Unit rationale, description and aim
Within the discipline of nursing, safe practice is paramount. Through critical reasoning, reflection and life long learning, unit NRSG138 introduces students to transitioning into the nursing discipline.
As the nursing profession is a discrete discipline, graduates entering this profession require a thorough understanding of the activities that they will be required to perform and the scope under which they will practice. The transition into nursing unit is required by students to embed fundamental knowledge around what it is to be a nurse, the professional governance and health care laws under which nurses practice, and the skills a nurse needs to perform their duties with a person-centered focus.
Safe and effective nursing care is based on acquiring sound evidence-based knowledge, and using that knowledge to promote, plan, implement and evaluate care to meet each person’s specific health needs. Fundamental to being a nurse is to care, and this unit explores professional values and what caring means within the context of Catholic Social Teaching. The Model of nursing and the Clinical Reasoning Cycle and the concept of reflective practice will provide platforms to discuss the professional issues presented in the unit.
NRSG138 is a theoretical unit and introduces students to the Australian health care system and working collaboratively inter and intradisciplinary. This is a first year, first semester introductory unit and is linked with the integrated practice unit NRSG139.
The aim of this unit is to introduce students to contemporary nursing concepts, and to inform your understanding of the character of nursing within the context of the Australian healthcare system.
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.
Describe the historical and contemporary role of n...
Learning Outcome 01
Discuss the roles and responsibilities of the regi...
Learning Outcome 02
Demonstrate a beginning understanding of professio...
Learning Outcome 03
Explain the contribution of competent, holistic ev...
Learning Outcome 04
Apply the models of nursing in planning care for d...
Learning Outcome 05
Apply the models of nursing to identify health car...
Learning Outcome 06
Content
Topics will include:
- History of nursing
- The Australian health system
- Structure of health care system and health care settings
- Public and private provision of health care in Australia
- Nursing and interprofessional teams
- Case management, models and continuum of care
- National health priorities
- National Safety and Quality Health Service Standards
- Managing risks and promoting safety
- Professional governance and health care law
- Ahpra
- NMBA Professional Standards, Guidelines and Frameworks
- The Australian legal system
- Regulating authorities and the courts
- Ethical practices of beneficence and non-maleficence
- Duty of care and negligence
- Contemporary nursing
- Unique role and function of nurses and nursing
- Introduction to the concept of caring
- Person centered care
- Concepts of caring
- Introduction to models of nursing
- Person-centredness
- Professional and therapeutic communication
- Introduction to health promotion & education
- Lifelong learning and continuing professional development
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.
The online quiz is required to provide early formative feedback for the student as they are commencing their university studies around the role and responsibilities of the nurse. The written essay is designed to encourage the development of academic research and writing skills. Engagement with ACU study supports are built into the design of the assessment to promote student success. Using the feedback from this second assessment, students have the opportunity to further develop writing skills in assessment three. The third assessment enables students to demonstrate their understanding of key theories and concepts of nursing practice and develop academic research and writing skills. The scaffolding of the three assessment tasks is designed to promote acquisition of professional written communication skills which is a necessary skill for registered nurses
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
Online Quiz Enables students to demonstrate know...
Online Quiz
Enables students to demonstrate knowledge and understanding of the role and responsibilities of the nurse.
20%
Written Essay Enables students to develop writte...
Written Essay
Enables students to develop written communication skills required for all nursing interactions and demonstrate a developing understanding of the role and responsibilities of the nurse within the Australian Health Care Context.
30%
Case Study Enables students to apply unit concep...
Case Study
Enables students to apply unit concepts to a case study.
50%
Learning and teaching strategy and rationale
Modes of delivery in this unit include lectures, 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. In addition, this unit fosters student-centred active learning and accommodates diverse student needs. It includes a combination of self-paced, online learning and real-time classes. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university. 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 entering university need significant support to transition into a learning and teaching environment where they are required to drive their own learning. To guide students in their learning, feedback is required to identify what is being done well, what requires additional work and to identify progress toward required learning outcomes. Located in the first year of the program, this theory unit includes opportunities to assist students to link nursing theory with practice. Online lectures are utilised to convey content and its central principles while tutorials provide an opportunity to consolidate students’ understanding of content through collaboration and discussion. Tutorials deliver interactive learning sessions which include formative feedback to build foundational tertiary study skills while also providing an opportunity to establish group-work and community learning skills. Online materials are introduced to provide students with a foundation for ongoing, self-directed, self-motivated, off-campus study.
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, LO4, LO5, LO6
Relating toAccesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice
Relevant Learning OutcomeLO1, LO2, LO4, LO5, LO6
Relating toDevelops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
Relevant Learning OutcomeLO1, LO2, LO4, LO5, LO6
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, LO4, LO5, LO6
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, LO4, LO5, LO6
Relating toUses ethical frameworks when making decisions
Relevant Learning OutcomeLO1, LO2, LO4, LO5, LO6
Relating toEngages in therapeutic and professional relationships
Relevant Learning OutcomeLO3, LO5, LO6
Relating toEstablishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships
Relevant Learning OutcomeLO3, LO5, LO6
Relating toCommunicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
Relevant Learning OutcomeLO3, LO5, LO6
Relating toRecognises that people are the experts in the experience of their life
Relevant Learning OutcomeLO3, LO5, LO6
Relating toAdvocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
Relevant Learning OutcomeLO3, LO5, 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, LO5, LO6
Relating toMaintains the capability for practice
Relevant Learning OutcomeLO2, LO3, LO4, LO5, LO6
Relating toProvides the information and education required to enhance people’s control over health
Relevant Learning OutcomeLO2, LO3, LO4, LO5, LO6
Relating toUses a lifelong learning approach for continuing professional development of self and others
Relevant Learning OutcomeLO2, LO3, LO4, LO5, LO6
Relating toIdentifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people.
Relevant Learning OutcomeLO2, LO3, LO4, LO5, LO6
Relating toComprehensively conducts assessments
Relevant Learning OutcomeLO4, LO5, LO6
Relating toConducts assessments that are holistic as well as culturally appropriate
Relevant Learning OutcomeLO4, LO5, LO6
Relating toUses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
Relevant Learning OutcomeLO4, LO5, LO6
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 OutcomeLO4, LO5, LO6
Relating toDevelops a plan for nursing practice
Relevant Learning OutcomeLO3, LO4, LO5, LO6
Relating toUses assessment data and best available evidence to develop a plan
Relevant Learning OutcomeLO3, LO4, LO5, LO6
Relating toCollaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons
Relevant Learning OutcomeLO3, LO4, LO5, LO6
Relating toDocuments, evaluates and modifies plans accordingly to facilitate the agreed outcomes
Relevant Learning OutcomeLO3, LO4, LO5, LO6
Relating toPlans and negotiates how practice will be evaluated and the time frame of engagement, and
Relevant Learning OutcomeLO3, LO4, LO5, LO6
Relating toEvaluates outcomes to inform nursing practice
Relevant Learning OutcomeLO4, LO5, LO6
Relating toEvaluates and monitors progress towards the expected goals and outcomes
Relevant Learning OutcomeLO4, LO5, LO6