Unit rationale, description and aim
As healthcare environments becomes more complex and dynamic, it is important that multidisciplinary team members work in a collaborative and professional manner to safely care for patients with complex health issues. The person-centred care model prioritises involvement of a care team approach that includes health care professionals, the patient, and their immediate family. In order to ensure care provision and patient advocacy that is representative of the patient’s needs, it is important that nurses working in specialty areas have a range of knowledge and skills that are evidence-based and underpinned by ethical practice.
In this unit, students will explore the significance of inter-professional communication, teamwork and shared decision making in relation to the specialist nursing role. Underpinning the concept of person- centred family care is the need for specialist nurses to demonstrate knowledge and skills in critical appraisal, evaluation of evidence and culturally safe practices, to optimise care outcomes for all patients.
The aim of this unit is for students to analyse, evaluate and demonstrate knowledge and skills for safe person-centred family care that is relevant to their area of specialty practice.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the significance of specialist nursing kn...
Learning Outcome 01
Demonstrate and evaluate the effectiveness of shar...
Learning Outcome 02
Apply and evaluate specialist clinical knowledge a...
Learning Outcome 03
Content
Topics will include:
- Ethical practice in the specialty setting:
- Ethical decision making and practice
- Consent
- Health professionals’ practice standards
- Health professionals’ codes of professional conduct
- Health professionals’ codes of ethical conduct.
- Role of the family in the specialty context
- Needs of the family
- Expectations of family
- Family assessment
- Concluding relationships
- Family-centred health promotion
- The role of the nurse in the specialty context:
- The roles performed by health professionals
- The continuum of care requirements for persons receiving care
- Cultural competence
- Person and family centred care
- Prioritising and planning care
- Evaluating care
- Clinical Decision-Making in the specialty
- Evaluation of evidence for practice
- The impact of clinical decision making on health outcomes
- 5 As of EBP
- Principles of interprofessional communication:
- Interprofessional relationships and collaboration
- Information and communications technologies
- Evidence-Based Practice
- Evidence based approaches to care
- Critical appraisal of evidence
- Health promotion in the specialty
- Concept of health
- Global charters for health
- Functional models of health promotion
- Empowerment
Assessment strategy and rationale
In order to successfully complete this unit, a minimum combined total grade of all assessment tasks of 50% is required to pass this unit.
The assessment strategy used in this unit encourages the progressive development of specialist nursing knowledge and skills necessary for the student to be able to work effectively in a multi-disciplinary team and care for clients in the specialty health setting. In order to become an effective specialist nurse, the student must first develop understanding of the specialist nursing role, inter-professional communication and teamwork, this is demonstrated through the first assessment task. This understanding is further scaffolded in assessment task two, in which students discuss the importance of specialist nursing knowledge and skills, inter-professional communication, teamwork and shared clinical decision making in their specialty practice. In assessment task three, students apply all key concepts by evaluating the care of a patient who has experienced a variation of health status in their area of specialty practice. The assessment tasks for this unit are designed for students to demonstrate achievement of each learning outcome.
Overview of assessments
Assessment Task 1 - Quiz Enables students to eng...
Assessment Task 1 - Quiz
Enables students to engage with the core module content and demonstrate their understanding of the significance of specialist nursing knowledge and skills, inter-professional communication and teamwork in specialty settings.
10%
Assessment Task 2 - Written Assessment Enables s...
Assessment Task 2 - Written Assessment
Enables students to articulate, and justify with evidence, the importance of specialist nursing knowledge and skills, inter-professional communication, teamwork and shared clinical decision making in their specialty setting.
40%
Assessment Task 3 - Case Study Enables students ...
Assessment Task 3 - Case Study
Enables students to apply key concepts, by evaluating the effectiveness of shared clinical decision making, specialist clinical knowledge and skills, culturally safe, person-centred care for a patient who experienced a variation in health status in their specialty setting, while supporting ideas with relevant and appropriate evidence.
50%
Learning and teaching strategy and rationale
This unit is offered in online mode and uses an active and collaborative learning approach to support students to explore the relationship between patient outcomes and inter-professional teamwork, communication, decision making and person-centred care, in their specialty practice area. In constructing specialist nursing knowledge and skill, students will have the opportunity to analyse and critically evaluate care strategies for providing culturally safe, evidence-based and ethical nursing care within a healthcare setting.
The active and collaborative learning approach applied in this unit is flexible and inclusive. Students will engage in readings and reflections, e-Learning activities and have the opportunity to collaborate with peers in an online environment. This can involve, but is not limited to, online discussion forums, chat rooms, guided reading and webinar sessions. Students are required to complete online activities and assessments to demonstrate the application of knowledge.
Through an online learning platform, students will have the opportunity to reflect on the complexity of delivering person-centred family care within dynamic healthcare environments and specialty practice areas. Online learning in this unit will be supported by the provision of opportunities for students to attend online webinar sessions that allow synchronous exchange of information and facilitate responses to queries generated by students in relation to unit content. For those unable to participate in synchronous webinar sessions, recordings will be available.