Unit rationale, description and aim

Safe practice and safety of the public is paramount within nursing. This second year integrated practice unit scaffolds learning from first year units and prepares nursing students with a developing level of experience to critically think and link theory to practice. NRSG140 is a prerequisite for NRSG264 and in NRSG264, students build on critical thinking skills, ethics and assessment and management of patients. In the second year IP units, the introduction of reflection in and on practice occurs, with the aim of developing reflective and safe nurses.

NRSG264 Integrating Practice 3 is required by students to assist them to further develop their knowledge of 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 enables students to draw on their learning in previous subjects to extend and integrate theoretical and practical knowledge gained in the course to date. NRSG264 Integrating Practice 3 uses scenario based teaching and simulation learning activities in practical classes so that students integrate foundational nursing practice skills with theoretical knowledge. Students will consolidate their theoretical knowledge through clinical experience comprising 160 hours. Placement for professional practice is required to enable students to apply theoretical knowledge and demonstrate comprehensive and thorough care for individuals for whom they are caring.

The aim of this third ‘Integrating Practice’ unit is to build on students’ previous and current learning to further contextualize their theoretical knowledge through professional clinical practice.

2025 10

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Prerequisites

NRSG140 Integrating Practice 2

For Bachelor of Nursing (Enrolled Nurses) students: Nil

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 and clinical reasoning ...

Learning Outcome 01

Describe critical thinking and clinical reasoning to the care of individuals or groups utilising a developed knowledge of pathophysiology
Relevant Graduate Capabilities: GC1, GC2, GC6, GC7, GC8

Describe principles of quality and safety, quality...

Learning Outcome 02

Describe principles of quality and safety, quality use of medicines and caring when undertaking patient care and/or performing clinical responsibilities at a developed level
Relevant Graduate Capabilities: GC1, GC2, GC7, GC8, GC9, GC10, GC12

Apply ethical, legal, cultural and professional pr...

Learning Outcome 03

Apply ethical, legal, cultural and professional principles when undertaking patient care and/or performing clinical responsibilities at a developed level
Relevant Graduate Capabilities: GC1, GC2, GC6, GC7, GC8, GC9, GC12

Demonstrate effective communication capabilities (...

Learning Outcome 04

Demonstrate effective communication capabilities (oral, electronic and written) when undertaking patient care and/or clinical responsibilities during simulation, OSCE's and professional experience placement at a developed level
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC11, GC12

Describe the principles of teamwork and self-manag...

Learning Outcome 05

Describe the principles of teamwork and self-management when planning, implementing and evaluating patient care and/or clinical responsibilities at a developed level
Relevant Graduate Capabilities: GC1, GC2, GC4, GC6, GC7, GC8, GC12

Reflect on their learning to describe effective le...

Learning Outcome 06

Reflect on their learning to describe effective learning and self-care strategies for themselves and others at a developed level
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC11, GC12

Content

Topics will include:

  • Person-centred practice
  • Application of person-centered practice in the provision of care:
  • Providing specific interventions that support people undergoing surgery or in emotional distress
  • Professional & therapeutic communication
  • Admission assessment interview & referral and discharge summaries
  • Clinical handover (ISBAR) demonstration of a clinical handover process using the ISBAR - identification, situation, background, assessment & recommendation)
  • Accurate charting & documentation
  • Communicating with people who are experiencing alterations in emotions and cognition- establishing a therapeutic relationship & with altered communication processes.
  • Communicating with families, partners or significant others
  • Interprofessional teams and interprofessional practice
  • Nursing assessment
  • Admission assessment
  • Pre & post operative and emergency assessment
  • Pain assessment
  • Infection risk
  • Completing a mental health assessment including Mental State Examination (MSE) and physical health assessment
  • Charting & documentation.
  • Provision, coordination & evaluation of care
  • Basic life support
  • Surgical wounds and devices (inc. ANTT, stiches, staples, drains, stomas)
  • Enteral feeding and nasogastric tubes
  • Pain–intervention (including PCA)
  • Identification, prevention and management of a patient with postoperative complications
  • Fluid & electrolyte imbalance
  • Management of pyrexia
  • Discharge planning
  • Clinical risk management
  • Assess a person with altered cognitive, emotional and behavioural thinking.
  •  Referral to appropriate Mental Health service the care of a person requiring Mental Health nursing interventions
  • Quality use of medicines
  • Drug calculations (oral, parental & infusion rates) - formative
  • Managing medication Oral, S/C, IMI (focus on depot injections in mental health context), IV
  • Focus on antibiotics, anticoagulants, psychotropics
  • Medication compliance (adherence)
  • Health promotion & education
  • Identify health promotion needs and supports (e.g. postoperative care, SANE, support groups, mental health promotion, suicide prevention strategies)
  • Promotion of effective partnerships through education for individuals and their supports 
  • Diversity & cultural competence
  • Identifying cultural and religious groups and extending knowledge on cultural/religious beliefs and practices
  • Cultural and spiritual assessment 
  • Professional capabilities
  • Debriefing following critical incidents    
  • Resilience
  • Reflecting on practice - clinical decision making/ judgement
  • Health care law: dealing with emergency situations in health care practice
  • Clinical leadership
  • Clinical governance
  • Scope of practice relating to the practice of; student registered nurses, registered nurses and nursing teams.
  • Clinical reasoning
  • Applying critical thinking in practice      
  • Applying clinical reasoning
  • Reflecting on practice - clinical decision making/ judgement

Assessment strategy and rationale

The assessments are constructively aligned to meet the 6 learning outcomes of unit NRSG264 and the learning outcomes of the program and graduate attributes. In order to pass the unit, students must demonstrate achievement of all learning outcomes.

NRSG264 has 160 hours of professional experience placement that students are required to complete. Completing 100% of professional experience shifts is a requirement to pass this unit.

Students are required to submit a medical certificate or statutory declaration for any professional experience placement hours missed. Instructions on submitting this documentation is available in the Student Placement Experience Manual. All hours missed due to non-attendance at professional experience placement must be completed prior to successfully completing the unit. An interim grade of “IP” will be made if 100% attendance at professional experience placement is not achieved. Successful completion of your nursing degree requires a minimum amount of 800 hours of professional experience placement, and this must be completed incrementally throughout your program of study.

Demonstration of safe practice whilst on professional experience placement will be assessed using the Australian Nursing Standards Assessment Tool (ANSAT).

In clinical practice it is a requirement that the registered nurse have the ability to complete medication calculations with no errors. This requirement exists because errors in the calculations of drug dosages can have severe adverse health consequences for patients (Australian Commission on Safety and Quality in Health Care [ACSQHC], 2020). NRSG264 Integrating Practice 3 includes a mandatory pass on the ANSAT assessment of your professional placement because in nursing, professional competence is a necessary job requirement. Achieving pass as a standard for the skills portfolio is also mandatory. The clinical skills portfolio supports consolidation of the theory and simulation components of the unit and enables the student to demonstrate their ability to apply clinical reasoning through their learning experiences for NRSG264. To achieve a pass grade for this unit, all four hurdle tasks must be completed successfully.

These assessments are required to build student knowledge and skills which, by the conclusion of this program, will enable the student to graduate as a safe and effective nurse. For these assessments:

  • Drug Calculation is an “Ungraded Hurdle” (PASS/FAIL) with multiple attempts prior to the published due date, when students must submit a certificate of 100% achievement in order to receive a pass. The National Assessment Review Committee may, in exceptional circumstances, grant one further attempt ‘only’.
  • Clinical Portfolio is an “Ungraded Hurdle” (PASS/FAIL) with multiple attempts permitted prior to the published due date, when students must pass all components of the Clinical Portfolio to be eligible to attend professional experience placement. The National Assessment Review Committee may, in exceptional circumstances, grant one further attempt ‘only’.
  • Australian Nursing Standard Assessment Tool (ANSAT) is an “Ungraded Hurdle” (PASS/FAIL) with only one attempt. The rationale for only one attempt is that students are not able to be granted multiple clinical placements.
  • Attendance at 100% of professional experience placement hours is an “Ungraded Hurdle” (PASS/FAIL). Completion of professional experience placement hours are an important step towards completion of the minimum amount of 800 hours of professional experience placement that is required within your degree. Make-up may be granted if a medical certificate(s) or Statutory Declaration (maximum of one day absence) is submitted and approved for any professional experience placement hours missed. The requirements and procedures for applying for make-up are available in the Student Placement Experience Manual. Strict timelines and procedures apply.

Attendance at laboratory simulation classes in IP units

You are required to attend a minimum of 8 of 10 laboratory simulation classes in NRSG264. This minimum attendance requirement for laboratory simulation classes is mandated because attendance at these classes is integral to achievement of the learning outcomes in NRSG264. Attendance and active participation at laboratory simulation classes are also an essential component of preparation for your professional experience placement in NRSG264.

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.

If you do not meet the minimum attendance requirement for laboratory simulation classes in NRSG264 then you will be ineligible to undertake the pre-placement assessment and will therefore be unable to attend professional experience placement. This will lead to a NU grade for NRSG264 as 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 NRSG264 please contact your Lecturer-in-Charge as soon as possible to discuss.

Pre-placement Requirements

NRSG264 requires students to meet pre-placement requirements by the compliance due date specified within InPlace. The Faculty of Health Sciences require students to meet pre-placement compliance to ensure that students hold the essential checks, immunisations, and training for placement eligibility. All students must meet mandatory State or Territory legal and industry policy requirements prior to being allocated a placement. Students must fulfill a standard set of pre-placement requirements as set out by the Faculty of Health Sciences in the ACU Work Integrated Learning site to be eligible to go on professional experience placements. Failure to meet these pre-placement requirements by the specified compliance due date means students are ineligible for professional experience placement allocation and will receive an NU (Fail) grade for NRSG264.

Fitness to Practice

Prior to attending professional experience placement, all students are required to meet the inherent and mandatory documentation requirements including ‘fitness to practice.’ It is imperative that students are fit for professional practice, without physical or mental health impairments which could affect their own safety or the safety of the public, for whom they will be providing health care. This is in alignment with The Health Practitioner Regulation National Law Act (2009). Students are required to complete an online Fitness for Practice Declaration via InPlace within the first three weeks of any semester where they are enrolled into an Integrating Practice unit with professional experience placement. The Fitness for Practice Declaration is part of the student’s preplacement requirements, and it is an expectation that this declaration will be completed prior to every professional experience placement the student attends. It is essential for students to disclose any condition/s they are aware of that would make them unfit for practice. Failure to complete the Fitness to Practice Declaration means students are ineligible for professional experience placement allocation and will receive an NU (Fail) grade for NRSG264.

Overview of assessments

Assessment Task 1 - Drug Calculations Examination...

Assessment Task 1 - Drug Calculations Examination

Enables students to demonstrate capability in drug calculations and skills for safe practice. Multiple attempts are permitted prior to the published due date. Students must submit a certificate of 100% achievement in order to receive a pass.

Weighting

Ungraded Hurdle

Learning Outcomes LO2

Assessment Task 2 - Clinical Portfolio Enables...

Assessment Task 2 - Clinical Portfolio

Enables students to provide evidence of their achievements of learning related to this unit. Multiple attempts are permitted prior to the published due date. Students must pass all components of the Clinical Portfolio to be eligible to attend professional experience placement.

Weighting

Ungraded Hurdle

Learning Outcomes LO1, LO2, LO3, LO4, LO5

Assessment Task 3 - Australian Nursing Standards...

Assessment Task 3 - Australian Nursing Standards Assessment Tool (ANSAT)

Enables students to demonstrate competency in professional behaviour, communication skills and safe and effective implementation of nursing skills and knowledge. Only one attempt is permitted given students are not able to be granted multiple clinical placements.

Weighting

Ungraded Hurdle

Learning Outcomes LO1, LO2, LO3, LO4, LO5, LO6

Assessment Task 4 - 100% attendance at profession...

Assessment Task 4 - 100% attendance at professional experience placement hours

Completion of professional experience placement hours are an important step towards completion of the minimum amount of 800 hours of professional experience placement that is required within your degree. Make-up can be granted if a medical certificate(s) or Statutory Declaration (maximum of one day absence) is submitted and approved for any professional experience placement hours missed. The requirements and procedures for applying for make-up are available in the Student Placement Experience Manual. Strict timelines and procedures apply.

Weighting

Ungraded Hurdle

Learning Outcomes LO1, LO2, LO3, LO4, LO5, LO6

Learning and teaching strategy and rationale

Learning and teaching methods in this unit include online lectures, laboratory simulations, online activities, professional practice and self-directed study. Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with a further developed knowledge and skills relevant to professional nursing practice. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers.

Students undertaking a tertiary qualification need skills to assist them in managing their individual learning. Feedback and effective self-reflection are required to identify what is being done well, what requires additional work and to identify progress toward required learning outcomes. The professional experience placement will assists students to link theory with its application inthe clinical environment. Located in the second year of the programme, this clinical unit includes face-to-face teaching to assist students in linking theory with practice and an increasing self-directed component of learning to build life-long learning skills. Lectures are utilised to convey content and central principles while laboratories and simulation deliver interactive learning sessions which assist students to apply theory to professional clinical practice, build self-reflection skills while also providing an opportunity to build community learning skills. The supervised professional placement provides a safe environment where students can provide assisted person-centred care essential for successful graduate practice.  

Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice

In connection to the learning outcomes, these are the national Registered nurse standards for practice for all RNs. Together with NMBA standards, codes and guidelines, these Registered nurse standards for practice should be evident in current practice, and inform the development of the scopes of practice and aspirations of RNs.

  • Relating toThinks critically and analyses nursing practice

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

  • Relating toAccesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

  • Relating toDevelops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

  • Relating toRespects 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

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

  • Relating toComplies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

  • Relating toUses ethical frameworks when making decisions

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

  • Relating toMaintains accurate, comprehensive and timely documentation of assessments, planning, decision-making, actions and evaluations, and

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

  • Relating toContributes to quality improvement and relevant research.

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

  • Relating toEngages in therapeutic and professional relationships

    Relevant Learning OutcomeLO1, LO3, LO4, LO5

  • Relating toEstablishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships

    Relevant Learning OutcomeLO1, LO3, LO4, LO5

  • Relating toCommunicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights

    Relevant Learning OutcomeLO1, LO3, LO4, LO5

  • Relating toRecognises that people are the experts in the experience of their life

    Relevant Learning OutcomeLO1, LO3, LO4, LO5

  • Relating toProvides support and directs people to resources to optimise health-related decisions

    Relevant Learning OutcomeLO1, LO3, LO4, LO5

  • Relating toAdvocates on behalf of people in a manner that respects the person’s autonomy and legal capacity

    Relevant Learning OutcomeLO1, LO3, LO4, LO5

  • Relating toUses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes

    Relevant Learning OutcomeLO1, LO3, LO4, LO5

  • Relating toActively 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

    Relevant Learning OutcomeLO1, LO3, LO4, LO5

  • Relating toParticipates in and/or leads collaborative practice, and

    Relevant Learning OutcomeLO1, LO3, LO4, LO5

  • Relating toMaintains the capability for practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toConsiders and responds in a timely manner to the health and wellbeing of self and others in relation to the capability for practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toProvides the information and education required to enhance people’s control over health

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toUses a lifelong learning approach for continuing professional development of self and others

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toAccepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toSeeks and responds to practice review and feedback

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toActively engages with the profession, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toIdentifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5, LO6

  • Relating toComprehensively conducts assessments

    Relevant Learning OutcomeLO1, LO2, LO5

  • Relating toConducts assessments that are holistic as well as culturally appropriate

    Relevant Learning OutcomeLO1, LO2, LO5

  • Relating toUses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice

    Relevant Learning OutcomeLO1, LO2, LO5

  • Relating toWorks 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

    Relevant Learning OutcomeLO1, LO2, LO5

  • Relating toAssesses the resources available to inform planning.

    Relevant Learning OutcomeLO1, LO2, LO5

  • Relating toDevelops a plan for nursing practice

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toUses assessment data and best available evidence to develop a plan

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

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

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toDocuments, evaluates and modifies plans accordingly to facilitate the agreed outcomes

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toPlans and negotiates how practice will be evaluated and the time frame of engagement, and

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toCoordinates resources effectively and efficiently for planned actions.

    Relevant Learning OutcomeLO1, LO2, LO4, LO5

  • Relating toProvides safe, appropriate and responsive quality nursing practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toProvides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toPractises within their scope of practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toProvides effective timely direction and supervision to ensure that delegated practice is safe and correct

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toPractises in accordance with relevant policies, guidelines, standards, regulations and legislation, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toUses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toEvaluates outcomes to inform nursing practice

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

  • Relating toEvaluates and monitors progress towards the expected goals and outcomes

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

  • Relating toRevises the plan based on the evaluation, and

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

  • Relating toDetermines, documents and communicates further priorities, goals and outcomes with the relevant persons.

    Relevant Learning OutcomeLO1, LO2, LO5, LO6

Representative texts and references

Representative texts and references

Australian Commission on Safety and Quality in Health Care [ACSQHC]. (2021). National Safety and Quality Health Service standards (NSQHS): Sydney: https://www.safetyandquality.gov.au/standards/nsqhs-standards

Brown, D., Edwards, H., Buckley, S., Aitken, R. &, Edwards, H. (2023). Lewis’s medical-surgical nursing. Assessment and management of clinical problems (65th ed.). Elsevier.

Crisp, J., Crisp, J., Douglas, C., Rebeiro, G., & Waters, D. (2021). Potter & Perry's fundamentals of nursing (6th ANZ ed.). Elsevier.

Evans, K., Nizette, D., & O'Brien, A. (2017). Psychiatric & Mental Health Nursing. Elsevier Health Sciences.

Hercelinskyj, G. & Alexander, L. (2020) Mental health nursing: Applying theory to practice. Cengage.

Jarvis, C., Eckhardt, A., Watt, E., & Forbes, H. (2021). Jarvis's health assessment & physical examination (3rd ANZ ed.). Elsevier.

Jenkins, J., & Holland, K. (2019). Applying the Roper-Logan-Tierney model in practice (3rd ed.). Elsevier.

Levett-Jones, T. (Ed.). (2022). Clinical reasoning : Learning to think like a nurse  (3rd ed.). Pearson.

O’Toole, G. (2020). Communication: Core interpersonal skills for healthcare professionals (4th ed.). Elsevier.

Tiziani, A., & Havard, M. (2021). Havard's nursing guide to drugs (11th ed.). Elsevier.

Tollefson, J., & Hillman, E. (2021). Clinical psychomotor skills (5-point bondy) : assessment tools for nurses (8th ed.). Cengage.

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