outline and interpret the role of professional governing bodies in relation to professional nursing practice, patient safety and governance
  3. Explain the four major bioethical principles and relate these to your own expectations of nursing
  4. Reflect on your own perceptions of the role of the nurse and relate this to the professional inherent requirements
  5. Construct your own nursing philosophy as a basis for your professional portfolio.

Content in this unit incorporates a number of professional nursing requirements

Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice

Thinks critically and analyses nursing practice

Engages in therapeutic and professional relationships

Maintains the capability for practice

Comprehensively conducts assessments

Develops a plan for nursing practice

Provides safe, appropriate and responsive quality nursing practice

Evaluates outcomes to inform nursing practice

Nursing and Midwifery Board of Australia (NMBA) Code of Conduct

Legal compliance

Person-centred practice

Cultural practice and respectful relationships

Professional behaviour

Research in health

Health and wellbeing

International Council of Nurses Code of Ethics for Nurses

Nurses and People

Nurses and Practice

Nurses and the Profession

Nurses and Co-workers

National Safety and Quality Health Service Standards

Clinical governance

Partnering with consumers

Communicating for safety

Patient Safety Competency Framework

Person-centred care

Therapeutic communication

Cultural competence

Teamwork and collaborative practice

Evidence-based practice

Preventing, minimising and responding to adverse events

Aged Care Quality Standards

Consumer dignity and choice

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Portfolio • •
2 - Reflective Practice Assignment •
3 - Online Quiz(zes) • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication •
3 - Critical Thinking • • •
4 - Information Literacy •
8 - Ethical practice • • • •
9 - Social Innovation •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Portfolio • • •
2 - Reflective Practice Assignment • •
3 - Online Quiz(zes) • • • •