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 semester 1 in second year to prepare nursing students with a further developing level of experience to critical think and link theory to practice. In NRSG267 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.
In the nursing profession, it is a requirement that the nurse be able to link theory with practice and perform clinical duties which are underpinned by a theoretical understanding. To perform these skills safely and well, the nurse must be able to reflect critically on their practice and appraise their performance to identify best practice. Unit NRSG267 Integrating Practice 4 unit is required by students to support them in further developing their knowledge of theory to further scaffold their learning in professional experience placement and to reflect on and in practice, guided by a continual process of assessment, diagnosis, planning, implementation and evaluation – skills critical for the nurse to deliver best practice.
Professional Experience Placement (PEP) is an opportunity for students to demonstrate application of theoretical knowledge in practice as well as demonstrate comprehensive and thorough care for individuals.
The aim of this fourth ‘Integrating Practice’ unit is to build on students’ previous and current learning of critical thinking, ethics and assessment and management of individuals in their care and the introduction of reflection in and on practice, to further contextualize their theoretical knowledge through professional experience placement.
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.
Use critical thinking and clinical reasoning to th...
Learning Outcome 01
Implement principles of quality and safety, qualit...
Learning Outcome 02
Apply ethical, legal, cultural and professional pr...
Learning Outcome 03
Demonstrate effective communication capabilities (...
Learning Outcome 04
Examine the principles of teamwork and self-manage...
Learning Outcome 05
Reflect on their learning to describe effective le...
Learning Outcome 06
Content
Topics will include:
- Person-centred practice
- Application of person-centered practice in the provision of care:
- Providing specific interventions that support people experiencing long term chronic health problems
- Professional & therapeutic communication
- Admission Assessment Interview & referral and discharge summaries
- Clinical handover – ISBAR (e.g. critical communication and recognition of communicating complex needs)
- Communicating with people who are experiencing alterations in emotions and cognition (communicating and advocating with people who cannot express their needs (e.g. person with psychosis/major depression/stroke)
- Therapeutic communication - exploring the use of transference and countertransference
- Communicating with other health disciplines
- The nurse role within interprofessional teams - identification of specific discipline skills and generic discipline skills
- Writing referral and discharge summaries
- Nursing assessment
- Applying the principles of nursing assessment (focused) e.g. medical, ageing, cardiac, renal, GI, respiratory, neurological, infection risk
- Conducting a 12 lead ECG - basic understanding and recognition of sinus rhythm
- Venipuncture
- Blood glucose levels
- Provision, coordination & evaluation of care
- Managing and care of a patient with acute respiratory distress
- Oxygen therapy - Venturi, NRB mask
- Managing (assessment and care of) an UWSD
- Chest physio (deep breathing/incentive spirometry)
- Managing faecal and urinary incontinence including use of devices
- Diabetic foot care
- Recognising and responding to deterioration
- Discharge planning
- Quality use of medicines
- Drug calculations (Oral, Parental & Infusion Rates) - formative
- Managing medication Oral, S/C, IMI, IV, PCAs
- Focus on Bronchodilators, hypoglycaemics, insulin, long acting antipsychotics (depots), Anticoagulation Therapy (Heparin), and anti-inflammatories (steroid and non-steroid)
- Blood administration
- Medication reconciliation
- Health promotion & education
- Identify health promotion needs and supports e.g. diabetes, stroke, dementia
- Education for individuals and their supports
- Diversity & cultural competence
- Identifying cultural and religious groups and extending knowledge on cultural/religious beliefs and practices
- Professional capabilities
- Debriefing following critical incidents
- Resilience
- Reflecting on practice
- Health care law: addressing adverse events
- Clinical leadership
- Quality and safety
- Clinical risk management and minimizing patient harm
- Clinical reasoning
- Applying critical thinking in practice
- Applying clinical reasoning in practice
- Reflecting on practice - clinical decision making/ judgement
Assessment strategy and rationale
The assessments are constructively aligned to the 6 learning outcomes of unit NRSG267 and the learning outcomes of the program and graduate attributes.
NRSG267 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.
A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes. Competence during professional placement will be assessed with the Australian Nursing Standards Assessment Tool (ANSAT).
In real world 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). NRSG267 Integrating Practice 4 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 NRSG267. To achieve a pass grade for this unit, all four hurdle tasks need to be completed successfully.
These assessments are required to build student knowledge and skills which, by the conclusion of this programme, 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 NRSG267. 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 NRSG267. Attendance and active participation at laboratory simulation classes are also an essential component of preparation for your professional experience placement in NRSG267.
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 NRSG267 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 NRSG267 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 NRSG267 please contact your Lecturer-in-Charge as soon as possible to discuss.
Pre-placement Requirements
NRSG267 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 NRSG267.
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 NRSG267.
Offshore intensive assessment of this unit will be transparently equitable with on campus mode offerings as endorsed by the relevant Course Implementation Committee.
Overview of assessments
Assessment Task 1 - Drug Calculations Examinatio...
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, when students must submit a certificate of 100% achievement in order to receive a pass.
Ungraded Hurdle
Assessment Task 2 - Clinical Skills Portfolio ...
Assessment Task 2 - Clinical Skills Portfolio
Enables students to provide evidence of, and demonstrate their application of clinical reasoning through their learning experiences for NRSG267. Multiple attempts are permitted prior to the published due date, when students must submit a completed Clinical Portfolio in order to receive a pass.
Ungraded Hurdle
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.
Ungraded Hurdle
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.
Ungraded Hurdle
Learning and teaching strategy and rationale
In line with ACU’s constructivist approach to learning, unit NRSG267 aims for students to further develop their knowledge and skills with their individually distinct pre-existing understandings and then apply these new learnings to tasks and problems, demonstrating competence and safe practice.
Multiple modes of delivery are used to strengthen delivery of learning concepts. Modes of delivery in this unit include online lectures, laboratory simulation, online activities, professional experience placement, and self-directed study. Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with further developing their 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 will 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 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 further assist students to link theory with its application in the clinical environment. Located in the second year of the program, this clinical unit includes face-to-face teaching to assist students in linking theory with practice and a 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 experience placement provides a safe environment where students can provide assisted person-centred care, which is essential for successful graduate practice. Components of this unit may also be offered on or off campus in intensive mode for sponsored / special cohorts, with the learning and teaching strategies being equitable with on campus mode offerings.
The aim of this fourth ‘Integrating Practice’ unit is to build on students’ previous and current learning of critical thinking, ethics and assessment and management of individuals in their care and further consolidate their learning.
National Safety and Quality Health Service Standards (Second Edition)
In connection to the learning outcomes, the Australian Commission on Safety and Quality in Health Care Standards developed in this unit are:
Relating to
Clinical Governance Standard
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The governing body:
a. Provides leadership to develop a culture of safety and quality improvement, and satisfies itself that this culture exists within the organisation
b. Provides leadership to ensure partnering with patients, carers and consumers
c. Sets priorities and strategic directions for safe and high-quality clinical care, and ensures that these are communicated effectively to the workforce and the community
d. Endorses the organisation’s clinical governance framework
e. Ensures that roles and responsibilities are clearly defined for the governing body, management, clinicians and the workforce
f. Monitors the action taken as a result of analyses of clinical incidents
g. Reviews reports and monitors the organisation’s progress on safety and quality performance
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The governing body ensures that the organisation’s safety and quality priorities address the specific health needs of Aboriginal and Torres Strait Islander people
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation establishes and maintains a clinical governance framework, and uses the processes within the framework to drive improvements in safety and quality
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation implements and monitors strategies to meet the organisation’s safety and quality priorities for Aboriginal and Torres Strait Islander people
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation considers the safety and quality of health care for patients in its business decision-making
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
Clinical leaders support clinicians to:
a. Understand and perform their delegated safety and quality roles and responsibilities
b. Operate within the clinical governance framework to improve the safety and quality of health care for patients
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation uses a risk management approach to:
a. Set out, review, and maintain the currency and effectiveness of, policies, procedures and protocols
b. Monitor and take action to improve adherence to policies, procedures and protocols
c. Review compliance with legislation, regulation and jurisdictional requirements
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation uses organisation-wide quality improvement systems that:
a. Identify safety and quality measures, and monitor and report performance and outcomes
b. Identify areas for improvement in safety and quality
c. Implement and monitor safety and quality improvement strategies
d. Involve consumers and the workforce in the review of safety and quality performance and systems
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation ensures that timely reports on safety and quality systems and performance are provided to:
a. The governing body
b. The workforce
c. Consumers and the local community
d. Other relevant health service organisations
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation:
a. Identifies and documents organisational risks
b. Uses clinical and other data collections to support risk assessments
c. Acts to reduce risks
d. Regularly reviews and acts to improve the effectiveness of the risk management system
e. Reports on risks to the workforce and consumers
f. Plans for, and manages, internal and external emergencies and disasters
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation has organisation-wide incident management and investigation systems, and:
a. Supports the workforce to recognise and report incidents
b. Supports patients, carers and families to communicate concerns or incidents
c. Involves the workforce and consumers in the review of incidents
d. Provides timely feedback on the analysis of incidents to the governing body, the workforce and consumers
e. Uses the information from the analysis of incidents to improve safety and quality
f. Incorporates risks identified in the analysis of incidents into the risk management system
g. Regularly reviews and acts to improve the effectiveness of the incident management and investigation systems
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation:
a. Uses an open disclosure program that is consistent with the Australian Open Disclosure Framework
b. Monitors and acts to improve the effectiveness of open disclosure processes
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation:
a. Has processes to seek regular feedback from patients, carers and families about their experiences and outcomes of care
b. Has processes to regularly seek feedback from the workforce on their understanding and use of the safety and quality systems
c. Uses this information to improve safety and quality systems
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation has an organisation-wide complaints management system, and:
a. Encourages and supports patients, carers and families, and the workforce to report complaints
b. Involves the workforce and consumers in the review of complaints
c. Resolves complaints in a timely way
d. Provides timely feedback to the governing body, the workforce and consumers on the analysis of complaints and actions taken
e. Uses information from the analysis of complaints to inform improvements in safety and quality systems
f. Records the risks identified from the analysis of complaints in the risk management system
g. Regularly reviews and acts to improve the effectiveness of the complaints management system
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation:
a. Identifies the diversity of the consumers using its services
b. Identifies groups of patients using its services who are at higher risk of harm
c. Incorporates information on the diversity of its consumers and higher risk groups into the planning and delivery of care
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation has healthcare record systems that:
a. Make the healthcare record available to clinicians at the point of care
b. Support the workforce to maintain accurate and complete healthcare records
c. Comply with security and privacy regulations
d. Support systematic audit of clinical information
e. Integrate multiple information systems, where they are used
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation works towards implementing systems that can provide clinical information into the My Health Record system that:
a. Are designed to optimise the safety and quality of health care for patients
b. Use national patient and provider identifiers
c. Use standard national terminologies
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation providing clinical information into the My Health Record system has processes that:
a. Describe access to the system by the workforce, to comply with legislative requirements
b. Maintain the accuracy and completeness of the clinical information the organisation uploads into the system
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation provides orientation to the organisation that describes roles and responsibilities for safety and quality for:
a. Members of the governing body
b. Clinicians, and any other employed, contracted, locum, agency, student or volunteer members of the organisation
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation uses its training systems to:
a. Assess the competency and training needs of its workforce
b. Implement a mandatory training program to meet its requirements arising from these standards
c. Provide access to training to meet its safety and quality training needs
d. Monitor the workforce’s participation in training
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation has strategies to improve the cultural awareness and cultural competency of the workforce to meet the needs of its Aboriginal and Torres Strait Islander patients
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation has valid and reliable performance review processes that:
a. Require members of the workforce to regularly take part in a review of their performance
b. Identify needs for training and development in safety and quality
c. Incorporate information on training requirements into the organisation’s training system
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation has processes to:
a. Define the scope of clinical practice for clinicians, considering the clinical service capacity of the organisation and clinical services plan
b. Monitor clinicians’ practices to ensure that they are operating within their designated scope of clinical practice
c. Review the scope of clinical practice of clinicians periodically and whenever a new clinical service, procedure or technology is introduced or substantially altered
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation:
a. Conducts processes to ensure that clinicians are credentialed, where relevant
b. Monitors and improves the effectiveness of the credentialing process
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation has processes to:
a. Support the workforce to understand and perform their roles and responsibilities for safety and quality
b. Assign safety and quality roles and responsibilities to the workforce, including locums and agency staff
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation provides supervision for clinicians to ensure that they can safely fulfil their designated roles, including access to after-hours advice, where appropriate
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation has processes that:
a. Provide clinicians with ready access to best-practice guidelines, integrated care pathways, clinical pathways and decision support tools relevant to their clinical practice
b. Support clinicians to use the best available evidence, including relevant clinical care standards developed by the Australian Commission on Safety and Quality in Health Care
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation has systems to:
a. Monitor variation in practice against expected health outcomes
b. Provide feedback to clinicians on variation in practice and health outcomes
c. Review performance against external measures
d. Support clinicians to take part in clinical review of their practice
e. Use information on unwarranted clinical variation to inform improvements in safety and quality systems
f. Record the risks identified from unwarranted clinical variation in the risk management system
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation maximises safety and quality of care:
a. Through the design of the environment
b. By maintaining buildings, plant, equipment, utilities, devices and other infrastructure that are fit for purpose
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation:
a. Identifies service areas that have a high risk of unpredictable behaviours and develops strategies to minimise the risks of harm for patients, carers, families, consumers and the workforce
b. Provides access to a calm and quiet environment when it is clinically required
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation facilitates access to services and facilities by using signage and directions that are clear and fit for purpose
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation admitting patients overnight has processes that allow flexible visiting arrangements to meet patients’ needs, when it is safe to do so
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
The health service organisation demonstrates a welcoming environment that recognises the importance of the cultural beliefs and practices of Aboriginal and Torres Strait Islander people
Relevant Learning OutcomeLO2, LO3, LO5
Relating to
Partnering with Consumers Standard
Relevant Learning OutcomeLO2, LO3
Relating to
Clinicians use the safety and quality systems from the Clinical Governance Standard when:
a. Implementing policies and procedures for partnering with consumers
b. Managing risks associated with partnering with consumers
c. Identifying training requirements for partnering with consumers
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation applies the quality improvement system from the Clinical Governance Standard when:
a. Monitoring processes for partnering with consumers
b. Implementing strategies to improve processes for partnering with consumers
c. Reporting on partnering with consumers
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation uses a charter of rights that is:
a. Consistent with the Australian Charter of Healthcare Rights
b. Easily accessible for patients, carers, families and consumers
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation ensures that its informed consent processes comply with legislation and best practice
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation has processes to identify:
a. The capacity of a patient to make decisions about their own care
b. A substitute decision-maker if a patient does not have the capacity to make decisions for themselves
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation has processes for clinicians to partner with patients and/or their substitute decision-maker to plan, communicate, set goals, and make decisions about their current and future care
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation supports the workforce to form partnerships with patients and carers so that patients can be actively involved in their own care
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation uses communication mechanisms that are tailored to the diversity of the consumers who use its services and, where relevant, the diversity of the local community
Relevant Learning OutcomeLO2, LO3
Relating to
Where information for patients, carers, families and consumers about health and health services is developed internally, the organisation involves consumers in its development and review
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation supports clinicians to communicate with patients, carers, families and consumers about health and health care so that:
a. Information is provided in a way that meets the needs of patients, carers, families and consumers
b. Information provided is easy to understand and use
c. The clinical needs of patients are addressed while they are in the health service organisation
d. Information needs for ongoing care are provided on discharge
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation:
a. Involves consumers in partnerships in the governance of, and to design, measure and evaluate, health care
b. Has processes so that the consumers involved in these partnerships reflect the diversity of consumers who use the service or, where relevant, the diversity of the local community
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation provides orientation, support and education to consumers who are partnering in the governance, design, measurement and evaluation of the organisation
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation works in partnership with Aboriginal and Torres Strait Islander communities to meet their healthcare needs
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation works in partnership with consumers to incorporate their views and experiences into training and education for the workforce
Relevant Learning OutcomeLO2, LO3
Relating to
Medication Safety Standard
Relevant Learning OutcomeLO2, LO4
Relating to
Clinicians use the safety and quality systems from the Clinical Governance Standard when:
a. Implementing policies and procedures for medication management
b. Managing risks associated with medication management
c. Identifying training requirements for medication management
Relevant Learning OutcomeLO2, LO4
Relating to
The health service organisation applies the quality improvement system from the Clinical Governance Standard when:
a. Monitoring the effectiveness and performance of medication management
b. Implementing strategies to improve medication management outcomes and associated processes
c. Reporting on outcomes for medication management
Relevant Learning OutcomeLO2, LO4
Relating to
Clinicians use organisational processes from the Partnering with Consumers Standard in medication management to:
a. Actively involve patients in their own care
b. Meet the patient’s information needs
c. Share decision-making
Relevant Learning OutcomeLO2, LO4
Relating to
The health service organisation has processes to define and verify the scope of clinical practice for prescribing, dispensing and administering medicines for relevant clinicians
Relevant Learning OutcomeLO2, LO4
Relating to
Clinicians take a best possible medication history, which is documented in the healthcare record on presentation or as early as possible in the episode of care
Relevant Learning OutcomeLO2, LO4
Relating to
Clinicians review a patient’s current medication orders against their best possible medication history and the documented treatment plan, and reconcile any discrepancies on presentation and at transitions of care
Relevant Learning OutcomeLO2, LO4
Relating to
The health service organisation has processes for documenting a patient’s history of medicine allergies and adverse drug reactions in the healthcare record on presentation
Relevant Learning OutcomeLO2, LO4
Relating to
The health service organisation has processes for documenting adverse drug reactions experienced by patients during an episode of care in the healthcare record and in the organisation-wide incident reporting system
Relevant Learning OutcomeLO2, LO4
Relating to
The health service organisation has processes for reporting adverse drug reactions experienced by patients to the Therapeutic Goods Administration, in accordance with its requirements
Relevant Learning OutcomeLO2, LO4
Relating to
The health service organisation has processes:
a. To perform medication reviews for patients, in line with evidence and best practice
b. To prioritise medication reviews, based on a patient’s clinical needs and minimising the risk of medication-related problems
c. That specify the requirements for documentation of medication reviews, including actions taken as a result
Relevant Learning OutcomeLO2, LO4
Relating to
The health service organisation has processes to support clinicians to provide patients with information about their individual medicines needs and risks
Relevant Learning OutcomeLO2, LO4
Relating to
The health service organisation has processes to:
a. Generate a current medicines list and the reasons for any changes
b. Distribute the current medicines list to receiving clinicians at transitions of care
c. Provide patients on discharge with a current medicines list and the reasons for any changes
Relevant Learning OutcomeLO2, LO4
Relating to
The health service organisation ensures that information and decision support tools for medicines are available to clinicians
Relevant Learning OutcomeLO2, LO4
Relating to
The health service organisation complies with manufacturers’ directions, legislation, and jurisdictional requirements for the:
a. Safe and secure storage and distribution of medicines
b. Storage of temperature-sensitive medicines and cold chain management
c. Disposal of unused, unwanted or expired medicines
Relevant Learning OutcomeLO2, LO4
Relating to
The health service organisation:
a. Identifies high-risk medicines used within the organisation
b. Has a system to store, prescribe, dispense and administer high-risk medicines safely
Relevant Learning OutcomeLO2, LO4
Relating to
Comprehensive Care Standard
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians use the safety and quality systems from the Clinical Governance Standard when:
a. Implementing policies and procedures for comprehensive care
b. Managing risks associated with comprehensive care
c. Identifying training requirements to deliver comprehensive care
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation applies the quality improvement system from the Clinical Governance Standard when:
a. Monitoring the delivery of comprehensive care
b. Implementing strategies to improve the outcomes from comprehensive care and associated processes
c. Reporting on delivery of comprehensive care
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians use organisational processes from the Partnering with Consumers Standard when providing comprehensive care to:
a. Actively involve patients in their own care
b. Meet the patient’s information needs
c. Share decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has systems for comprehensive care that:
a. Support clinicians to develop, document and communicate comprehensive plans for patients’ care and treatment
b. Provide care to patients in the setting that best meets their clinical needs
c. Ensure timely referral of patients with specialist healthcare needs to relevant services
d. Identify, at all times, the clinician with overall accountability for a patient’s care
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has processes to:
a. Support multidisciplinary collaboration and teamwork
b. Define the roles and responsibilities of each clinician working in a team
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians work collaboratively to plan and deliver comprehensive care
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has processes relevant to the patients using the service and the services provided:
a. For integrated and timely screening and assessment
b. That identify the risks of harm in the ‘Minimising patient harm’ criterion
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has processes to routinely ask patients if they identify as being of Aboriginal and/or Torres Strait Islander origin, and to record this information in administrative and clinical information systems
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Patients are supported to document clear advance care plans
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians use relevant screening processes:
a. On presentation, during clinical examination and history taking, and when required during care
b. To identify cognitive, behavioural, mental and physical conditions, issues, and risks of harm
c. To identify social and other circumstances that may compound these risks
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians comprehensively assess the conditions and risks identified through the screening process
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians document the findings of the screening and clinical assessment processes, including any relevant alerts, in the healthcare record
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians use processes for shared decision making to develop and document a comprehensive and individualised plan that:
a. Addresses the significance and complexity of the patient’s health issues and risks of harm
b. Identifies agreed goals and actions for the patient’s treatment and care
c. Identifies the support people a patient wants involved in communications and decision-making about their care
d. Commences discharge planning at the beginning of the episode of care
e. Includes a plan for referral to follow-up services, if appropriate and available
f. Is consistent with best practice and evidence
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The workforce, patients, carers and families work in partnership to:
a. Use the comprehensive care plan to deliver care
b. Monitor the effectiveness of the comprehensive care plan in meeting the goals of care
c. Review and update the comprehensive care plan if it is not effective
d. Reassess the patient’s needs if changes in diagnosis, behaviour, cognition, or mental or physical condition occur
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has processes to identify patients who are at the end of life that are consistent with the National Consensus Statement: Essential elements for safe and high-quality end-of-life care
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation providing end-of-life care has processes to provide clinicians with access to specialist palliative care advice
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has processes to ensure that current advance care plans:
a. Can be received from patients
b. Are documented in the patient’s healthcare record
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation provides access to supervision and support for the workforce providing end-of-life care
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has processes for routinely reviewing the safety and quality of end-of-life care that is provided against the planned goals of care
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians support patients, carers and families to make shared decisions about end-of-life care in accordance with the National Consensus Statement: Essential elements for safe and high-quality end-of-life care
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation providing services to patients at risk of pressure injuries has systems for pressure injury prevention and wound management that are consistent with best-practice guidelines
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians providing care to patients at risk of developing, or with, a pressure injury conduct comprehensive skin inspections in accordance with best-practice time frames and frequency
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation providing services to patients at risk of pressure injuries ensures that:
a. Patients, carers and families are provided with information about preventing pressure injuries
b. Equipment, devices and products are used in line with best-practice guidelines to prevent and effectively manage pressure injuries
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation providing services to patients at risk of falls has systems that are consistent with best-practice guidelines for:
a. Falls prevention
b. Minimising harm from falls
c. Post-fall management
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation providing services to patients at risk of falls ensures that equipment, devices and tools are available to promote safe mobility and manage the risks of falls
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians providing care to patients at risk of falls provide patients, carers and families with information about reducing falls risks and falls prevention strategies
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation that admits patients overnight has systems for the preparation and distribution of food and fluids that include nutrition care plans based on current evidence and best practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The workforce uses the systems for preparation and distribution of food and fluids to:
a. Meet patients’ nutritional needs and requirements
b. Monitor the nutritional care of patients at risk
c. Identify, and provide access to, nutritional support for patients who cannot meet their nutritional requirements with food alone
d. Support patients who require assistance with eating and drinking
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation providing services to patients who have cognitive impairment or are at risk of developing delirium has a system for caring for patients with cognitive impairment to:
a. Incorporate best-practice strategies for early recognition, prevention, treatment and management of cognitive impairment in the care plan, including the Delirium Clinical Care Standard, where relevant
b. Manage the use of antipsychotics and other psychoactive medicines, in accordance with best practice and legislation
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians providing care to patients who have cognitive impairment or are at risk of developing delirium use the system for caring for patients with cognitive impairment to:
a. Recognise, prevent, treat and manage cognitive impairment
b. Collaborate with patients, carers and families to understand the patient and implement individualised strategies that minimise any anxiety or distress while they are receiving care
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has systems to support collaboration with patients, carers and families to:
a. Identify when a patient is at risk of self-harm
b. Identify when a patient is at risk of suicide
c. Safely and effectively respond to patients who are distressed, have thoughts of self-harm or suicide, or have self-harmed
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation ensures that follow-up arrangements are developed, communicated and implemented for people who have harmed themselves or reported suicidal thoughts
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has processes to identify and mitigate situations that may precipitate aggression
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has processes to support collaboration with patients, carers and families to:
a. Identify patients at risk of becoming aggressive or violent
b. Implement de-escalation strategies
c. Safely manage aggression, and minimise harm to patients, carers, families and the workforce
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Where restraint is clinically necessary to prevent harm, the health service organisation has systems that:
a. Minimise and, where possible, eliminate the use of restraint
b. Govern the use of restraint in accordance with legislation
c. Report use of restraint to the governing body
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Where seclusion is clinically necessary to prevent harm and is permitted under legislation, the health service organisation has systems that:
a. Minimise and, where possible, eliminate the use of seclusion
b. Govern the use of seclusion in accordance with legislation
c. Report use of seclusion to the governing body
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Communicating for Safety Standard
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
Clinicians use the safety and quality systems from the Clinical Governance Standard when:
a. Implementing policies and procedures to support effective clinical communication
b. Managing risks associated with clinical communication
c. Identifying training requirements for effective and coordinated clinical communication
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
The health service organisation applies the quality improvement system from the Clinical Governance Standard when:
a. Monitoring the effectiveness of clinical communication and associated processes
b. Implementing strategies to improve clinical communication and associated processes
c. Reporting on the effectiveness and outcomes of clinical communication processes
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
Clinicians use organisational processes from the Partnering with Consumers Standard to effectively communicate with patients, carers and families during high-risk situations to:
a. Actively involve patients in their own care
b. Meet the patient’s information needs
c. Share decision-making
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
The health service organisation has clinical communications processes to support effective communication when:
a. Identification and procedure matching should occur
b. All or part of a patient’s care is transferred within the organisation, between multidisciplinary teams, between clinicians or between organisations; and on discharge
c. Critical information about a patient’s care, including information on risks, emerges or changes
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
The health service organisation:
a. Defines approved identifiers for patients according to best-practice guidelines
b. Requires at least three approved identifiers on registration and admission; when care, medication, therapy and other services are provided; and when clinical handover, transfer or discharge documentation is generated
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
The health service organisation specifies the:
a. Processes to correctly match patients to their care
b. Information that should be documented about the process of correctly matching patients to their intended care
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
The health service organisation, in collaboration with clinicians, defines the:
a. Minimum information content to be communicated at clinical handover, based on best-practice guidelines
b. Risks relevant to the service context and the particular needs of patients, carers and families
c. Clinicians who are involved in the clinical handover
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
Clinicians use structured clinical handover processes that include:
a. Preparing and scheduling clinical handover
b. Having the relevant information at clinical handover
c. Organising relevant clinicians and others to participate in clinical handover
d. Being aware of the patient’s goals and preferences
e. Supporting patients, carers and families to be involved in clinical handover, in accordance with the wishes of the patient
f. Ensuring that clinical handover results in the transfer of responsibility and accountability for care
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
Clinicians and multidisciplinary teams use clinical communication processes to effectively communicate critical information, alerts and risks, in a timely way, when they emerge or change to:
a. Clinicians who can make decisions about care
b. Patients, carers and families, in accordance with the wishes of the patient
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
The health service organisation ensures that there are communication processes for patients, carers and families to directly communicate critical information and risks about care to clinicians
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
The health service organisation has processes to contemporaneously document information in the healthcare record, including:
a. Critical information, alerts and risks
b. Reassessment processes and outcomes
c. Changes to the care plan
Relevant Learning OutcomeLO2, LO3, LO4, LO6
Relating to
Blood Management Standard
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians use the safety and quality systems from the Clinical Governance Standard when:
a. Implementing policies and procedures for blood management
b. Managing risks associated with blood management
c. Identifying training requirements for blood management
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation applies the quality improvement system from the Clinical Governance Standard when:
a. Monitoring the performance of the blood management system
b. Implementing strategies to improve blood management and associated processes
c. Reporting on the outcomes of blood management
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians use organisational processes from the Partnering with Consumers Standard when providing safe blood management to:
a. Actively involve patients in their own care
b. Meet the patient’s information needs
c. Share decision-making
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians use the blood and blood products processes to manage the need for, and minimise the inappropriate use of, blood and blood products by:
a. Optimising patients’ own red cell mass, haemoglobin and iron stores
b. Identifying and managing patients with, or at risk of, bleeding
c. Determining the clinical need for blood and blood products, and related risks
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Clinicians document decisions relating to blood management, transfusion history and transfusion details in the healthcare record
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation supports clinicians to prescribe and administer blood and blood products appropriately, in accordance with national guidelines and national criteria
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation uses processes for reporting transfusionrelated adverse events, in accordance with national guidelines and criteria
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation participates in haemovigilance activities, in accordance with the national framework
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has processes:
a. That comply with manufacturers’ directions, legislation, and relevant jurisdictional requirements to store, distribute and handle blood and blood products safely and securely
b. To trace blood and blood products from entry into the organisation to transfusion, discard or transfer
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
The health service organisation has processes to:
a. Manage the availability of blood and blood products to meet clinical need
b. Eliminate avoidable wastage
c. Respond in times of shortage
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Recognising and Responding to Acute Deterioration Standard
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
Clinicians use the safety and quality systems from the Clinical Governance Standard when:
a. Implementing policies and procedures for recognising and responding to acute deterioration
b. Managing risks associated with recognising and responding to acute deterioration
c. Identifying training requirements for recognising and responding to acute deterioration
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
The health service organisation applies the quality improvement system from the Clinical Governance Standard when:
a. Monitoring recognition and response systems
b. Implementing strategies to improve recognition and response systems
c. Reporting on effectiveness and outcomes of recognition and response systems
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
Clinicians use organisational processes from the Partnering with Consumers Standard when recognising and responding to acute deterioration to:
a. Actively involve patients in their own care
b. Meet the patient’s information needs
c. Share decision-making
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
The health service organisation has processes for clinicians to detect acute physiological deterioration that require clinicians to:
a. Document individualised vital sign monitoring plans
b. Monitor patients as required by their individualised monitoring plan
c. Graphically document and track changes in agreed observations to detect acute deterioration over time, as appropriate for the patient
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
The health service organisation has processes for clinicians to recognise acute deterioration in mental state that require clinicians to:
a. Monitor patients at risk of acute deterioration in mental state, including patients at risk of developing delirium
b. Include the person’s known early warning signs of deterioration in mental state in their individualised monitoring plan
c. Assess possible causes of acute deterioration in mental state, including delirium, when changes in behaviour, cognitive function, perception, physical function or emotional state are observed or reported
d. Determine the required level of observation
e. Document and communicate observed or reported changes in mental state
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
The health service organisation has protocols that specify criteria for escalating care, including:
a. Agreed vital sign parameters and other indicators of physiological deterioration
b. Agreed indicators of deterioration in mental state
c. Agreed parameters and other indicators for calling emergency assistance
d. Patient pain or distress that is not able to be managed using available treatment
e. Worry or concern in members of the workforce, patients, carers and families about acute deterioration
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
The health service organisation has processes for patients, carers or families to directly escalate care
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
The health service organisation provides the workforce with mechanisms to escalate care and call for emergency assistance
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
The workforce uses the recognition and response systems to escalate care
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
The health service organisation has processes that support timely response by clinicians with the skills required to manage episodes of acute deterioration
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
The health service organisation has processes to ensure rapid access at all times to at least one clinician, either on site or in close proximity, who can deliver advanced life support
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
The health service organisation has processes to ensure rapid referral to mental health services to meet the needs of patients whose mental state has acutely deteriorated
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
The health service organisation has processes for rapid referral to services that can provide definitive management of acute physical deterioration
Relevant Learning OutcomeLO2, LO3, LO4, LO5
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, LO5, LO6
Relating toAccesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice
Relevant Learning OutcomeLO1, LO5, LO6
Relating toDevelops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
Relevant Learning OutcomeLO1, 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, 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, LO5, LO6
Relating toUses ethical frameworks when making decisions
Relevant Learning OutcomeLO1, LO5, LO6
Relating toMaintains accurate, comprehensive and timely documentation of assessments, planning, decision-making, actions and evaluations, and
Relevant Learning OutcomeLO1, LO5, LO6
Relating toContributes to quality improvement and relevant research.
Relevant Learning OutcomeLO1, 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 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, LO4, LO5
Relating toConducts assessments that are holistic as well as culturally appropriate
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating toUses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
Relevant Learning OutcomeLO1, LO2, LO4, 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, LO4, LO5
Relating toAssesses the resources available to inform planning.
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating toDevelops a plan for nursing practice
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toUses assessment data and best available evidence to develop a plan
Relevant Learning OutcomeLO1, LO2, LO3, 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, LO3, LO4, LO5
Relating toDocuments, evaluates and modifies plans accordingly to facilitate the agreed outcomes
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toPlans and negotiates how practice will be evaluated and the time frame of engagement, and
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toCoordinates resources effectively and efficiently for planned actions.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toProvides safe, appropriate and responsive quality nursing practice
Relevant Learning OutcomeLO1, LO2, 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, LO4, LO5
Relating toPractises within their scope of practice
Relevant Learning OutcomeLO1, LO2, 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, LO4, LO5
Relating toProvides effective timely direction and supervision to ensure that delegated practice is safe and correct
Relevant Learning OutcomeLO1, LO2, LO4, LO5
Relating toPractises in accordance with relevant policies, guidelines, standards, regulations and legislation, and
Relevant Learning OutcomeLO1, LO2, 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, LO4, LO5
Relating toEvaluates outcomes to inform nursing practice
Relevant Learning OutcomeLO1, LO4, LO5, LO6
Relating toEvaluates and monitors progress towards the expected goals and outcomes
Relevant Learning OutcomeLO1, LO4, LO5, LO6
Relating toRevises the plan based on the evaluation, and
Relevant Learning OutcomeLO1, LO4, LO5, LO6
Relating toDetermines, documents and communicates further priorities, goals and outcomes with the relevant persons.
Relevant Learning OutcomeLO1, LO4, LO5, LO6