Unit rationale, description and aim

Safe practice and safety of the public is paramount within nursing. This foundational unit prepares nursing students with an introductory level experience to critical thinking and linking theory to practice. In NRSG139 students are required to identify theoretical concepts to inform their clinical practice and to describe how practice is guided by a continual process of assessment, diagnosis, planning, implementation and evaluation - skills critical for the nurse to deliver best practice.

This unit provides opportunities for students to integrate theoretical and practical knowledge in lectures, laboratories and simulation. Foundational concepts such as critical thinking, clinical reasoning and clinical judgement will be introduced, and practice skills will be developed and extended through scenario based learning in the simulation laboratory.

The aim of this first 'Integrating Practice' unit is to provide the foundations on which clinical assessments are based and model the way in which students will contextualise their theoretical knowledge through clinical practice.

2025 10

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Prerequisites

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, clinical reasoning and...

Learning Outcome 01

Describe critical thinking, clinical reasoning and clinical judgement
Relevant Graduate Capabilities: GC1, GC7, GC8, GC9, GC11, GC12

Demonstrate developing skills in a person- person ...

Learning Outcome 02

Demonstrate developing skills in a person- person health approach (wellbeing, physical, mental, social, cultural and emotional) assessment and management across the lifespan during simulation, OSCEs and/or professional experience placement
Relevant Graduate Capabilities: GC1, GC2, GC4, GC6, GC9, GC10, GC11, GC12

Conduct nursing health assessment interviews at a ...

Learning Outcome 03

Conduct nursing health assessment interviews at a beginning level
Relevant Graduate Capabilities: GC1, GC2, GC5, GC6, GC8, GC9, GC11, GC12

Reflect on their learning to analyze effective sel...

Learning Outcome 04

Reflect on their learning to analyze effective self-care & learning strategies for themselves and others at an introductory level
Relevant Graduate Capabilities: GC1, GC3, GC7, GC8, GC11, GC12

Perform peer evaluation using effective communicat...

Learning Outcome 05

Perform peer evaluation using effective communication skills at an introductory level
Relevant Graduate Capabilities: GC1, GC2, GC4, GC7, GC8, GC12

Content

Topics will include:

  • Person-centred practice
  • Introduction to person-centeredness and values
  • Applying the principles of person-centred thinking and person-centred planning.
  • Actioning choice, privacy, individuality, independence and inclusion.
  • Professional & therapeutic communication
  • Respectful communication
  • Active Listening & Responding Skills - providing empathy, open & closed questioning, use of touch, use of silence)
  • Introduction to interviewing (introduction phase & working/ middle phase & termination phase)
  • Initial Assessment Interview
  • Professional boundaries & therapeutic use self-disclosure 
  • Communicating as a professional and with colleagues
  •  Nursing assessment
  • Models of nursing
  • Introduction to assessment and nursing assessment
  • Developing an Assessment Toolbox - principles of Assessment
  • Science underpinning basic assessment
  • Pain
  • Vital Signs
  • Thermoregulation
  • Provision, coordination & evaluation of care
  • Introduction to models of nursing
  • Quality use of medicines
  • Quality Use of Medicines Introduction to the concept
  • Health promotion & education
  • Introduction to health promotion and education
  • Diversity and cultural competence
  • Introduction to diversity in healthcare
  • Introduction to cultural competence and safety
  • Professional capabilities
  • Development of professional agency
  • Introduction to Peer review (giving and receiving constructive feedback)
  • Professional accountability and health care law (confidentiality/privacy/ scope of practice/social media/boundaries/respect)
  • Self-assessment and Reflective Practice
  • Developing resilience
  • Clinical leadership
  • Role of the beginning practitioner
  • Clinical reasoning
  • Introduction to the clinical reasoning cycle and critical thinking 

Assessment strategy and rationale

The assessments are constructively aligned to the 5 learning outcomes of unit NRSG139 and the learning outcomes of the program and graduate attributes.

A low-level stakes assessment weighted at 20% asks students to submit a clinical skills portfolio.

This is followed by assessment 2 weighted at 35% where students are required to reflect on their learnings and submit documentation outlining critical thinking and safe practice.

As an integrated practice unit, demonstration of safe practice is assessed through an OSCE weighted at 45%.

Attendance at laboratory simulation classes in IP units

You are required to attend a minimum of 8 of 10 laboratory simulation classes in NRSG139. This 80% minimum attendance requirement for laboratory simulation classes is mandated because attendance at these classes is integral to achievement of the learning outcomes in NRSG139. Attendance and active participation at laboratory simulation classes are also an essential component of preparation for your professional experience placement in NRSG139.

If you have an illness, and/or personal circumstance beyond your control that leads to your non-attendance at laboratory simulation classes you will be expected to provide a medical certificate or Statutory Declaration to support your absence for each class missed. The procedure for uploading this documentation will be provided on Canvas. Make-up will only be provided for students with appropriate supporting documentation, and in exceptional circumstances, as determined by the Lecturer-in-Charge. The procedure for lodging the Practical Class Absenteeism form is provided on Canvas.

As part of Standard 1: Safety of the public in The Registered Nurse Accreditation Standards (ANMAC, 2019), standard 1.7 stipulates that “only students who have demonstrated the requisite knowledge and skills required for safe practice are eligible for PEP [professional experience placement]”. It is an expectation therefore that students attend their laboratory simulation classes to demonstrate they have obtained the required knowledge and skills to attend their professional experience placements in subsequent semesters.

If you do not meet the minimum attendance requirement for laboratory simulation classes in NRSG139 then you will be unable to successfully complete the required assessment tasks and demonstrate achievement of the Unit learning outcomes.

If you think you will not be able to meet the mandatory attendance requirements in NRSG139 please contact your Lecturer-in-Charge as soon as possible to discuss.

Overview of assessments

Assessment Task 1 - Clinical Skills Portfolio En...

Assessment Task 1 - Clinical Skills Portfolio

Enables students to showcase their learning experiences in a professional manner.

Weighting

20%

Learning Outcomes LO1, LO2, LO3

Assessment Task 2 - Reflection Enables students...

Assessment Task 2 - Reflection

Enables students to undertake reflection, a critical skill to direct future practice, through self-review and appraisal.

Weighting

35%

Learning Outcomes LO1, LO4

Assessment Task 3 - Objective Structured Clinical...

Assessment Task 3 - Objective Structured Clinical Examination (OSCE)

Enables students to demonstrate competency in professional behaviour, communication skills and safe and effective implementation of foundational nursing skills and knowledge.

Weighting

45%

Learning Outcomes LO2, LO3, LO5

Learning and teaching strategy and rationale

In line with ACU’s constructivist approach to learning, unit NRSG139 aims for students to assimilate new knowledge with their individually distinct pre-existing understandings and then apply these new learnings to tasks and problems, demonstrating competence and safe practice.

This unit supports this form of learning through diverse delivery of lessons that includes lectures, laboratories, simulation, online activities and self-directed study at an introductory level. In addition, this unit fosters student-centred active learning and accommodates diverse student needs. It includes a combination of self-paced, online learning and real-time classes. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university. The overall combined effects of multiple approaches to introducing principles of ethics, critical thinking, clinical reasoning and clinical judgement are to promote safe practice.

Scaffold of learning occurs through core concepts being delivered in lectures and then applied within practice scenarios delivered in laboratories and simulation environments. Online activities encourage reflection and self- directed learning of students.

NRSG139 is the first integrated practice unit offered to students within the Bachelor of Nursing and associated degree programs and sets the foundation for skill and knowledge development to occur.

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, LO4, LO5

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

    Relevant Learning OutcomeLO1, LO4, LO5

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

    Relevant Learning OutcomeLO1, LO4, LO5

  • 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, LO4, LO5

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

    Relevant Learning OutcomeLO1, LO4, LO5

  • Relating toUses ethical frameworks when making decisions

    Relevant Learning OutcomeLO1, LO4, LO5

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

    Relevant Learning OutcomeLO1, LO4, LO5

  • Relating toContributes to quality improvement and relevant research.

    Relevant Learning OutcomeLO1, LO4, LO5

  • Relating toEngages in therapeutic and professional relationships

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, 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 OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, LO5

  • Relating toMaintains the capability for practice

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • 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

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

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

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • 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

  • Relating toSeeks and responds to practice review and feedback

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • Relating toActively engages with the profession, and

    Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  • 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

  • Relating toComprehensively conducts assessments

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, 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 OutcomeLO2, LO3, LO5

  • Relating toAssesses the resources available to inform planning.

    Relevant Learning OutcomeLO2, LO3, LO5

  • Relating toDevelops a plan for nursing practice

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, LO5

  • Relating toProvides safe, appropriate and responsive quality nursing practice

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, LO5

  • Relating toPractises within their scope of practice

    Relevant Learning OutcomeLO2, LO3, LO5

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

    Relevant Learning OutcomeLO2, LO3, 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 OutcomeLO2, LO3, LO5

  • Relating toEvaluates outcomes to inform nursing practice

    Relevant Learning OutcomeLO2, LO4, LO5

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

    Relevant Learning OutcomeLO2, LO4, LO5

  • Relating toRevises the plan based on the evaluation, and

    Relevant Learning OutcomeLO2, LO4, LO5

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

    Relevant Learning OutcomeLO2, LO4, LO5

Representative texts and references

Representative texts and references

Alfaro-LeFevre, R. (2017). Critical thinking, clinical reasoning, and clinical judgment: a practical approach (6th ed.). Sydney: Elsevier,

Bulman, C. & Schultz, S. (2013). Reflective Practice in Nursing (5th ed.). Chichester, Sussex: Wiley-Blackwell.

Calleja, P., Estes, M., Theobald, K., & Harvey, T. (2020). Estes health assessment & physical examination (Third Australian and New Zealand ed., Health nursing series). South Melbourne, Victoria, Australia: Cengage Learning.

Crisp, J., Taylor, C., Douglas, C., & Rebeiro, G. (2016). Potter & Perry’s Fundamentals of nursing (5th ed.). Sydney, N.S.W.: Mosby/Elsevier Australia.

Levett-Jones, T. (2017) Clinical reasoning: Learning to think like a nurse. Frenchs Forest, N.S.W.: Pearson.

O’Toole, G. (2020). Communication: Core Interpersonal Skills for Health Professionals. (4th ed.). Chatswood: Elsevier:Australia

Tollefson, J., & Hillman, E. (2019). Clinical psychomotor skills (5-point bondy) : Assessment tools for nurses (7th ed.). South Melbourne, VIC: Cengage Australia.

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