93207 Foundations of Nursing Practice 2A
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 marksRequisite(s): 93204 Foundations of Nursing Practice 1B
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject builds on the first year foundations subjects. Content is delivered across three domains related to professional issues and acute and chronic care for people across the lifespan.
The National Health Priority area of cancer control as well as the gastrointestinal and renal systems form the basis of patient stories and clinical scenarios that align with 93208 Clinical 2A. These scenarios provide a platform for the development of critical thinking related to assessment, diagnosis, planning, implementation and evaluation of nursing care; as well as safe and effective medication practices. The development of critical thinking and clinical reasoning skills related to assessment, planning, implementation and evaluation of nursing care, safe medication practices, relevant legal and ethical principles, cultural competence, Aboriginal and Torres Strait Islander health; qualitative research are integral to this subject.
Topics related to patient safety are discussed in the context of the Patient Safety Competency Framework.
A nursing researcher in the school is showcased in the subject to demonstrate the relevance and currency of nursing research.
For Graduate Entry Students Only: All commencing students (Graduate Entry) in identified subjects are required to undertake the OPELA at the beginning of each session to assess their English language proficiency. In order to communicate this to students, the Academic Language and Learning team have been in consultation with faculties, Legal and GSU / Policy to develop wording which outlines the purpose of the English language assessment. We have also consulted about the placement of this information in subject outlines.
Subject learning objectives (SLOs)
| A. | Explore and discuss the concepts of cultural empathy, cultural safety and cultural competence |
|---|---|
| B. | Demonstrate an understanding of common types of qualitative research designs and Indigenous research methodology |
| C. | Use the clinical reasoning cycle and critical thinking to explore selected clinical scenarios |
| D. | Use a structured evidence-based assessment framework in collecting data about the physical, socio- cultural and mental health of individuals related to selected scenarios |
| E. | Use assessment data to plan and prioritise patient care that is person and/or family centred |
| F. | Apply a quality use of medicines framework to selected scenarios, including adult and paediatric patients |
| G. | Demonstrate an understanding of the recognition and management of a deteriorating patient |
| H. | Discuss health promotion and patient education related to selected scenarios |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- The ability to plan and provide care that is respectful of each individuals’ needs, values and life experiences (1.0)
- The ability to communicate and collaborate safely, compassionately and respectfully. (3.0)
- The ability to provide patient care premised on the best available evidence (4.0)
- Professional cultural competence that contributes to the health and well-being of Indigenous Australians, inclusive of their physical, social, emotional and spiritual wellbeing (5.0)
- The intellectual capacity to use theoretical knowledge to address complex and non-routine clinical issues (6.0)
Teaching and learning strategies
Each 6-unit subject requires at least 140 hours of work (including face-to-face and self-directed learning activities) to successfully complete academic requirements.
In this subject, you will participate in a range of teaching and learning strategies.
Lectures and online learning materials
This subject benefits from both the real time delivery of content and access to online resources including podcasts, videos and learning modules. Students are provided with the resources to complete approximately 60-90 minutes of preparatory work to enable engagement during face-to-face tutorials. Online lectures will enable students to quickly clarify complex descriptions and terminology, and engage with nursing leaders who are experts in their field.
Tutorials
Students will be supported and guided by a tutor and also work in pairs and groups to unpack the tutorial content using patient stories and clinical scenarios. In class content is structured to contribute to the required assessment tasks.
Students will be provided feedback from their tutor and peers with the opportunity to collaborate and develop interpersonal, communication and reflective skills.
For Graduate Entry Students Only: An aim of this subject is to help you develop academic and professional language and communication skills in order to succeed at university and in the workplace. To determine your current academic language proficiency, you are required to complete an online language screening task, OPELA (information available at https://www.uts.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students) [or a written diagnostic task]. If you receive a Basic grade for OPELA [or the written diagnostic task], you must attend additional Language Development Tutorials (each week from week [3/4] to week [11/12] in order to pass the subject. These tutorials are designed to support you to develop your language and communication skills. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade
Content (topics)
- Professional conduct
- Values and ethics
- Dignity, privacy and confidentiality
- Person-centred care and family centred care;
- Critical thinking & clinical reasoning
- Cultural competence
- Recognition and management of ‘the deteriorating patient’
- Quality use of medicines – IV medications including calculations (adult and paediatric)
- Peri-operative nursing care;
- Fluid, electrolyte and acid-base balance;
- Pain assessment and management;
- Wound assessment and management
- Malnutrition assessment and management;
- Patient education and health promotion
- Qualitative research
Assessment
Assessment task 1: Group presentation: In-service
| Intent: | Students to work in groups to develop an in-service to a targeted audience based on one of the areas of Pain Management (selected from a list of four pain topics). |
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| Objective(s): | This assessment task addresses subject learning objective(s): B, C and H This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0 and 4.0 |
| Weight: | 30% |
| Length: | 15 minutes |
Assessment task 2: Lived Experience assessment
| Intent: | To develop an understanding of the lived experienced of people living with chronic disease. In this blog you will develop your ability to examine, reflect on and describe the lived experience of a person living with a chronic illness. Person-centred care and cultural competence are essential attributes for all health professionals and fundamental to safe clinical practice. This assessment item is designed to help you to develop your empathetic imagination and perspective taking by learning to ‘stand in someone else’s shoes’. Additionally, this assessment item will help you to become more culturally competent and give you skills in interpreting and utilising quantitative and qualitative research. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, C and E This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0 and 5.0 |
| Weight: | 30% |
| Length: | 1000 words |
Assessment task 3: Final exam
| Intent: | Students to demonstrate knowledge of the concepts covered in this subject and the ability to apply this knowledge to clinical case scenarios and patient stories. |
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| Objective(s): | This assessment task addresses subject learning objective(s): C, D and E This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0 and 6.0 |
| Weight: | 40% |
| Length: | 1 hour |
Required texts
Berman, A. et al (Eds). (2020). Kozier and Erb's Fundamentals of Nursing, Volumes 1-3. 5th edition. Melbourne, Australia: Pearson
Australia. Levett-Jones, T. (Ed). (2017). Clinical Reasoning: Learning to think like a Nurse. 2nd edition. Melbourne, Australia: Pearson Australia.
Recommended texts
Barraclough, B. & Levett-Jones, T. (Eds). (2019). Critical Conversations for Patient Safety: An Essential Guide for Healthcare Students. 2nd edition. Melbourne, Australia: Pearson Australia
References
Details of references used in this subject will be provided on Canvas.
Other resources
UTS Student Centre
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) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. 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.
The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs. Check eligibility and apply online and make an appointment on +61 2 9514 1177 or Financial.assistance@uts.edu.au.