NURS20162 - Clinical Nurse Practice

General Information

Unit Synopsis

This unit will provide you with advanced knowledge and skills in nursing assessment and care planning. You will learn how to apply a clinical reasoning process and an Aboriginal and Torres Strait Islander health assessment model in order to prioritise and perform holistic nursing care for individuals, families and groups. You will critically examine common risk screening tools and clinical pathways used in practice, to organise and perform safe and effective nursing care. You will evaluate early warning systems and health assessment instruments through evidence-based research and by analysing practice and policy documents. You will consider best practice implications for medication administration, wound care and contemporary nursing psychomotor skills. This unit incorporates a five-day residential school and 160 hours of work-integrated learning which you will undertake after week 12. This will allow you to demonstrate responsible nursing practice under the supervision of a Registered Nurse.


Level Postgraduate
Unit Level Not Applicable
Credit Points 12
Student Contribution Band 1
Fraction of Full-Time Student Load 0.25
Pre-requisites or Co-requisites

Co-requisites - NURS20161 and NURS20160

Students must be enrolled in CH79 Graduate Certificate in Nursing (Re-Entry)

Class Timetable View Unit Timetable
Residential School Compulsory Residential School
View Unit Residential School

Unit Availabilities from Term 3 - 2018

Term 3 - 2018 Profile
Mixed Mode
Term 1 - 2019 Profile
Mixed Mode
Term 2 - 2019 Profile
Mixed Mode
Term 3 - 2019 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 Postgraduate 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. Written Assessment 0%
2. Online Test 0%
3. On-campus Activity 0%
4. 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 - 2018 : The overall satisfaction for students in the last offering of this course was 4.1 (on a 5 point Likert scale), based on a 93.75% 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: Big Red Button
The role play scenarios at residential school gave a whole new meaning to anxiety! I would have felt much more comfortable breaking into smaller groups ie 3 groups of 6 and doing similar scenarios. I found that the pressure of everyone watching almost impeded my learning and I think there is valuable learning to be had in the simulation environment. The scenarios we did as part of the study really added no value and unsettled everyone in my opinion.
Students will be better briefed for the residential school and the simulation activities. This includes managing student expectations that at times they will be required to take part in an activity in which they will be given feedback by a group of their peers. Where possible, activities will be broken down into smaller groups.
Action Taken
Students were briefed by the Unit Coordinator before they attended residential school on simulation.
Source: Big Red Button
Moodle site was at times difficult to use as some parts of a lesson did not always come up. I think it would be good to be able to review all lessons without having to save answers to another file.
An interim solution is in place to address these issues while the unit coordinator works with IT to address the issues in "lessons".
Action Taken
Lessons were replaced with Moodle "books". Students can now review all content.
Source: Big Red Button
(The unit was) Very relevant to future work. I found the written assignment enjoyable and an excellent learning tool.
No change to content and written assessment at present.
Action Taken
Content will be reviewed to ensure it remains relevant and contemporary.
Source: Verbal feedback
Students found the prospect of achieving 100% on the maths exam stressful.
ALC maths tutorials have been built into the unit.
Action Taken
ALC maths tutorial worked well and excellent feedback was given by student. ALC will continue to offer this service each term.
Source: "Have your say" button
The Unit Coordinator was approachable, supportive and friendly.
The Unit Coordinator and Course Coordinator will continue to meet regularly to discuss student progress and strategies to support students.
Action Taken
Source: "Have your say" button
Students wanted more authentic clinical tools in the Residential School.
While it would be advantageous to have more equipment, technology and documentation available for use in the Residential School, this must be done in concert across the School which can be costly. The Course Coordinator will liaise with the Professor for Simulation to discuss the Clinical Learning Environment purchasing strategy for the next 12 months. Guest speakers will be asked to bring in equipment and documentation for demonstrations where possible.
Action Taken
Source: Student email
Larry’s tutorials were an invaluable addition to the CH79 course. I understand mathematical concepts much better now and feel more confident when approaching maths problems. Not just in nursing, but in every day life. I wish Larry was my high school maths teacher. Larry I understand comes from a different discipline (? Engineering.) He was very personable and very easily adapted and made the information relevant to nursing. It has also been a long time since a lot of us studied maths and not once was I made to feel stupid. Larry seemed very concerned at making sure we understood the basic concepts. Lessons were interactive and he provided excellent notes.
Continue with Academic Learning Centre maths support.
Action Taken
Unit learning Outcomes

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

  1. Construct and adapt an evidence informed and culturally safe nursing care plan based on patient assessment data with consideration of Aboriginal and Torres Strait Islander peoples and other culturally or linguistically diverse backgrounds
  2. Communicate with patients, families and healthcare teams, adhering to legal and professional standards
  3. Evaluate medications used in Australia and their uses in different client groups
  4. Prioritise and plan the safe administration of medications to a variety of patients
  5. Apply the Nursing and Midwifery Board of Australia's Registered Nurse Standards for Practice in the safe and effective care of individuals, families and the community whilst in the industry based learning context.

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

1.6 maintains accurate, comprehensive and timely documentation of assessments, planning, decision-making, actions and evaluations, and

1.7 contributes to quality improvement and relevant research.

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

2.2 communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights

2.3 recognises that people are the experts in the experience of their life

2.4 provides support and directs people to resources to optimise health-related decisions

2.5 advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity

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 assessments

4.1 conducts assessments that are holistic as well as culturally appropriate

4.2 uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice

4.3 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

5.1 uses assessment data and best available evidence to develop a plan

5.2 collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons

5.3 documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes

5.4 plans and negotiates how practice will be evaluated and the time frame of engagement, and

5.5 coordinates resources effectively and efficiently for planned actions.

Standard 6: Provides safe, appropriate and responsive quality nursing practice

6.1 provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people

6.2 practises within their scope of practice

6.3 appropriately delegates aspects of practice to enrolled nurses and others, according to enrolled nurse’s scope of practice or others’ clinical or non-clinical roles

6.4 provides effective timely direction and supervision to ensure that delegated practice is safe and correct

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

7.1 evaluates and monitors progress towards the expected goals and outcomes

7.2 revises the plan based on the evaluation, and

7.3 determines, documents and communicates further priorities, goals and outcomes with the relevant persons.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Online Test
3 - On-campus Activity
4 - Professional Practice Placement
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
4 - Research
5 - Self-management
6 - Ethical and Professional Responsibility
7 - Leadership
Alignment of Assessment Tasks to Graduate Attributes
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment
2 - Online Test
3 - On-campus Activity
4 - Professional Practice Placement