Outline

Overview

This unit of study complements NURS5085 Mental Health Nursing Practice and NURS5006 Illness Experience and Nursing Care, focusing on the responses of individuals and others to disruption to health. Here the emphasis is on the commonly occurring conditions which are often chronic but may exhibit acute phases. Such conditions may include asthma, cardiac disease, diabetes and renal failure. A lifespan approach will be in evidence throughout as these diseases manifest and are treated differently as they occur at different life stages. In this unit students will further develop comprehensive health assessment skills and their understanding of quality use of medicines.

Unit details and rules

Unit code	NURS5084
Academic unit	Nursing and Midwifery
Credit points	6
Prohibitions ?	None
Prerequisites ?	NURS5082 and NURS5081
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Dawn Perez, dawn.perez@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Record+)	Assessment 6: Written Examination Assessment 6: Written Examination (Short & long answers)	50%	Formal exam period	2 hours
Outcomes assessed:
Placement	Clinical Assessment 5: Off-campus Clinical Placement Clinical Assessment 5: Off-Campus Clinical Placement	0%	Multiple weeks	80 hours
Outcomes assessed:
Small test	Clinical Assessment 1: Medication Calculation Assessment Clinical Assessment 1: Medication Calculation Assessment	0%	Week 04	20 questions. 45 minutes quiz duration.
Outcomes assessed:
Assignment	Assessment 2: Written assignment case study Assessment 2: Written assignment case study	50%	Week 05 Due date: 12 Sep 2021 at 23:59	2,500 words
Outcomes assessed:
Skills-based evaluation	Clinical Assessment 4: Clinical performance appraisal (CPA) Clinical assessment 4: IM injection + IV antibiotic administration	0%	Week 10	40 minutes (+ reading time)
Outcomes assessed:
= hurdle task ? = Type B final exam ?

Assessment summary

Clinical Assessment 1 Medication Calculation Assessment: The medication assessment will consist of the calculation of accurate medication doses for patients of all ages. 100% accuracy is required and each student will be given three opportunities to achieve this level of accuracy with appropriate remedial assistance between each attempt. Failure to reach 100% after 3 attempts will require a meeting with the unit coordinator to discuss competency.
Assessment 2 Written Assignment Case study: You are required to review a case study and answer a question.
Clinical Assessment 3 High-Fidelity Simulation and Online Reflection: You will be required to participate in a high-fidelity simulation in Week 6 and complete an online reflection of the simulation which will take approximately 1 hour to complete and is due by the end of Week 7. Students will be awarded with a Satisfactory/Unsatisfactory grade on completion of this reflection. Students must achieve a satisfactory grade to gain successful completion of the unit of study.
Clinical Assessment 4 Clinical performance appraisal (CPA): After successfully engaging in all on-campus clinical sessions, students will be able to demonstrate, in a simulated environment, safe, efficient, and effective performance of nursing practices associated with acute care nursing. During the assessment, students will be required to respond appropriately to patient scenarios by demonstrating the appropriate nursing interventions developed and practised throughout the semester as well as those learned throughout previous nursing practice units. To obtain a satisfactory grade for the Clinical Performance Appraisal (CPA), students must demonstrate competency in all of the critical elements of the skills assessed.
Clinical Assessment 5 Off-campus Clinical Placement: Performance appraisal during clinical weeks for this unit of study will attract a satisfactory/unsatisfactory grade. Obtaining a satisfactory grade in clinical performance is a requirement for successful completion of this unit of study. Obtaining a satisfactory grade in clinical performance is a requirement for successful completion of this unit of study.
Assessment 6 Written exam: The exam content will be taken from lectures, tutorials and clinical simulation laboratories exploring knowledge related to the concepts examined in this unit of study.

Please note: Each student is required to submit all assessment items and achieve a minimum of 50% of the overall available marks for the non-clinical assessment component. Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Clinical placement	Clinical practice (80 hr)
Week -01	Acute Intracranial Problems	Lecture (2 hr)
	Case scenario - Inpatient fall requiring among other care, neurological assessment including Glasgow Coma Scale (GCS)	Tutorial (2 hr)
	IV fluid administration via a MACRO gravity giving set. Management of fluid balance.	Simulation laboratory (2 hr)
Week -02	1. Welcome and introduction to unit; 2. Medication administration revision	Lecture (2 hr)
Week 01	1. Acute Kidney Injuries 2. Gastrointestinal problems	Lecture (2 hr)
Week 01	Intramuscular and Subcutaneous Injections	Simulation laboratory (2 hr)
Week 02	Nursing the patient who has experienced a stroke	Lecture (2 hr)
	Case scenario - Planning the care for a patient who has experienced an ischaemic stroke	Tutorial (2 hr)
	Insertion of a nasogastric tube (NGT). Administering oral medication via NGT.	Simulation laboratory (2 hr)
Week 03	Nursing care of the older person	Lecture (2 hr)
Week 03	Administering IV antibiotics via macro giving set. Administration of scheduled medications.	Simulation laboratory (2 hr)
Week 04	Cardiac nursing with a focus on nursing care of the patient who has experienced an ACS	Lecture (2 hr)
	Case scenario - Nursing care of a patient who has experienced an ACS. Pain assessment using PQRST. Maths Quiz (1st attempt)	Tutorial (2 hr)
	Nursing care of a patient who has experienced an ACS. Includes conducting a 12-lead electrocardiogram (ECG).	Simulation laboratory (2 hr)
Week 05	Acute respiratory illnesses, including acute exacerbations of chronic respiratory conditions	Lecture (2 hr)
Week 05	Conducting a respiratory assessment. Oxygen administration and delivery devices. Administering IV antibiotics via push.	Simulation laboratory (2 hr)
Week 06	Orthopaedic Injuries	Lecture (2 hr)
	Case scenario - Nursing care of a patient who has undergone a hemiarthroplasty and requires care including neurovascular assessment. Maths Quiz (2nd attempt).	Tutorial (2 hr)
	High fidelity simulation. In groups of 4, management of a patient experiencing an ACS. 20 minutes for each group, plus debriefing session after the simulation activity. The students will use the feedback from their debriefing sessions to complete their online reflection.	Simulation laboratory (4 hr)
Week 07	Delirium and dementia	Lecture (2 hr)
Week 07	Administering IV fluids via pump. Administering IM and SC injections.	Simulation laboratory (2 hr)
Week 08	Nursing the paediatric patient in acute care settings	Lecture (2 hr)
	Case scenario - Paediatric / adolescent exacerbation of asthma. Maths Quiz (3rd attempt).	Tutorial (2 hr)
	Nursing care of the paediatric / adolescent patient experiencing an acute exacerbation of asthma. Administering IV antibiotics via burette/micro giving set. Administering nebulisers and puffers.	Simulation laboratory (2 hr)
Week 09	1. Management of unstable diabetes 2. Exam review	Lecture (2 hr)
	Case scenario - Hypoglycaemia management	Tutorial (2 hr)
	Nursing care of the diabetic patient experiencing a hypoglycaemic episode. In the context of the case scenario, this is also an opportunity to also consolidate leaning in preparation for the Clinical Performance Appraisal (CPA) in Week 11. (Intramuscular injection AND Preparing and loading an IV medication into a 100mL bag of IV fluid for IV infusion via a MACRO gravity giving set).	Simulation laboratory (2 hr)

Attendance and class requirements

Attendance and participation:
This 6 credit point unit of study is conducted through a blend of on campus attendance (face to face lectures, tutorials, clinical simulation laboratory sessions, study days) and self-directed, online learning supported by the University’s eLearning platform. The work in this unit of study reflects approximately 120 hours of student learning (both on and off campus). It is expected that the student will actively engage with the unit of study materials, which directly relate to the learning outcomes and are designed to assist with successful completion of assignments.

Students are required to attend 100% of all clinical hours, including on-campus tutorial/laboratory hours and off-campus clinical. These clinical hours must be reported to the Nurses and Midwives Board of Australia (NMBA) as a requirement for registration on completion of the nursing program.

If you are absent from lectures, tutorials or laboratory sessions you are urged to apply for Special Consideration:

http://sydney.edu.au/current_students/special_consideration/index.shtmlLinks to an external site.

If you have been absent without leave from more than 10 percent of classes in any one semester in a particular unit of study, the Head of School may ask you to show cause why you should not be deemed to have failed to complete that unit of study.
Referencing style: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing Style. This is an author-date style of referencing. You are permitted to use either the 6th or 7th Edition however it is important you remain consistent with the chosen edition.
Assignment formatting guidelines: Unless the unit coordinator has indicated otherwise, please make sure your submitted assessments are formatted as follows:
- font: use Calibri or Times New Roman in 11 - 12 point
- double line spacing
- margins: 2.5cm each side
- use page numbers
- refer to assessment instructions for use of title and headings

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

NURS5084, 2020 Reading list

Required textbooks:

Crisp, J., Douglas, C., Rebeiro, G., & Waters, D. (2021). Potter and Perry’s fundamentals of nursing (6e, Australian version.). Elsevier Australia.

Brotto, V., & Rafferty, K. (2020). Clinical dosage calculations for Australia + New Zealand (3rd edition.). Cengage Learning Australia.

If this is unavailable through the library, then the previous edition below will suffice:

Brotto, V., & Rafferty, K. (2016). Clinical dosage calculations for Australia + New Zealand (2nd edition.). Cengage Learning Australia.

Brown, D., Edwards, H., Seaton, L., Buckley, T., & Lewis, S. (2019). Lewis’s medical-surgical nursing : assessment and management of clinical problems (Fifth edition, Australia and New Zealand edition.). Mosby/Elsevier Australia.

O’Toole, M. (2016). Mosby’s medical dictionary (10th ed.). Elsevier Health Sciences.

Staunton, P., & Chiarella, M. (2017). Law for nurses and midwives (8th edition.). Elsevier Australia.

Articles supporting weekly classes:

Yeh, H., Shao, J., Li, C., Wu, C., & Shyu, Y. (2017). Predictors of postoperative falls in the first and second postoperative years among older hip fracture patients. Journal of Clinical Nursing, 26(21-22), 3710–3723. https://doi.org/10.1111/jocn.13743

Crowfoot, G., Riet, P., & Maguire, J. (2018). Real‐life experiences of people with transient ischaemic attack or minor stroke: A qualitative literature review [Review of Real‐life experiences of people with transient ischaemic attack or minor stroke: A qualitative literature review]. Journal of Clinical Nursing, 27(7-8), 1381–1398. https://doi.org/10.1111/jocn.14271

Schwarz, M., Coccetti, A., Murdoch, A., & Cardell, E. (2018). The impact of aspiration pneumonia and nasogastric feeding on clinical outcomes in stroke patients: A retrospective cohort study. Journal of Clinical Nursing, 27(1-2), e235–e241. https://doi.org/10.1111/jocn.13922

Coventry, L., Schalkwyk, J., Thompson, P., Hawkins, S., & Hegney, D. (2017). Myocardial infarction, patient decision delay and help‐seeking behaviour: a thematic analysis. Journal of Clinical Nursing, 26(13-14), 1993–2005. https://doi.org/10.1111/jocn.13607

Withers, A., & Green, R. (2019). Transition for Adolescents and Young Adults With Asthma.(Report)(Author abstract). Frontiers in Pediatrics, 7(JULY), 301. https://doi.org/10.3389/fped.2019.00301

Mbuzi, V., Fulbrook, P., & Jessup, M. (2017). Indigenous peoples’ experiences and perceptions of hospitalisation for acute care: A metasynthesis of qualitative studies. International Journal of Nursing Studies, 71. http://search.proquest.com/docview/1945727510/

Joanna Briggs Institute (JBI). (2019). Injection: Subcutaneous [Recommended practice]. Retrieved from https://sydney.primo.exlibrisgroup.com/permalink/61USYD_INST/1c0ug48/alma991027462709705106

Slade, S. (2020). Intramuscular injection: Aspiration [Evidence summary]. Retrieved from https://sydney.primo.exlibrisgroup.com/permalink/61USYD_INST/1c0ug48/alma991027462709705106

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate safe, efficient and effective performance of nursing interventions for comprehensive care of a variety of common, acute disruptions to health, in simulated and clinical settings. (NMBA Registered Nurse Standards: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 3.1, 3.3, 3.4, 3.5, 4.2, 5.1, 5.2, 6.1, 6.2, 6.5, 7.1)
LO2. Understand and articulate the professional language associated with a variety of common, acute disruptions to health. (NMBA Registered Nurse Standards:1.6, 2.2, 3.2, 5.1, 5.2, 7.3)
LO3. Communicate effectively through verbal and non-verbal means with patients & families from diverse social and cultural backgrounds, colleagues and other healthcare professionals. (NMBA Registered Nurse Standards: 1.1, 1.6, 2.2, 2.7, 3.2, 3.4, 5.1, 5.2, 6.6, 7.3)
LO4. Integrate and critically apply knowledge from nursing science and evidence-based practice to enhance practice thinking relevant to the health needs of the acutely ill person across the lifespan. (NMBA Registered Nurse Standards, 1.1, 1.4, 1.6, 2.2, 2.7, 3.4, 5.1, 5.2, 6.6, 7.3)
LO5. Integrate and critically apply the legal principles that underpin the quality use of medicines across clinical practice settings. (NMBA Registered Nurse Standards: 1.1, 1.4, 1.5, 1.6, 2.2, 2.7, 3.4, 4.2, 5.1, 5.2, 5.3, 6.1, 6.2, 6.5, 6.6, 7.3)
LO6. Understand the clinical governance, ethical and professional dimensions of their beginning practice to support ongoing development through learning experiences in both on or off campus clinical contexts. (NMBA Registered Nurse Standards: 1.1, 1.4, 1.5, 1.6, 2.2, 2.7, 3.1, 3.4, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.5, 6.6, 7.1, 7.3)

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects 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 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 3.1. Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.4. Accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities 3.5. Seeks and responds to practice review and feedback 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice 5.1. Uses assessment data and best available evidence to develop a plan 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 7.1. Evaluates and monitors progress towards the expected goals and outcomes
	Registered Nurses Standards for Practice - 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 3.2. Provides the information and education required to enhance people’s control over health 5.1. Uses assessment data and best available evidence to develop a plan 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.2. Provides the information and education required to enhance people’s control over health 3.4. Accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities 5.1. Uses assessment data and best available evidence to develop a plan 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 6.6. Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.4. Accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities 5.1. Uses assessment data and best available evidence to develop a plan 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 6.6. Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.4. Accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice 5.1. Uses assessment data and best available evidence to develop a plan 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 5.3. Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 6.6. Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.1. Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice 3.4. Accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 5.1. Uses assessment data and best available evidence to develop a plan 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 5.3. Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 6.6. Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards 7.1. Evaluates and monitors progress towards the expected goals and outcomes 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons

Registered Nurses Standards for Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice
1.4		Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
1.5		Uses ethical frameworks when making decisions
1.6		Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations
2.2		Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.7		Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care
3.2		Provides the information and education required to enhance people’s control over health
3.4		Accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities
4.2		Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
5.1		Uses assessment data and best available evidence to develop a plan
5.2		Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons
5.3		Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes
6.1		Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
6.6		Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards
7.3		Determines, documents and communicates further priorities, goals and outcomes with the relevant persons

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Changes made to the unit of study for 2019 in response to student feedback include changes to the medication assessment, the assignment and the order in which of clinical skills are taught in the clinical simulation laboratories.

Additional information

On-campus clinical sessions: This unit of study has two hours per week of on-campus clinical weeks commencing in Week 1. The on-campus clinical sessions will be conducted in the clinical simulation laboratories. Students will be involved in demonstrations, discussion, supervised practice, and other activities that complement and extend the information discussed in the lectures.

More information can be found on Canvas.

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

Faculty of Medicine and Health Handbook

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NURS5084: Nursing the Acutely Ill Person

Semester 2, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect