NSB132 Integrated Nursing Practice 1 On campus

Unit Outline: Semester 2 2025, Kelvin Grove, Internal

Overview

This beginning-level unit aims to establish cognitive skills in clinical reasoning which inform provision of safe, person-centred, and evidence-based nursing practice. This unit directly links to subsequent Integrated Nursing Practice units. Unit learning activities develop your understanding of the nurse role and skills in clinical reasoning relevant to fundamental care provision. Practice reflecting the Aged and Quality Standards is a particular focus, and this is then further explored and consolidated in subsequent integrated nursing practice units.

Learning Outcomes

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

1. Apply knowledge of the key NMBA Registered Nurse Standards for Nursing Practice, National Safety and Quality Health Service Standards, Aged Care Standards, and National Health Priority Areas to enable effective clinical reasoning for the provision of safe, person-centred care
2. Apply underpinning knowledge from nursing and related disciplines, including anatomy, physiology, and pathophysiology, to support evidence-based decisions for planning and provision of safe, person-centred care
3. Apply clinical reasoning and decision-making frameworks and beginning-level communication skills, to develop foundational care plans for individuals across the lifespan that demonstrate an understanding of culturally safe and person-centred care.

Content

Learning Approaches

This unit will use a blend of face-to-face and online activities to develop key knowledge and skills. You will participate and collaborate with peers in tutorials to explore a range of clinical situations and the related nurse role. In particular, you will develop skills for collaborative practice and communication by working in teams in other small group activities in tutorials. You will be expected to apply learning from the communication module studied in NSB103 Health Assessment. Tutorials also provide opportunities for you to work with inquiry questions to develop your skills in critical inquiry. Use of the clinical reasoning cycle framework and key components: Assessment, Planning, Implementation and Evaluation (APIE), will underpin your critical inquiry across the range of learning activities. These learning activities provide key experiential learning opportunities to enable you to apply knowledge and skills and to evaluate and refine your thinking in preparation for off-campus clinical placement.

Feedback on Learning and Assessment

You will be provided with feedback and guidance to assist your learning throughout the semester through:

• Formative feedback online or in class interactions throughout semester, individually and/or as a group
• Written summative feedback on case study in addition to CRA
• The unit coordinator and tutors will be available for consultation throughout the semester in on-campus and online contexts

Assessment

Overview

There are 2 summative assessments to be completed in this unit, an evidence-based practice case study and a final exam integrating applied knowledge and case based problem scenarios.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Evidence-based practice case study

You will investigate a case study and conduct an environmental audit to inform the development of a person-centred and evidence-based plan for care.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Examination

Centrally timetabled written examination involving case studies and short answer questions.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Prescribed text(s)

Brown, D., Edwards, H., Buckley, T. Aiken, R. (2024). Lewis's medical-surgical nursing: Assessment and management of clinical problems (6th ed.). Elsevier.

Crisp, J., Douglas, C., & Rebeiro, G., Waters, D. (2020). Potter and Perry's fundamentals of nursing (6th ed.). Mosby, Elsevier.

Rebeiro, G., Wilson, D., Fuller, S. (2021). Fundamentals of nursing: Clinical skills workbook. (4th ed.). Mosby, Elsevier. 

Recommended text(s)

Calleja, P., Theobald, K. & Harvey, T. (2024). Estes health assessment and physical examination (4th ed.). Cengage Learning Australia.

Fraser, J., Brown, D., Forster, E. & Brown, N. (2022). Paediatric Nursing in Australia: Principles for practice (3nd ed.). Cambridge University Press.

Risk Assessment Statement

If you are distressed by issues explored in the content of this unit you should approach staff or consult the university counselling service. You will be made aware of evacuation procedures and assembly areas in the first few lectures. In the event of a fire alarm sounding, or on a lecturer's instruction, you should leave the room and assemble in the designated area which will be indicated to you. You should be conscious of your health and safety at all times while on campus. You can obtain more information on health and safety from http://www.hse.qut.edu.au/.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Registered Nurse Standards for Practice

1: Thinks critically and analyses nursing practice.

1. The RN accesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice
   Relates to: Evidence-based practice case study, Examination
2. The RN 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
   Relates to: Evidence-based practice case study, Examination
3. The RN complies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
   Relates to: Evidence-based practice case study, Examination
4. The RN maintains accurate, comprehensive and timely documentation of assessments, planning, decision-making, actions and evaluations
   Relates to: Evidence-based practice case study, Examination

2: Engages in therapeutic and professional relationships.

1. The RN provides support and directs people to resources to optimise health-related decisions
   Relates to: Evidence-based practice case study, Examination
2. The RN advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
   Relates to: Evidence-based practice case study, Examination

3: Maintains the capability for practice.

1. The RN considers and responds in a timely manner to the health and wellbeing of self and others in relation to the capability for practice
   Relates to: Evidence-based practice case study, Examination
2. The RN provides the information and education required to enhance people's control over health
   Relates to: Evidence-based practice case study, Examination
3. The RN uses a lifelong learning approach for continuing professional development of self and others
   Relates to: Evidence-based practice case study, Examination
4. The RN seeks and responds to practice review and feedback
   Relates to: Evidence-based practice case study, Examination

4: Comprehensively conducts assessments.

1. The RN conducts assessments that are holistic as well as culturally appropriate
   Relates to: Evidence-based practice case study, Examination
2. The RN uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
   Relates to: Evidence-based practice case study, Examination
3. The RN 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
   Relates to: Evidence-based practice case study, Examination
4. The RN assesses the resources available to inform planning.
   Relates to: Evidence-based practice case study, Examination

5: Develops a plan for nursing practice.

1. The RN uses assessment data and best available evidence to develop a plan
   Relates to: Evidence-based practice case study, Examination
2. The RN collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons
   Relates to: Evidence-based practice case study, Examination
3. The RN documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes
   Relates to: Evidence-based practice case study, Examination
4. The RN plans and negotiates how practice will be evaluated and the time frame of engagement
   Relates to: Evidence-based practice case study, Examination
5. The RN coordinates resources effectively and efficiently for planned actions.
   Relates to: Evidence-based practice case study, Examination

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

1. The RN provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
   Relates to: Evidence-based practice case study, Examination
2. The RN practises within their scope of practice
   Relates to: Evidence-based practice case study, Examination
3. The RN practises in accordance with relevant policies, guidelines, standards, regulations and legislation
   Relates to: Evidence-based practice case study, Examination
4. The RN uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards.
   Relates to: Evidence-based practice case study, Examination

7: Evaluates outcomes to inform nursing practice.

1. The RN evaluates and monitors progress towards the expected goals and outcomes
   Relates to: Evidence-based practice case study, Examination
2. The RN revises the plan based on the evaluation
   Relates to: Evidence-based practice case study, Examination
3. The RN determines, documents and communicates further priorities, goals and outcomes with the relevant persons.
   Relates to: Evidence-based practice case study, Examination

Course Learning Outcomes

NS42 Bachelor of Nursing

1. Apply scientific knowledge and skills from nursing and related disciplines to the provision of safe, person-centred, evidence-based nursing care across the lifespan
   Relates to: Evidence-based practice case study, Examination
2. Apply critical thinking, clinical reasoning, and digital literacy skills to make evidence- based decisions and evaluate outcomes
   Relates to: Evidence-based practice case study, Examination