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

To view Past Exams, please login
Previous Feedback

Term 2 - 2019 : The overall satisfaction for students in the last offering of this course was 4.2 (on a 5 point Likert scale), based on a 36.73% 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: 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
Residential schools unable to be increased from 3 to 4 days. Unit content at residential school restructured to ensure focus in on building upon foundational skills and theory that are already known ensuring no new content was introduced.
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
Module within unit content on Moodle included to focus on graduate position applications, preparing for interview process along with links to hints, tips and additional professionally appropriate and endorsed supportive websites. Was discovered that a best time to practice interviews was in Term One and that this information is also covered in CNP4, the previous clinical unit.
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
Clarity of purpose of Bachelor of Nursing explained in Moodle Page and through content with focus on provision and teaching of foundational nursing skills, theory and practice. Explanation provided for where students can go and what they can do to pursue further study after the Bachelor of Nursing with regard to specialisation in different areas of Nursing. Information presented on Moodle Page in unit content and also in residential schools to students.
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
Unit content rewritten to address this issue with specific module that covers the areas of self-care, professional accountability and responsibility, transition to the role of beginner Registered Nurse from student. Presentations were made on campus to students from individual health service HR personnel and from the Office of the Chief Nurse - these sessions were recorded and placed online for students to access should they have been unable to attend in person or to review at their leisure.
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
Residential School content and delivery was restructured to allow for coverage of content in classroom setting, skill station to cover skills and practical issues, then immersion in simulation scenario. Idea of 'Surgery Hour' trialed in zoom across first 8 weeks of term with 5 different time sessions available throughout the week. Minimal uptake in first 2 weeks and then no uptake of this offering after first 2 weeks. Sessions were cancelled and students were encouraged to come to campus or call or email Unit Coordinators at any time to cover and discuss any issues or concerns. Location specific residential school discussion boards and information was provided on Moodle page with good engagement. Students stated they found this beneficial and supportive in assisting them to organise and attend residential school.
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
Residential School Assessments were restructured and arranged to take place each day of the residential school. This reduced overall day length and stress on behalf of students and teaching staff. A rolling team roster approach to assessments was utilised to manage assessments across the course of the three day residential school. This resulted in all students being assessed within the first two days for most campuses dependent on student numbers. Any re-sits were completed on final day and allowed for students to enjoy residential school without having a long drawn out third day that focused on assessment only. There are still some areas that can be improved upon with this process but for the most part it reduced student and staff stress, decreased the overall need for 'additional staff to assist with assessments', allowed for smoother flow of residential school and ensured that days finished on time.
Source: Student Unit and Teaching Evaluation Feedback, Self-Reflection.
Feedback
Time spent sitting or waiting while students were having assessments completed at Residential School.
Recommendation
Plan to arrange to have a teaching staff member available to direct discussion topics or activities during these times. Could be utilised as a time for 'Q & A' for grad positions or placement questions. Also time for group activities on professionalism, NMBA Standards of Practice or other activities.
Action Taken
Nil.
Source: Student Unit and Teaching Evaluation Feedback, Self-Reflection, Staff Feedback.
Feedback
Great dislike for MedSafe IntelliLearn case study medication assessment. Requests for focus on formula and drug calculations, including formulas and calculations pertaining to milligrams in volume and administration rates (ie. mg per ml per hour).
Recommendation
Options within MedSafe IntelliLearn will be reviewed to ascertain if meeting this request is possible within the medication safety training and assessment program that the School utilises.
Action Taken
Nil.
Source: Student Unit and Teaching Evaluation Feedback, Self-Reflection, Staff Feedback.
Feedback
Residential School format of Medication Assessment and Clinical Assessment daily was well received. Students stated it reduced stress and anxiety levels and was more enjoyable.
Recommendation
Residential School format of daily Medication Assessment and Clinical Assessment will remain.
Action Taken
Nil.
Source: Student Unit and Teaching Evaluation Feedback, Self-Reflection, Staff Feedback.
Feedback
Filming and availability of a 'Clinical Assessment Scenario' video was well received. Assisted students and staff to be aware of what and how the clinical assessment was run. Reduced fear, stress and anxiety, aided in uniformity in approach to assessments by individual campuses and assisted students in understanding what was expected.
Recommendation
Clinical Assessment Scenario video will remain. Clinical Assessment scenarios will be assessed in the same manner.
Action Taken
Nil.
Source: Student Unit and Teaching Evaluation Feedback, Self-Reflection, Staff Feedback.
Feedback
Residential School numbers too large on several campuses.
Recommendation
Requests will be made for smaller class sizes.
Action Taken
Nil.
Source: Student Unit and Teaching Evaluation Feedback, Self-Reflection.
Feedback
Residential Schools all crammed into first six weeks of term with majority of students not commencing or attending placement until Term 3. Many students complained of attending residential school 4-6 months prior to attending placement.
Recommendation
Requests will be made for more residential schools of smaller numbers to be spread out across the entire term. This will allow for students on later placements to attend later residential schools that are closer to when they attend placement.
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