NSB231 Integrated Nursing Practice 2 On campus

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

This unit is at the developing stage of the course and builds on preceding units. You are expected to draw on knowledge and skills gained in previous units to enhance your understanding of nursing practice and peoples’ experience of health and illness. Peoples’ experiences of the continuum of care in different contexts of health care are emphasised to highlight chronic and acute dimensions of illness using unfolding clinical cases. The unit also has a synergetic relationship with the NSB232 Integrated Nursing Practice 2 – Off campus unit, and units are co-requisites. A thorough understanding of the NMBA Registered Nurse Standards for Practice, National Health Priority Areas, and National Safety and Quality Health Service Standards is essential to nursing practice and will underpin success in this unit. 

Face-to-face teaching, particularly tutorials may commence in 0 week. Please refer to the published timetable.

Learning Outcomes

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

1. Apply and integrate knowledge of the key NMBA Registered Nurse Standards for Nursing Practice, National Safety and Quality Health Service Standards, and National Health Priority Areas to enable effective clinical reasoning in a range of situations that reflect the diversity of contemporary health care settings and challenges
2. Apply knowledge of anatomy, physiology, and pathophysiology to support clinical reasoning and the delivery of safe person-centred care in a range of clinical situations across the life span
3. Demonstrate clinical reasoning in line with safe and effective person-entered care, across the lifespan
4. Apply knowledge and skills in effective communication and collaboration with consumers and their families.

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 and simulation sessions to explore a range of clinical situations and the related nurse role. Learning experiences provide opportunities to develop and practice your multimodal communication skills. In particular, you will develop skills for collaborative practice and communication by working in teams in clinical practice groups, simulations, and other small group activities in tutorials. You will also be encouraged to apply learning from the communication module studied in NSB103 Health Assessment or NSB010 Introduction to Clinical Practice.

Tutorials will provide opportunities for you to work with case studies and scenarios to develop your skills for critical inquiry. These 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. You will use a structured framework to undertake critical reflection on your experiential learning. 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.

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
• Immediate feedback on online quizzes and written summative feedback on case study
• The unit coordinator and tutors will be available for consultation throughout the semester in on-campus and online contexts

Assessment

Overview

There are two summative assessments to be completed in this unit. An evidence-based practice case study and a final exam where you are required to apply knowledge to case-based scenarios as well as complete multi0choice questions. Each assessment focuses on a different set of the National Health Priority content areas to allow you to demonstrate your knowledge and skills in a range of health related national problems in different contexts of care.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Care plan case study

In response to a given case situation, you will apply knowledge and skills to analyse, plan, and act, taking a person-centred approach in the provision of care. Planning and action will be evidence-based and will demonstrate an understanding of the time frame of engagement. You will evaluate ongoing care provision and modify plans in accordance with patient data and outcomes.

This is an assignment for the purposes of an extension.

Assessment: exam

A centrally timetabled, written examination involving multi-choice questions and case studies that require short answers.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

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.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Prescribed text(s)

Brown, D., Edwards, H., Buckley, T. C. T., & Aitken, R. L. (2020). Lewis’s medical-surgical nursing : assessment and management of clinical problems (5th Australia and New Zealand Edition.). Elsevier.

Recommended text(s)

Calleja, P., Theobald, K., Harvey, T., & Estes, M. E. Z. (2020). Estes health assessment & physical examination (3rd Australian & New Zealand edition.). Cengage Learning Australia.

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 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: Care plan case study, exam
2. The RN complies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
   Relates to: Care plan case study, exam
3. The RN maintains accurate, comprehensive and timely documentation of assessments, planning, decision-making, actions and evaluations
   Relates to: Care plan case study, exam

2: Engages in therapeutic and professional relationships.

1. The RN establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships
   Relates to: Care plan case study
2. The RN recognises that people are the experts in the experience of their life
   Relates to: Care plan case study
3. The RN provides support and directs people to resources to optimise health-related decisions
   Relates to: Care plan case study, exam
4. The RN advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
   Relates to: Care plan case study, exam

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: Care plan case study, exam
2. The RN uses a lifelong learning approach for continuing professional development of self and others
   Relates to: Care plan case study, exam
3. The RN seeks and responds to practice review and feedback
   Relates to: Care plan case study, exam

4: Comprehensively conducts assessments.

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

5: Develops a plan for nursing practice.

1. The RN uses assessment data and best available evidence to develop a plan
   Relates to: Care plan case study, exam
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: Care plan case study, exam
3. The RN documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes
   Relates to: Care plan case study, exam
4. The RN plans and negotiates how practice will be evaluated and the time frame of engagement
   Relates to: Care plan case study, exam
5. The RN coordinates resources effectively and efficiently for planned actions.
   Relates to: Care plan case study, exam

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: Care plan case study, exam
2. The RN practises within their scope of practice
   Relates to: Care plan case study, exam
3. The RN practises in accordance with relevant policies, guidelines, standards, regulations and legislation
   Relates to: Care plan case study, exam
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: Care plan case study, exam

7: Evaluates outcomes to inform nursing practice.

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

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: Care plan case study, exam
2. Apply critical thinking, clinical reasoning, and digital literacy skills to make evidence- based decisions and evaluate outcomes
   Relates to: Care plan case study, exam