92016 Workshops for Practice Readiness (Graduate Entry)
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2023 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject focuses on a number of discrete, interdependent and foundational nursing issues that have been identified as particularly challenging and important to beginning practice and learning as a student nurse. These issues are explored through workshops which allows students to gain knowledge in each topic area and actively use this knowledge in the workshop situation to build meaning, understanding and connection through guided experiential immersion in inquiry-based activities. This subject is aimed at strengthening core literacies related to practice readiness which include: interpersonal skills, intrapersonal knowledge, quality and safety awareness, behavioural management skills; dealing with challenging behaviours such as anxiety, anger and grief, leadership, self awareness and self concept, and the assessment and management of withdrawal from alcohol and other drugs.
Subject learning objectives (SLOs)
| A. | Understand the impact of group dynamics on learning and in the practice setting (NMBA 6) |
|---|---|
| B. | Analyse group effectiveness by identifying the roles and functions adopted by group members with particular regard to the leadership role (NMBA 2) |
| C. | Appreciate the need for teamwork in the contemporary health workplace (NMBA 10) |
| D. | Understand the advantages of an assertive approach to communication at university and in the clinical setting (NMBA 2) |
| E. | Understand the impact of power on the nurse patient relationship (NMBA 2) |
| F. | Determine and evaluate the conflict behaviour and conflict management style of self and others as a means of self improvement and interpersonal growth (NMBA 2) |
| G. | Understand the importance of emotional management and control in dealing with others (NMBA 2) |
| H. | Identify mechanisms to maintain and promote personal well-being during university study and professional practice (NMBA 4) |
| I. | Explore the concept of the professional self using guided workshop exercises |
| J. | Identify the ways in which self awareness can be increased with particular reference to reflection and reflective practice (NMBA 4) |
| K. | Demonstrate an understanding of the benefits of assertive behaviour in learning situations, in practice and in relation to leadership |
| L. | Understand the importance of emotional management and control in dealing with others (NMBA 2) |
| M. | Explore the concepts of loss, dying and death and appreciate the impact of these situations on patients and nurses (NMBA 2) |
| N. | Determine the appropriate steps in breaking bad news and the support patients and families require in this situation (NMBA 2) |
| O. | Consider the nature, antecedents and management of anxiety and anger (NMBA 2) |
| P. | Reflect on the impact of personal experiences when encountering patients’ whose use of alcohol and other drugs is hazardous or harmful (NMBA 2) |
| Q. | Demonstrate an understanding of the aims and elements of a complete assessment for potential for withdrawal and associated risk assessments (NMBA 5) |
| R. | Describe the principles of withdrawal management for central nervous system depressants such as alcohol and benzo diazepines (NMBA 1) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Communicate and collaborate effectively and respectfully with diverse groups (3.0)
- Inquire critically to assess a body of evidence to inform practice (4.0)
Teaching and learning strategies
Each workshop will be uniquely designed to immerse and engage students through active experiential learning which will incorporate exploring narratives from real life practice, problem solving authentic clinical scenarios, involvement in simulation activities and self reflection activities. Pre workshop activities and reading will prepare students for workshop learning. Alternate week assessment tasks will serve to consolidate classroom learning.
Content (topics)
- Working in groups and teams: group structure; types of groups; roles and functions of group members; characteristics of effective groups; differentiation between groups and teams; teamwork; maintaining effective teams; barriers to effective teamwork; intra and inter professional teamwork.
- Assertiveness: defining and distinguishing assertiveness from other behaviours; challenges to assertiveness in the clinical setting; assertive communication; relationship between leadership and assertive behaviour; understanding and managing conflict; understanding power and its effects on clinical relationships; receiving and giving feedback.
- Communicating clinical reasoning: types of clinical reasoning; communicating clinical reasoning (verbal and written) effectively; planning the communication; clinical handover; ISBAR and other handover techniques
- Dealing with challenging behaviours: emotions and their non-verbal expression; understanding loss; death and dying; breaking bad news; anxiety and its manifestations; responses to anxiety and defence mechanisms; managing anxiety; understanding aggression; triggers for aggression and management; de-escalation; principles of aggression management; emotional labour and self care.
- Self-concept, self-esteem and self-awareness in practice: defining the concepts of self-awareness, self esteem and self concept; the relationship of these concepts to effective leadership for practice; aligning a personal philosophy of nursing and a professional self-concept; exploration self-awareness and reflection as essential building blocks for professional growth and clinical judgement; introduction of self assessment tools; receiving and giving feedback; understanding and practicing assertive behaviour; understanding the factors that contribute to well-being.
- The assessment and management of drug withdrawal: Principles for withdrawal management; typical presentations; assessment for withdrawal management; how to do a consumption history and calculate risk; treating withdrawals (monitoring stage of withdrawal, when to use pharmacological intervention, supportive care and the impact of anxiety, managing difficult behaviours, environmental interventions).
Assessment
Assessment task 1: Online Tests
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, Q and R This assessment task contributes to the development of graduate attribute(s): 3.0 and 4.0 |
|---|---|
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 30% |
Assessment task 2: Assessment 2A: Group presentation
| Objective(s): | This assessment task addresses subject learning objective(s): A, C, D, E, F and L This assessment task contributes to the development of graduate attribute(s): 3.0 and 4.0 |
|---|---|
| Type: | Presentation |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | 20 minutes |
Assessment task 3: Assessment 2B: Individual Analysis of Group Dynamics
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, F and L This assessment task contributes to the development of graduate attribute(s): 3.0 and 4.0 |
|---|---|
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Maximum 1000 words |
Required texts
There is no prescribed text for this subject.
All additional readings, other than the recommended text book, will be available via links from within Canvas. The required readings for this subject will be advised on Canvas prior to the workshops.
NB: It is essential that students complete all required readings. The required readings will be considered assumed knowledge for workshops.
Recommended texts
Stein-Parbury, J. 2013, Patient & Person: Interpersonal Skills in Nursing, 5th edn, Churchill Livingstone.
Students are advised to acquire their own copies of this text.
Other resources
UTS Student Centres
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health), the Health Student Guide (www.uts.edu.au/sites/default/files/uts-health-student-guide.pdf) and Canvas.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, old exam papers, academic writing guides, health literature databases, workshops, a gaming room and bookable group study rooms. There is also a team of librarians to help you with all your questions.
W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.