Note: This is an archived Handbook entry from 2015.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2015:Semester 1, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours lectures/tutorials/seminars, 18 hours clinical laboratory sessions, 120 hours professional experience placement |
Total Time Commitment:
Completion of an online Manual Handling module prior to clinical placement
|Recommended Background Knowledge:|| |
|Non Allowed Subjects:|| |
|Core Participation Requirements:||
This subject requires students to actively and safely contribute to clinical activities. Students who think their disability will impact on meeting this requirement are encouraged to discuss this matter with the Nursing Course Coordinator and the Disability Liaison Unit.
CoordinatorMs Amanda Connors
Melbourne School of Health Sciences
The University of Melbourne
Alan Gilbert Building
In this subject students will develop knowledge and clinical skills to enable them to perform comprehensive health assessment across the lifespan using a culturally sensitive nursing framework. Students will gain an understanding of nurses’ roles and responsibilities in a variety of settings in which nursing takes place including; general practice, aged care, community and acute care settings. Students will be introduced to the recovery oriented model of nursing, develop skills in physical assessment techniques, data collection, problem identification, prioritisation, framing and solving and the documentation of data collected during health assessment. The focus in this subject is on assessment findings to enable students to identify variations to these. Throughout the subject there will be a focus on examining the health care system from the perspective of factors that can affect patient outcomes and the importance of identifying, critically appraising and integrating evidence into clinical practice. Using safety and quality as a framework students will examine trends in critical incidents that result in adverse outcomes for patients. They will also be introduced to emerging strategies in health care that seek to improve safety and quality and consider the role of the nurse in leading these efforts at a clinical and organisational level. Students will be exposed to a range of nursing skills, strategies for symptom management, selected diagnostic investigations and treatment interventions. Students commence the development of knowledge and skills related to therapeutic medication administration, the principles of the ‘quality use of medicines’ and drug administration for selected medications.
In the simulated learning laboratory, through facilitated clinical practice, students will develop skills relating to a comprehensive systems based patient physical and health assessment, infection prevention, basic nursing interventions and enteral medication administration.
During the professional experience placement, under the guidance of clinical educators and clinical preceptors, students will gain experience in settings that enable them to meet the learning objectives of this subject.
The major focus for the professional experience placement component of this subject is the integration of the principles of health assessment, safe and effective clinical decision-making and basic nursing interventions. On completion of the subject it is expected that students, while providing therapeutic interventions, are able to incorporate the further collection of health assessment data and adjust care accordingly for 1 to 2 patients.
At the completion of this subject students should be able to:
Theoretical Component - 60%
1) 2,000 word assignment - Week 6 (20%)
Professional Experience Component - 40%
1) Professional Experience Placement Appraisal (PEP)(Pass/Fail)
2) Professional Experience Practice Analysis 1 x 2,000 words due week 12 (20%)
3) Professional Experience Preparatory Practice Performance Assessment (PEPPA) 10 minute Psychomotor Assessment conducted in the Simulated Learning Laboratory (20%)
1) Attendance at all Simulated Learning Laboratory sessions during the semester
Students must pass the theoretical, clinical & hurdle components to achieve a pass in the subject.
Brown, D., & Edwards, H. (2012). Lewis’ medical-surgical nursing (3rd ed.). Sydney: Elsevier Mosby
Bullock, S., Manias, E., & Galbraith, A. (2010). Fundamentals of pharmacology (6th ed.). Australia: Frenchs Forest: Pearson Education.
Tollefson, J. (2010). Clinical Psychomotor Skills (4th ed.). Australia: Cengage Learning.
Weber, J., & Kelly, J. (2011). Health Assessment in Nursing (First Australian and New Zealand Edition). Philadelphia: Wolters Kluwer Lippincott Williams & Wilkins
Ackley, B, J., & Ladwig, G. B. (2008). Nursing Diagnosis, An evidence based guide to planning care (8th ed.). St Louis: Mosby
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
At the completion of this subject, students should be able to demonstrate:
|Links to further information:||http://www.nursing.unimelb.edu.au/|
Master of Nursing Science |
Master of Nursing Science
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