NURS13145 - Professional Experience Placement 5

General Information

Unit Synopsis

This is your final unit in the Bachelor of Nursing which must commence and be completed in the final six months of your course. 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) and apply the Patient Safety Competency Framework (PSCF) (Levett-Jones et al., 2017). You will be expected to identify risks 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 (NMBA, 2020). You are required to participate in a compulsory four (4) day residential school prior to attending professional experience placement for this unit. This unit includes a 240-hour block professional experience placement to consolidate your knowledge, skills, and experiences prior to being deemed eligible for registration as a nurse (Division 1) with the Nursing and Midwifery Board of Australia (NMBA). 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 of relocating for placements. Due to the limited availability of placements, some block placements have start and/or end dates that fall outside standard term dates.

Details

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

Co-requisites:

NURS13144 Preparation for Practice as a Registered Nurse OR NURS13135 The Professional Nurse

Pre-requisites:

120 credit points within the CL91 Bachelor of Nursing course

NURS13142 Professional Experience Placement 4 and NURS13141 Acute Alterations in Health in Complex Care Environments OR NURS12158 Clinical Nursing Practice 3

NURS13139 Building Professional Resilience in Nursing and NURS13140 Law and Ethical Considerations in the Profession of Nursing OR NURS13134 Community Nursing Perspectives

NURS12163 Chronic Health and Community Care and NURS12164 Professional Experience Placement 3 OR NURS13133 Clinical Nursing Practice 4

NURS12162 Mental Health Nursing with Professional Experience Placement OR NURS12157 Concepts of Mental Health Nursing

BIOH12011 Pathophysiology and Pharmacology 1 and BIOH12012 Pathophysiology and Pharmacology 2 OR BIOH11006 Advanced Anatomy and Physiology, NURS12154 Pharmacology for Nursing Practice and BIOH12008 Human Pathophysiology

NURS12160 Alterations in Health OR NURS12155 Medical-Surgical Nursing

NURS12165 Evidence to Inform Nursing Practice OR NURS11158 Evidence Informed Nursing Practice

This unit must be completed in the final term of CL91 Bachelor of 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 - 2024

Term 2 - 2025 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. In-class Test(s) 0%
2. 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 2 - 2023 : The overall satisfaction for students in the last offering of this course was 89.47% (`Agree` and `Strongly Agree` responses), based on a 11.8% 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 feedback
Feedback
I found refreshing the physical assessments excellent because I had not done a lot of these since first year.
Recommendation
Continue to refresh student learning on systematic assessments as previous industry feedback has informed us that student knowledge on basic assessments was limited.
Action Taken
Throughout the residential school, students were provided with multiple self-regulated learning opportunities to practice systematic physical assessments to meet their own learning needs.
Source: Student feedback
Feedback
More online ZOOM sessions to provide additional support. Maybe every 2 or 4 weeks.
Recommendation
Include either planned ZOOM sessions or ad-hoc ZOOM sessions to provide a platform for the students to discuss concerns or ask questions.
Action Taken
Clinical placement drop-in ZOOM sessions were held regularly to provide additional student support.
Source: Unit coordinators
Feedback
Include information to consolidate information regarding the first year of practice.
Recommendation
Students have expressed disappointment that no information was provided regarding their first year of practice. Historically this information was discussed at residential school allowing clarification of expectations. This would allow the consolidation of information provided by the sister unit that concurrently runs with this unit.
Action Taken
All clinical skills taught over the Bachelor of Nursing program were mapped and incorporated into a series of self-regulated deliberate practice sessions and simulation scenarios.
Source: CQU staff running residential schools.
Feedback
More simulated scenarios are required to facilitate student's critical thinking/clinical reasoning.
Recommendation
Include simulated scenarios involving systematic physical assessments to facilitate critical thinking. Recommendation is for the scenarios to provide opportunities for students to identify normal versus abnormal findings, and the required nursing interventions.
Action Taken
All self-regulated practice and simulation scenarios were accompanied by a series of questions designed to provoke reflection on practice, critical thinking and clinical reasoning.
Source: Residential school feedback
Feedback
We really liked being assessed together. It allowed us to communicate our actions and work as a team.
Recommendation
Overall, the student feedback was positive regarding the clinical assessment scenario. They however did not like playing the patient as they find it difficult to respond to a fellow student. They did like working as part of a team and communicating the necessary nursing interventions and sharing the actions. We will continue to offer these sessions based on the recommended feedback.
Action Taken
Clinical assessments during residential school have been removed. However, structures for self-assessment and peer-performance feedback were utilised.
Source: Unit coordinators
Feedback
It is recommended to include a hospital based simulation with a variety of patient presentations with simulated patients (not students). AM and PM shifts could be designed play throughout the residential school or for one day.
Recommendation
The inclusion of this simulation would allow consolidation of all skills the students have learned throughout their degree. It would also allow them to refresh their knowledge of necessary assessments and interventions along with the applicable paperwork to cover a patient from admission to discharge. This would be removing the usual task focussed approach a student applies to the assessment item. It would allow the assessor to gain a true understanding of the student's theoretical and practical knowledge.
Action Taken
The residential school included new multiple-patient scenarios that took place in both residential aged care and acute hospital care contexts.
Source: In-class feedback
Feedback
Students enjoyed the learning opportunities of the multiple-patient scenarios within residential school.
Recommendation
Continue using the multiple-patient scenarios to facilitate students teamwork, time management, prioritisation and communication skills.
Action Taken
In Progress
Source: In-class feedback
Feedback
The choose-your-own-adventure simulations were well received by the students as an enjoyable and dynamic way to complete simulations.
Recommendation
Continue using the choose-your-own-adventure simulations.
Action Taken
In Progress
Source: In-class feedback
Feedback
Some errors within the clinical documents were noted.
Recommendation
Review the clinical documentation prior to the next offering of NURS13145.
Action Taken
In Progress
Source: SUTE Unit Feedback
Feedback
Interview practice session during residential school was very helpful.
Recommendation
Continue to offer opportunity to practice being interviewed for graduate roles using a variety of interview styles and formats. Continue to provide links and resources from the CQU Careers Team.
Action Taken
In Progress
Source: SUTE Unit Feedback
Feedback
This was my favourite Res School. I enjoyed how all of our knowledge was consolidated, and we had the opportunity to work on skills that we individually felt we needed more practice on.
Recommendation
Continue to provide deliberate practice session to faciliate individual learning needs.
Action Taken
In Progress
Source: SUTE Unit Feedback
Feedback
I am concerned that the clinical scenarios have been removed. Although we all get nervous, I think it is a great opportunity to practice our skills, being under pressure is not a bad thing to get used to.
Recommendation
Ensure that students receive performance feedback from peer and lectuers.
Action Taken
In Progress
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 physical and psychosocial assessment, planning, implementation and evaluation of people in nursing practice, to your clinical practice.
  2. Consolidate knowledge, skills and attitudes to demonstrate the professional attributes of a registered nurse
  3. Recognise, respond and appropriately manage the deteriorating patient
  4. Demonstrate safe decision making and prioritisation of nursing care
  5. Recognise risk and implement strategies to ensure safety
  6. Communicate and collaborate effectively with people, including members of the interdisciplinary health care team, to facilitate positive health outcomes
  7. 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

Teaching, supervising and assessing

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

Organisation’s service environment

Feedback and complaints

Human resources

Organisation governance

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - In-class Test(s) • •
2 - Professional Practice Placement • • • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
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