NURS12161 - Professional Experience Placement 2

General Information

Unit Synopsis

In this unit, you will have the opportunity to practice nursing care in the medical-surgical environment. You will apply the Nursing and Midwifery Board of Australia (NMBA) Registered nurse standards for practice (2016). You will continue to explore the importance of the National Safety and Quality Health Service (NSQHS) Standards (2017) to all nursing practice in Australia and use the Patient Safety Competency Framework (PSCF) (Levett-Jones et al., 2017) in your practice as a nursing student. You will be expected to identify risk and recognise and respond appropriately to the deteriorating patient in the simulated and clinical environment. You will work within your scope of practice using the decision-making framework (DMF) (NMBA, 2020). You are required to participate in a compulsory three (3) day residential school prior to attending professional experience placement for this unit. This unit includes a 120 hour block professional experience placement in a medical-surgical environment. You must meet specific mandatory health, safety and security requirements to be eligible to attend each professional experience placement. Professional experience placements may be limited in your community and you may be placed in other locations. Please be prepared financially and personally to cover the costs to relocate for placements. Due to the limited availability of placements, some block placements have start and/or end dates that fall outside standard term dates.


Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites


BIOH11005 Introductory Anatomy and Physiology or BMSC11010 Human Anatomy and Physiology 1

NURS11170 Professional Experience Placement 1 or NURS11161 Clinical Nursing Practice 1


NURS12160 Alterations in Health or NURS12155 Medical-Surgical Nursing

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 Compulsory Residential School
View Unit Residential School

Unit Availabilities from Term 3 - 2022

Term 1 - 2023 Profile
Mixed Mode

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. In-class Test(s) 0%
2. Practical Assessment 0%
3. Professional Practice Placement 0%

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.

Past Exams

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Previous Feedback

Term 1 - 2021 : The overall satisfaction for students in the last offering of this course was 3.8 (on a 5 point Likert scale), based on a 34.61% 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 evaluation survey
I think it would be better to have residential school weekly to allow more in-depth engagement and practice with the knowledge and skills. I understand covid played a part in this, however, I believe a return to weekly residential school lessons would be a better option as soon as possible. The pre-brief setup was not great either. I managed to complete everything prior to residential school but could understand if others were not able to.
Internal classess are offered on some campuses, and these are more spread out than residential schools. However, timetabling of multiple units and three separate courses including HE, VET and Individual support limit the ability to offer weekly classes for all students. The content in the pre-brief will be condensed as this unit now will go back to Pass/Fail and only three assessments not five.
Action Taken
Source: Student Evaluation survey
I found the workload in this subject big. The pre-brief work was huge, 3 weeks placement, res school and 2 big written assessments. I don’t like that we are graded on just the 2 written subjects so we could fail the subject but have an awesome placement. I also found the second written assessment we had not a lot of prior learning about but were asked to write about the anaesthetic nurse. Maybe one written piece would be better in the future. Prior placement subjects have been pass/fail which I find more fair because it covers all the assessment components of the subject instead of being graded just on two written pieces for the whole subject grade.
The five assessments and this unit being graded has been revised for 2022. The five assessments have been reduced to three assessments and no written assessments. The unit is being revised from graded to Pass/Fail.
Action Taken
Source: Email feedback from student
Feedback for year two clinical lab the lecturers were engaging and informative it was action-packed and had us all thinking on our feet, all in all very stimulating. The only drawback was using a Mac computer which many of us had never used before.
Continue to provide stimulating content in the clinical labs. Additional training in the use of MACS will be provided on campuses through the library.
Action Taken
Source: Student evaluation feedback
Support and teamwork from most of my peers and coordinators. I loved using Teams as it was a quick and easy way to communicate and get info across. I feel that Teams help close the gap between face-to-face learning and learning online.
Microsoft teams will continue to be used to enhance communication in this unit.
Action Taken
Unit learning Outcomes

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

  1. Apply the Nursing and Midwifery Board of Australia (NMBA) Registered nurse standards for practice in the assessment, planning, implementation and evaluation of people experiencing acute and deteriorating alterations in health in the simulated and clinical environment
  2. Develop person-centred, evidence-based plans of care for a person experiencing an acute alteration in health identified in the National Health Priority Areas (NHPA) and in a perioperative context.
  3. Demonstrate knowledge and application of safe supply and administration of non-parenteral and parenteral medication.

Content in this unit incorporates a number of professional nursing requirements

Nursing and Midwifery Board of Australia decision-making framework (DMF) - nursing

Nursing and Midwifery Board of Australia 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 Nursing Code of Conduct

Legal compliance

Person-centred practice

Cultural practice and respectful relationships

Professional behaviour

Research in health

Health and wellbeing

International Council of Nursing Code of Ethics for Nursing

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

Preventing and Controlling healthcare-associated infection

Medication safety

Comprehensive care

Communicating for safety

Blood management

Recognising and responding to acute deterioration

Patient Safety Competency Framework

Person-centred care

Therapeutic communication

Cultural competence

Teamwork and collaborative practice

Clinical reasoning

Evidence-based practice

Preventing, minimising and responding to adverse events

Infection prevention and control

Medication safety

Aged Care Quality Standards

Consumer dignity and choice

Ongoing assessment and planning with consumers

Personal care and clinical care

Services and supports for daily living

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - In-class Test(s)
2 - Practical Assessment
3 - Professional Practice Placement
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
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