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Unit Synopsis
This unit provides you with advanced knowledge of contemporary nursing practice in the Australian healthcare industry. You will examine current legislation, registration standards and scope of practice documents in order to organise and delegate safe and effective healthcare for individuals, families and groups. Ethical and legal considerations that arise from working in the nursing profession will be critically analysed and you will consider ethical, professional and self-management implications for practice. You will be encouraged to demonstrate sound judgement in applying legal and ethical frameworks in a simulated activity. You will critically evaluate the use of evidence-informed practice in nursing and will examine its significance in clinical leadership. This allows you to design and communicate a quality improvement plan in a simulated health setting.
Details
| Level | Postgraduate |
|---|---|
| Unit Level | 8 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 1 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Students must be enrolled in either:
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 2 - 2019
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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).
Recommended Student Time Commitment
Each 6-credit Postgraduate 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. Presentation | 50% |
| 2. Written Assessment | 50% |
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
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: Data smart
I loved this unit. It was insightful into research and evidence-based practice. Thanks for the feedback.
Continue feedback for the assessment in weeks 3 and 5.
Continued with the formative feedback in weeks 3 and 5. Invited students for discussion regarding concerns or questions in an open office format twice a week.
Source: Data smart
Working in groups is hard for those students who don't prepare
Remind students one week before the lesson about the topic and any preparation they need to complete.
Students were reminded of what to prepare for the following week.
Source: anonymous questionnaire on Microsoft Teams
Nine of the 12 students who responded strongly agreed that the learning expectations were clearly defined.
Clearly define the expectations for each term.
In Progress
Source: anonymous questionnaire on Microsoft Teams
Nine of the 12 students who responded agreed that the course was well organised, while an additional three students strongly agreed.
Build on these successful methods by developing additional learning materials (e.g., visual aids, practical examples, or interactive tools) that align with the teaching approach.
In Progress
Source: anonymous questionnaire on Microsoft Teams
All twelve students who responded strongly agreed that the course was taught in a manner that helped them understand the underlying concepts.
Continue using the current teaching strategies, as they effectively support student understanding of underlying concepts.
In Progress
Source: anonymous questionnaire on Microsoft Teams
Ten of the 12 students who responded agreed that the course was interesting and important.
Given that ten students agreed the course was both interesting and important, it is recommended that the current course content and structure be retained and further enhanced through engaging, real-world applications. This positive feedback also suggests value in promoting the course more widely to attract future enrolments and support student engagement across similar programs.
In Progress
Source: email
Content and teaching were relevant, well organised and effective. The weekly classes prepared us well for the quiz. I appreciate that it was referred to as a quiz and not an exam. It lightened the pressure. Having the time we did for the quiz was excellent as it gave me the chance to actually think about the questions, refer to notes and references, and then answer. Thinking critically doesn't happen instantly Having that time is important.
Continue to structure weekly classes to align closely with assessment tasks, as students have found this approach effective in preparing for the quiz. Maintain the use of the term quiz rather than exam, as this has been shown to reduce student anxiety and foster a more positive learning environment. Additionally, preserve the time allocation for the quiz, as it supports deeper critical thinking and allows students to engage meaningfully with the content, refer to notes and references, and respond thoughtfully. These elements collectively contribute to a supportive and pedagogically sound assessment experience.
In Progress
On successful completion of this unit, you will be able to:
- Apply legal and ethical frameworks and professional codes and guidelines to nursing practice
- Delegate nursing care in an appropriate manner, to optimise patient outcomes in simulated scenarios
- Evaluate sources of evidence in order to design an evidence-informed nursing care plan
- Apply the principles of clinical leadership to construct a best-practice change concept.
Standard 1: Thinks critically and analyses nursing practice
1.1 accesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice
1.2 develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
1.3 respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
1.4 complies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
1.5 uses ethical frameworks when making decisions
Standard 2: Engages in therapeutic and professional relationships
2.1 establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships
2.6 uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes
2.7 actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centred care
2.8 participates in and/or leads collaborative practice, and
2.9 reports notifiable conduct of health professionals, health workers and others.
Standard 3: Maintains the capability for practice
3.1 considers and responds in a timely manner to the health and wellbeing of self and others in relation to the capability for practice
3.2 provides the information and education required to enhance people’s control over health
3.3 uses a lifelong learning approach for continuing professional development of self and others
3.4 accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities
3.5 seeks and responds to practice review and feedback
3.6 actively engages with the profession, and
3.7 identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people.
Standard 4: Comprehensively conducts assessments4.3 works in partnership to determine factors that affect, or potentially affect, the health and wellbeing of people and populations to determine priorities for action and/ or for referral, and
4.4 assesses the resources available to inform planning.
Standard 5: Develops a plan for nursing practice
5.2 collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons
Standard 6: Provides safe, appropriate and responsive quality nursing practice
6.2 practises within their scope of practice
6.5 practises in accordance with relevant policies, guidelines, standards, regulations and legislation, and
6.6 uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards.
Standard 7: Evaluates outcomes to inform nursing practice
7.3 determines, documents and communicates further priorities, goals and outcomes with the relevant persons.
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Presentation | • | • | ||
| 2 - Written Assessment | • | • | ||
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | • | • | • | • |
| 2 - Communication | • | • | ||
| 3 - Cognitive, technical and creative skills | • | • | • | • |
| 4 - Research | • | |||
| 5 - Self-management | • | |||
| 6 - Ethical and Professional Responsibility | • | |||
| 7 - Leadership | • | • | ||
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |
| 1 - Presentation | • | • | • | • | • | ||||
| 2 - Written Assessment | • | • | • | • | |||||