93220 Leading, Teaching and Mentoring
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): (93209 Nursing Care of the Older Person OR 92437 Nursing Care of the Older Person) AND (93212 Indigenous Health and Well-Being OR 92441 Contemporary Indigenous Health and Wellbeing) AND (93213 Fundamentals of Mental Health Nursing OR 92436 Fundamentals of Mental Health Nursing) AND (93203 Healthcare Communication OR 92435 Communication and Diversity) AND (93205 Health and Society OR 92432 Health and Society)) AND ( 92434 Professional Identity OR (93204 Foundations of Nursing Practice 1B AND 93206 Introduction to Clinical Practice AND 93207 Foundations of Nursing Practice 2A AND 93208 Clinical Practice 2A AND 93210 Foundations of Nursing Practice 2B AND 93211 Clinical Practice 2B AND 93214 Foundations of Nursing Practice 3A AND 93201 Foundations of Nursing Practice 1 A AND 93202 Preparation for Clinical Practice)
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject is premised on the belief that effective leadership, mentoring and clinical teaching can transform practice and requires students to explore nursing leadership in contemporary practice. It examines theories relevant to adult learning, leadership, mentorship and clinical supervision. Students develop an understanding that nursing leadership at all levels is critical to the sustainability and development of the profession, beginning with themselves as they transition to new graduates. Using the Patient Safety Competency Framework (PSCF), the concepts of leadership and quality and safety of patient care are explored. The subject motivates students to engage with their profession in a responsible and honourable way, develop a sense of constructive agency and ultimately positively influence the work lives of others.
Subject learning objectives (SLOs)
| A. | Demonstrate understanding of the leadership role of the nurse in the current Australian health care context |
|---|---|
| B. | Identify the attributes of an effective nursing leader |
| C. | Examine the issue of teaching and learning in terms of nurses’ responsibilities for ongoing professional education of themselves and others |
| D. | Demonstrate how adult leaning theories can be used in clinical teaching |
| E. | Define the roles and discuss the characteristics of effective mentors and preceptors |
| F. | Identify the purpose of mentoring, preceptoring and clinical supervision |
Contribution to the development of graduate attributes
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 embodiment of a professional disposition committed to ethical, equitable and legal nursing practice (2.0)
- 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)
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 case studies and real-life examples. 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.
Content (topics)
- Leadership concepts and theories
- Leadership in nursing – modelling successful nurse leadershipLeadership skills
- Clinical teaching concepts and theories
- Clinical teaching in nursing
- Clinical supervision in nursing
- Mentoring in nursing
- Preceptoring in the clinical setting
Assessment
Assessment task 1: The Nurse Leader Podcast
| Intent: | Nurse leaders are not limited to nurse executives or nurses in formalized leadership roles. Nurse leaders are also found in the clinical environment and the academic setting, and leadership has been identified as critical to providing safe and effective healthcare. Student-created podcasts enable students to explore the role of leadership in nursing across a diverse setting and nurse population. This assessment task will also further develop students interviewing and oral communication skills. |
|---|---|
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | 4 minutes. |
Assessment task 2: Development of a Multimedia Learning Resource
| Intent: | The objective of this assessment is to foster critical thinking, creativity, and evidence-based practice among nursing students through the development of a learning resource which addresses a specific nursing practice learning need. Students are required to integrate the principles of adult learning and education theory within the learning resource. This learning resource aims to enhance their understanding and proficiency in various nursing concepts, skills, and practices relevant to future clinical practice |
|---|---|
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | For written learning resources between 500-1000 words For multimedia learning resources between 6-10 minutes |
Assessment task 3: Video Presentation of the Multimedia Learning Resource
| Intent: | Students are required to record and upload a 3-5 minute video showcasing their learning resource. The presentation must clearly state the target group, their specific learning needs, and the learning objectives of the resource. Students are also required to present two (2) learning activities to be performed by the learner |
|---|---|
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Multimedia: Between 6-8 minutes OR Written: Between 500-1000 words |
Required texts
NA
Recommended texts
NA
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 LibraryThe 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 skillsMarks 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.