Unit rationale, description and aim
To transition effectively from a student nurse to a registered nurse is a complex and multidimensional process. In order to function effectively in the workforce, graduate registered nurses must have an underpinning knowledge of professional expectations and understand how to employ specific skills at an expected level.
An integral skillset for registered nurses in practice is the application of effective clinical reasoning.The key issues addressed in this unit relate to knowledge and strategies in the areas of teamwork, clinical decision making, critical thinking, advocacy and responding to change in the healthcare environment. In addition, this unit will assist students with their ongoing development of theoretical knowledge underpinning provision of nursing care for the person, family and significant others who are experiencing acute deterioration of health. Key principles that underpin best practice will be demonstrated by the use of evidence-based case studies. The nurse’s role in the provision of care for the person experiencing an acute clinical deterioration will be explored. The content contained within this unit is instrumental in informing nursing students’ future clinical practice across a variety of settings.
Effective clinical reasoning is a hallmark of registered nurse practice in all clinical environments. Registered nurses use methodical and consistent thought processes to; consider the specific aspects of each presenting situation, determine what cues and further information is required, process the information to identify problems, establish goals and determine course of action, evaluate outcomes and reflect on new learning. To achieve effective clinical reasoning communication with patients, family and the members of the nursing and interdisciplinary health team is essential.
The aim of this unit is to extend and consolidate concepts from both theory and nursing practice units assist students to understand the full context of their professional role and successfully transition to being a registered nurse.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate the acquisition and synthesis of knowl...
Learning Outcome 01
Implement clinical reasoning and critical thinking...
Learning Outcome 02
Critically apply evidence-based practice to the pr...
Learning Outcome 03
Apply ethical, legal, cultural and professional pr...
Learning Outcome 04
Appraise strategies to promote resilience and buil...
Learning Outcome 05
Evaluate the role and responsibilities of being a ...
Learning Outcome 06
Content
Topics will include:
Managing approaches to nursing practice in the context of the deteriorating patient
- Person- and family care
- Biopsychosocial, spiritual and cultural considerations for the individual
- Therapeutic communication with person and significant others
- Time management
- Prioritisation of care
Review of underpinning pathophysiology of
- Inflammatory processes
- Respiratory function
- Cardiovascular function
- Mental Health
- Stress diathesis
Recognition and clinical reasoning for the person with acute deterioration of:
- Cardiac health
- Respiratory health
- Mental health
- Escalation of care & Emergency Codes
- Interprofessional team
- Patient and family escalation of concerns
Continuity of Care
- Setting goals
- Quality use of medicines
- Discharge Planning
- Documentation
- Legal and ethical Issues
Student to graduate: developing a professional identity
- Professional communication and collaboration in the interdisciplinary team
- Systematic approaches to knowledge translation
- Preparing for role transition
- Resilience and building capacity in self
- Engagement in the workforce: promoting wellbeing
- Establishing and maintaining a professional identity
- Reflective practice
- Professional practice portfolios
- Career progression
- Mentorship and Networking
- Delegation
- Communication
- Health and nursing informatics
Regulatory frameworks
- National Standards for Quality and Safety
- NMBA Registered Nurse Standards for Practice, Codes & Guidelines
- Organisational
- Continuous quality improvement
- Organisational environment
CASE STUDIES
Case studies that explore the registered nurses management of the person with an acute deterioration of health across the lifespan will be explored.
Assessment strategy and rationale
A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes. To pass this unit, students must demonstrate achievement of every unit learning outcome and obtain a cumulative mark of 50% in the unit.
In third year students continue their transition towards independent learning. In this unit, there are three assessment items, therefore the importance of each item is higher in terms of achievement of unit learning outcomes and Graduate Capabilities. The professional discourse engages third year students with the impending practice environment. They are required to critically reflect on how best to manage their transition into the health workforce and to consider available supports. The online discussion forum provides an opportunity for students to question what it is that assists the successful transition from student nurse to registered nurse. Using best evidence and critical reflection and appraisal, the students must consider the future graduate environment in which they will practice and the supports which will assist their transition.
These assessments are required to build student knowledge and skills which, by the conclusion of this programme, will enable the student to graduate as a safe and effective nurse.
Overview of assessments
Assessment Task 1 - Quiz This assessment will en...
Assessment Task 1 - Quiz
This assessment will enable students to demonstrate underpinning knowledge of professional standards, pathophysiology and medication administration.
10%
Assessment Task 2 - Case Study Enables students ...
Assessment Task 2 - Case Study
Enables students to apply learnings from unit content to demonstrate extended clinical reasoning to a case study.
40%
Assessment Task 3 - Project This assessment enab...
Assessment Task 3 - Project
This assessment enables students to critically analyse a scenario taken from practice, to appraise and evaluate the potential challenges for graduates transitioning to registered nurse practice in the context of Australian health care standards and professional nursing codes and standards.
50%
Learning and teaching strategy and rationale
This unit will be provided as an online national unit. Learning and teaching methods in this unit include online lectures, virtual tutorials, online activities and self-directed study. Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers.
Students exiting university need significant life-long learning skills to deliver sound, ongoing, evidence-based graduate practice as a member of the professional workforce. To embed life-long learning skills students must demonstrate increasing reflective capacity to identify what is being done well and what requires additional work in progressing toward required learning outcomes. Located in the third year of the programme, this theory unit includes and an increased online component of self directed learning. Online lectures are utilised to convey content and central principles while virtual tutorials provide an opportunity to consolidate students’ understanding of content through collaboration and discussion. Tutorials deliver interactive and student driven learning sessions to extend the community of learners, increase self-reliance and critical reflection and debate. Online materials provide students with the opportunity to manage the significant component of directed, self-motivated study required for graduate practice and life-long learning skills.
Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice
In connection to the learning outcomes, these are the national Registered nurse standards for practice for all RNs. Together with NMBA standards, codes and guidelines, these Registered nurse standards for practice should be evident in current practice, and inform the development of the scopes of practice and aspirations of RNs.
Relating toThinks critically and analyses nursing practice
Relevant Learning OutcomeLO1, LO2, LO3
Relating toAccesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDevelops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
Relevant Learning OutcomeLO1, LO2, LO3
Relating toRespects 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
Relevant Learning OutcomeLO1, LO2, LO3
Relating toComplies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
Relevant Learning OutcomeLO1, LO2, LO3
Relating toUses ethical frameworks when making decisions
Relevant Learning OutcomeLO1, LO2, LO3
Relating toMaintains accurate, comprehensive and timely documentation of assessments, planning, decision-making, actions and evaluations, and
Relevant Learning OutcomeLO1, LO2, LO3
Relating toContributes to quality improvement and relevant research.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toEngages in therapeutic and professional relationships
Relevant Learning OutcomeLO3, LO4, LO6
Relating toEstablishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships
Relevant Learning OutcomeLO3, LO4, LO6
Relating toCommunicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
Relevant Learning OutcomeLO3, LO4, LO6
Relating toRecognises that people are the experts in the experience of their life
Relevant Learning OutcomeLO3, LO4, LO6
Relating toProvides support and directs people to resources to optimise health-related decisions
Relevant Learning OutcomeLO3, LO4, LO6
Relating toAdvocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
Relevant Learning OutcomeLO3, LO4, LO6
Relating toActively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centred care
Relevant Learning OutcomeLO3, LO4, LO6
Relating toMaintains the capability for practice
Relevant Learning OutcomeLO1, LO5, LO6
Relating toProvides the information and education required to enhance people’s control over health
Relevant Learning OutcomeLO1, LO5, LO6
Relating toUses a lifelong learning approach for continuing professional development of self and others
Relevant Learning OutcomeLO1, LO5, LO6
Relating toAccepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities
Relevant Learning OutcomeLO1, LO5, LO6
Relating toIdentifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people.
Relevant Learning OutcomeLO1, LO5, LO6
Relating toComprehensively conducts assessments
Relevant Learning OutcomeLO1, LO2, LO3
Relating toConducts assessments that are holistic as well as culturally appropriate
Relevant Learning OutcomeLO1, LO2, LO3
Relating toUses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
Relevant Learning OutcomeLO1, LO2, LO3
Relating toWorks in partnership to determine factors that affect, or potentially affect, the health and wellbeing of people and populations to determine priorities for action and/ or for referral, and
Relevant Learning OutcomeLO1, LO2, LO3
Relating toAssesses the resources available to inform planning.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDevelops a plan for nursing practice
Relevant Learning OutcomeLO2, LO3
Relating toUses assessment data and best available evidence to develop a plan
Relevant Learning OutcomeLO2, LO3
Relating toDocuments, evaluates and modifies plans accordingly to facilitate the agreed outcomes
Relevant Learning OutcomeLO2, LO3
Relating toProvides safe, appropriate and responsive quality nursing practice
Relevant Learning OutcomeLO2, LO3, LO6
Relating toProvides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
Relevant Learning OutcomeLO2, LO3, LO6
Relating toEvaluates outcomes to inform nursing practice
Relevant Learning OutcomeLO2, LO3
Relating toEvaluates and monitors progress towards the expected goals and outcomes
Relevant Learning OutcomeLO2, LO3
Relating toRevises the plan based on the evaluation, and
Relevant Learning OutcomeLO2, LO3
Relating toDetermines, documents and communicates further priorities, goals and outcomes with the relevant persons.
Relevant Learning OutcomeLO2, LO3