Assessment 1: Critical Review Report  This assessment offers an opportunity for students to critically review one coroner’s report of a clinical incident related to their speciality of interest (see canvas for a choice of reports), incident reporting processes, and explore the factors that contributed to the event within their specialty area of practice. The aim of this assessment is to promote safe practice through expanding students’ knowledge and critical thinking, and by encouraging students to be autonomous, safe and accountable within their own nursing practice.

Assessment 2: Simulation Preparation, Practice & Reflection Part A) Students will work collaboratively in their allocated small groups to prepare for a simulation activity that they will undertake in their Laboratory Session in Week 10. Students will apply clinical knowledge and reasoning to prepare to assess, identify problems, prioritise interventions with rationales, and plan an evaluation of their approach to management of the care of a client in the case scenario provided. As a group, students will develop and submit their plan of care to the canvas dropbox prior to their Week 10 Laboratory Session.  Part B) This assessment will occur during regular Laboratory Session time in Week 10 and start with a group pre-simulation briefing and close with a group post-simulation briefing. In their allocated small groups, students will engage in a 10-minute active simulation experience using the high-fidelity mannequin to enact the care they had planned for the client in the case scenario (provided in week 9), prior to the laboratory session. Students will need to demonstrate a systematic approach to assessment, identification of problems, administration of interventions, and evaluation of their care. Students are also expected to demonstrate a professional collaborative approach, effective communication, safe care and management for the client in the case scenario. They are required to articulate their clinical reasoning throughout the management of the client in the case scenario. Part C) This 500-word written reflection will offer students an opportunity to critically reflect on their simulation preparation and practice in the Week 10 Laboratory session. The aim of this assessment is to encourage reflective practice and self-awareness, and support students to critically reflect on the demonstrated strengths and challenges experienced in the simulation practice. Using one of the reflection framework structures as a guide (see canvas), students will individually write a reflection on their experience in the small group simulation practice laboratory assessment. Students will reflect on their demonstration of: clinical and professional knowledge; quality and success of their preparation and care planning (e.g. prioritisation); professional behaviour, including communication and collaboration amongst the team; strengths and ability to manage challenges; quality and safety of the care they provided. From this discussion, students will identify their key learnings from the laboratory session that will support them in their clinical practice placement.

Assessment 3: Clinical Practice Placement The clinical placement duration for unit NURS3016 is 120 hours. The clinical performance of students will be assessed using a structured tool based on the Australian Nursing and Midwifery Council Standards and graded satisfactory/unsatisfactory.

Assessment 4: Professional Portfolio & Five-Year Development Plan The purpose of this assessment is to offer students, as they finish their course and transition to autonomous practice as a Registered Nurse, the opportunity to reflect on their learning, current levels of knowledge, skill and judgment in relation to their professional nursing practice. It also supports students to identify an area of nursing they are seeking to pursue and a target role attainable in 5 years (this could include the areas of research, education, management, or clinical nursing). Once they have identified this role, they need to develop and compile a Professional Portfolio with an organising framework that relates to their target role. Next, students will plan areas for professional development that support them to attain of their target role, using the format of a Concept Map. Students will also submit a 500-word written summary to accompany the Professional Portfolio & Five-Year Development Plan Concept Map that offers an explanation of the organising framework chosen for their portfolio and their development plan as depicted in their concept map.