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NURS13136 - Clinical Nursing Practice 5

General Information

Unit Synopsis

In this capstone unit, you will be required to consolidate, integrate and apply the foundational knowledge, concepts and skills learnt throughout your undergraduate studies in the Bachelor of Nursing. This final clinical unit is undertaken before entering the workforce. You will be required to complete 240 hours of clinical placement following participation in a compulsory three (3) day residential school. These learning experiences will provide you with the opportunity to consolidate and demonstrate your ability to practice safely at the level of novice Registered Nurse. You are expected to meet all requirements and expectations of the Nursing and Midwifery Board of Australia Registered Nurse policies, codes, guidelines and standards while demonstrating proficient skills in holistic nursing care, identifying and responding to patient deterioration and identifying risks within the workplace.

Details

Level Undergraduate
Unit Level 3
Credit Points 12
Student Contribution Band 1
Fraction of Full-Time Student Load 0.25
Pre-requisites or Co-requisites

Pre-requisites

NURS11162 Inclusive Practice for Nursing or NHLT12002 Inclusive Practice

NURS13133 Clinical Nursing Practice 4 or (NURS13126 Critical Care Nursing and NURS12146 Person Centred Approach to Chronic Illness)

BIOH12008 Human Pathophysiology

NURS13134 Community Nursing Perspectives or NURS13129 Mental Health and Mental Health Nursing

Co-requisite:

NURS13135 The Professional Nurse or NURS13120 Nursing Leadership and Management


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 2 - 2020

Term 2 - 2020 Profile
Mixed Mode
Term 2 - 2021 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 12-credit Undergraduate 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.

Assessment Tasks

Assessment Task Weighting
1. Practical and Written Assessment 0%
2. Professional Practice Placement 0%
3. Written Assessment 0%
4. Written Assessment 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

No previous feedback available

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: End of term unit evaluation report
Feedback
Course resources/Course content via Moodle site
Recommendation
Course content to be available to students 4 weeks at a time to keep students engaged and ensure they have necessary content prior to clinical placement. Ensure Moodle content is well organised and assessment tasks are easily identified. Lectures to be part of the weekly zoom tutorials to maximise student participation. Zoom sessions to be recorded and uploaded to Moodle site after each session.
Action Taken
Course content was not made available to students as recommended. This was due in part to initial lead unit coordinator removal and minimal to no content written or available on the moodle site at commencement of the term. The current unit coordinators worked to encourage the previous lead to delegate tasks and share the workload with very minimal to no success. This resulted in the current unit coordinators having to write the unit content for the moodle page on a day-by-day, week-by-week basis. Students were notified that unit content would be released weekly due to changes of unit coordinators. Due to staff illnesses release of weekly content was at times late. For the most part content was released as close to the time frame students were notified of as possible given the issues at hand. Weekly zoom tutorials were conducted for the first four weeks with less than 4 students attending. These sessions were recorded and uploaded to Moodle page. After lack of interest through no responses from students with regards to whether they wanted weekly zoom tutorials to continue the weekly tutorials were ceased. Students were advised that if there was anything they wanted further information on to post it to the discussion forums and a zoom session would be conducted, recorded and uploaded. Zoom sessions on the individual written assessment pieces were conducted with student participation and involvement. These were recorded and uploaded to the Moodle page for all students. These were well received and viewed frequently by students with unit evaluation feedback stating that this was something that assisted students greatly.
Source: End of term unit evaluation report
Feedback
Some residential schools were disorganised and staff not adequately prepared to answer student questions.
Recommendation
Better organisation and distribution of resources prior to residential school. Training of academic staff, simulation technicians, simulated patients and casual teaching staff prior to start of residential schools related to simulation and content of CNP5
Action Taken
An effort was made to organise and communicate information specific to residential schools, to staff teaching the residential schools earlier than previously done. Due to lack of communication resultant from a lack of uniformity in sharing unit content and content not shared in a timely fashion this was not achieved as well as it could have been. Content taught within the residential schools was still being updated with mistakes and inaccuracies being identified and corrected while the residential schools were being conducted. This added to general confusion of both staff delivering content and students.
Source: End of term unit evaluation report
Feedback
Simulated Patients unavailable at every campus for residential schools
Recommendation
Start preparation for recruiting, orientating and training simulated patients early in Term 1, 2018. Use of media to advertise EOI for recruiting Ensure every campus has simulated patients during the delivery of simulation sessions during residential schools
Action Taken
Preparation through way of recruiting simulated patients commenced midway through term one for Cairns campus but this was not managed uniformly for all campuses that conducted residential schools for which simulated patients were required. The media campaign to generate interest for recruitment of simulated patients worked well for Cairns and in part for Townsville, Mackay and Rockhampton but not so well for Bundaberg and Noosa. There was not uniformity of unit content delivery with simulated patients for residential schools across all campuses that conducted residential schools. This was due in part to lack of interest generated by media recruitment, lack of community interest, illness of volunteers that resulted in lower numbers of simulated patients. There were also issues with recruiting the required numbers of simulated patients for the larger residential schools (over 60 students).
Source: End of term unit evaluation report
Feedback
Forum feedback
Recommendation
Communication via the unit forum will be divided between the clinical unit coordinators so that the lead coordinator is not solely responsible responding to student questions. A generic unit email will be set up so that emails are monitored by all NURS13136 unit coordinators ensuring a reply to students in a timely manner.
Action Taken
Generic unit email address was implemented and utilised. Students were instructed to direct all written email communication to the generic unit email. Students continued to email unit coordinators individually thereby causing further confusion of who was emailed when and what was the most up to date information. Management of emails sent to the generic email were categorised within the email dividing emails up between the unit coordinators to ensure that each unit coordinator predominantly replied to the same student emails. The News and Discussion Forums of the unit were managed by all three unit coordinators with discussion between coordinators on responses to assessment questions or unit content to ensure uniformity in all responses. This ensured that all student responses were uniform and reduced confusion. Unit Coordinator absences due to leave or illness were relayed to the remaining unit coordinators with this ensuring that all communications to the generic email and on the forums were answered in a timely fashion and not forgotten. Student feedback on unit coordinators response to student emails and forum posts included the recommendation that "...in regard to repetitive questions on discussion and forums...lecturers need to let students fend for themselves a little more, build resilience, responsibility and accountability.".
Source: End of term unit evaluation report
Feedback
Written assessment return
Recommendation
This assessment should be an online assessment due to the fragmented clinical placement opportunities for the students. Students complete clinical placement at different times and some have split clinical placement outside of the Term. An online assessment such as V-Sim would allow the students to work at their own pace to complete the task by the end of Term 2. This would create less stress for students who are applying for graduate positions.
Action Taken
Assessments were online submissions through the Moodle Page and TurnItIn. The assessment due dates were flexible to make them dependent on when the individual students completed placement - assessments were changed to be due within 3 working/business days of completing placement. Zoom sessions on the individual written assessment pieces were conducted with student participation and involvement. These were recorded and uploaded to the moodle page for all students. These were well received and viewed frequently by students with unit evaluation feedback stating that this was something that assisted students greatly. Student feedback on unit coordinators response to students regarding questions on assessment pieces included the recommendation that "...in regard to repetitive questions on discussion and forums about assessment pieces...lecturers need to let students fend for themselves a little more, build resilience, responsibility and accountability.".
Source: Staff and Students
Feedback
Residential School in first 2 weeks of Term 2
Recommendation
Residential school to be offered at least 4 weeks from the start of Term 2 to allow students to have some content of the unit and be better prepared for residential school.
Action Taken
This did not eventuate. The unit content pertaining to residential schools became available to students approximately 2 weeks before the commencement of term. The unit content available was on the residential school and information on the clinical simulation scenarios that would be undertaken. This content was then consistently updated, adjusted, changed or removed which then subsequently led to student confusion and frustration over which version was correct and what was actually going to be taught at the residential school.
Source: Unit Evaluation Feedback Response
Feedback
Residential School was great - loved the simulated patients - too much information into too short a time frame. Was overwhelming to learn new things (drains, conditions, treatment protocols).
Recommendation
Increase residential school time from 3 days to 4 days. Keep simulated patients in residential school. In CNP5 the focus needs to be on the role of the RN in varying clinical scenarios. Learning of new clinical equipment/techniques holds little benefit for scaffold learning at this late stage.
Action Taken
Nil.
Source: Unit Evaluation Feedback Response and Peer Feedback
Feedback
Inequality with regards to post-graduation interview preparation only at some campuses.
Recommendation
Include post-grad interview information, hints, tips, in residential school. Potential to record mock interview, critique of interview and upload for all students to watch. Practice interview simulation scenarios and critique with all students.
Action Taken
Nil.
Source: Unit Evaluation Feedback Response
Feedback
Ill-prepared for speciality/critical care clinical placements.
Recommendation
Clarify what the purpose of a Bachelor of Nursing is, what it provides and why the focus is not on speciality/critical care environments but rather on the basic foundational skills of nursing by way of information presented on Moodle page in video and written format.
Action Taken
Nil.
Source: Unit Evaluation Feedback, Staff Feedback and Self Reflection
Feedback
Real-world preparation for what to expect with regard to self-care both professionally and personally in preparation for working as a registered nurse.
Recommendation
Inclusion within unit content of self-care and the professional responsibilities of transitioning into the role of an RN. This can be role-played as well as discussed. Guest speakers or new graduates and their experiences would be of benefit.Suggestion of a member of HR team to attend with regards to workplace responsibilities/roles.
Action Taken
Nil.
Source: Unit Evaluation Feedback Response Staff Feedback and Self Reflection
Feedback
Residential School class sizes too big, not enough teachers resulting in feeling as though couldn't talk to teachers to ask questions.
Recommendation
Content taught within Residential School needs to be reviewed. Schedule in a "surgery hour" for students to come and ask questions face to face online via Zoom to ensure equitability across campuses. A location specific residential school chat board via Moodle will also enhance communication.
Action Taken
Nil.
Source: Unit Evaluation Feedback Response, Staff Feedback, Self Reflection
Feedback
Residential School clinical assessments too long, resulted in students sitting about waiting for hours to be assessed.
Recommendation
Assessments to be streamlined to allow multi-faceted assessment rather than the one on one. Increase number of staff to assist with student assessments.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Integrate cultural safety and advanced communication skills to collaborate effectively with individuals, families, carers, communities and members of the multidisciplinary care team to facilitate positive health outcomes
  2. Apply patient safety and quality principles inclusive of diagnostic and therapeutic procedures and the nursing process to deliver evidenced based, person centred nursing care to individuals, families, carers and communities
  3. Prioritise health promotion models at a local, national and international level that are used by nurses to support the health and wellness of individuals, families, carers and communities
  4. Function within legal and ethical frameworks and scope of practice of a beginning registered nurse in accordance with Nursing Midwifery Board of Australia (NMBA) Registered Nurse policies, codes, guidelines and standards.

NMBA Registered Nurse policies, codes, guidelines and standards: https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical and Written Assessment
2 - Professional Practice Placement
3 - Written Assessment
4 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
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
1 - Practical and Written Assessment
2 - Professional Practice Placement
3 - Written Assessment
4 - Written Assessment