Unit rationale, description and aim
Safe practice and safety of the public is paramount within nursing. This foundational unit prepares nursing students with an introductory level experience to critical thinking and linking theory to practice. In NRSG139 students are required to identify theoretical concepts to inform their clinical practice and to describe how practice is guided by a continual process of assessment, diagnosis, planning, implementation and evaluation - skills critical for the nurse to deliver best practice.
This unit provides opportunities for students to integrate theoretical and practical knowledge in lectures, laboratories and simulation. Foundational concepts such as critical thinking, clinical reasoning and clinical judgement will be introduced, and practice skills will be developed and extended through scenario based learning in the simulation laboratory.
The aim of this first 'Integrating Practice' unit is to provide the foundations on which clinical assessments are based and model the way in which students will contextualise their theoretical knowledge through clinical practice.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe critical thinking, clinical reasoning and...
Learning Outcome 01
Demonstrate developing skills in a person- person ...
Learning Outcome 02
Conduct nursing health assessment interviews at a ...
Learning Outcome 03
Reflect on their learning to analyze effective sel...
Learning Outcome 04
Perform peer evaluation using effective communicat...
Learning Outcome 05
Content
Topics will include:
- Person-centred practice
- Introduction to person-centeredness and values
- Applying the principles of person-centred thinking and person-centred planning.
- Actioning choice, privacy, individuality, independence and inclusion.
- Professional & therapeutic communication
- Respectful communication
- Active Listening & Responding Skills - providing empathy, open & closed questioning, use of touch, use of silence)
- Introduction to interviewing (introduction phase & working/ middle phase & termination phase)
- Initial Assessment Interview
- Professional boundaries & therapeutic use self-disclosure
- Communicating as a professional and with colleagues
- Nursing assessment
- Models of nursing
- Introduction to assessment and nursing assessment
- Developing an Assessment Toolbox - principles of Assessment
- Science underpinning basic assessment
- Pain
- Vital Signs
- Thermoregulation
- Provision, coordination & evaluation of care
- Introduction to models of nursing
- Quality use of medicines
- Quality Use of Medicines Introduction to the concept
- Health promotion & education
- Introduction to health promotion and education
- Diversity and cultural competence
- Introduction to diversity in healthcare
- Introduction to cultural competence and safety
- Professional capabilities
- Development of professional agency
- Introduction to Peer review (giving and receiving constructive feedback)
- Professional accountability and health care law (confidentiality/privacy/ scope of practice/social media/boundaries/respect)
- Self-assessment and Reflective Practice
- Developing resilience
- Clinical leadership
- Role of the beginning practitioner
- Clinical reasoning
- Introduction to the clinical reasoning cycle and critical thinking
Assessment strategy and rationale
The assessments are constructively aligned to the 5 learning outcomes of unit NRSG139 and the learning outcomes of the program and graduate attributes.
A low-level stakes assessment weighted at 20% asks students to submit a clinical skills portfolio.
This is followed by assessment 2 weighted at 35% where students are required to reflect on their learnings and submit documentation outlining critical thinking and safe practice.
As an integrated practice unit, demonstration of safe practice is assessed through an OSCE weighted at 45%.
Attendance at laboratory simulation classes in IP units
You are required to attend a minimum of 8 of 10 laboratory simulation classes in NRSG139. This 80% minimum attendance requirement for laboratory simulation classes is mandated because attendance at these classes is integral to achievement of the learning outcomes in NRSG139. Attendance and active participation at laboratory simulation classes are also an essential component of preparation for your professional experience placement in NRSG139.
If you have an illness, and/or personal circumstance beyond your control that leads to your non-attendance at laboratory simulation classes you will be expected to provide a medical certificate or Statutory Declaration to support your absence for each class missed. The procedure for uploading this documentation will be provided on Canvas. Make-up will only be provided for students with appropriate supporting documentation, and in exceptional circumstances, as determined by the Lecturer-in-Charge. The procedure for lodging the Practical Class Absenteeism form is provided on Canvas.
As part of Standard 1: Safety of the public in The Registered Nurse Accreditation Standards (ANMAC, 2019), standard 1.7 stipulates that “only students who have demonstrated the requisite knowledge and skills required for safe practice are eligible for PEP [professional experience placement]”. It is an expectation therefore that students attend their laboratory simulation classes to demonstrate they have obtained the required knowledge and skills to attend their professional experience placements in subsequent semesters.
If you do not meet the minimum attendance requirement for laboratory simulation classes in NRSG139 then you will be unable to successfully complete the required assessment tasks and demonstrate achievement of the Unit learning outcomes.
If you think you will not be able to meet the mandatory attendance requirements in NRSG139 please contact your Lecturer-in-Charge as soon as possible to discuss.
Overview of assessments
Assessment Task 1 - Clinical Skills Portfolio En...
Assessment Task 1 - Clinical Skills Portfolio
Enables students to showcase their learning experiences in a professional manner.
20%
Assessment Task 2 - Reflection Enables students...
Assessment Task 2 - Reflection
Enables students to undertake reflection, a critical skill to direct future practice, through self-review and appraisal.
35%
Assessment Task 3 - Objective Structured Clinical...
Assessment Task 3 - Objective Structured Clinical Examination (OSCE)
Enables students to demonstrate competency in professional behaviour, communication skills and safe and effective implementation of foundational nursing skills and knowledge.
45%
Learning and teaching strategy and rationale
In line with ACU’s constructivist approach to learning, unit NRSG139 aims for students to assimilate new knowledge with their individually distinct pre-existing understandings and then apply these new learnings to tasks and problems, demonstrating competence and safe practice.
This unit supports this form of learning through diverse delivery of lessons that includes lectures, laboratories, simulation, online activities and self-directed study at an introductory level. In addition, this unit fosters student-centred active learning and accommodates diverse student needs. It includes a combination of self-paced, online learning and real-time classes. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university. The overall combined effects of multiple approaches to introducing principles of ethics, critical thinking, clinical reasoning and clinical judgement are to promote safe practice.
Scaffold of learning occurs through core concepts being delivered in lectures and then applied within practice scenarios delivered in laboratories and simulation environments. Online activities encourage reflection and self- directed learning of students.
NRSG139 is the first integrated practice unit offered to students within the Bachelor of Nursing and associated degree programs and sets the foundation for skill and knowledge development to occur.