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92869 Specialty Clinical Practice

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 2020 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade and marks

Description

In this subject students achieve an advanced level of clinical and professional competency in their chosen clinical specialty through a program of integrated and clinically based learning strategies. The subject requires students to expand their clinical and professional knowledge and extend and refine their practice. Learning experiences are directed to the management of patient care, the clinical environment and services, professional responsibilities, leadership and collaboration, problem-solving and evaluation, education strategies, and inquiry and investigation.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Critically analyse and reflect on theoretical and technical knowledge related to professional practice in the studentís specialty field
B. Identify and integrate into practice the professional qualities appropriate to the scope of their role, alongside elements that build resilience and a commitment to lifelong learning
C. Consolidate and synthesise knowledge to enhance communication skills enabling the transfer of complex knowledge, ideas and concepts across a variety of practice settings
D. Integrate and apply a patient-centred approach to care within a collaborative, interdisciplinary framework
E. Appraise research evidence to develop and improve nursing practice for optimal patient outcomes
F. Demonstrate leadership within the clinical environment including advocating for the efficient use of resources and equity of access to health care

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Are reflective critical thinkers who contribute to practice, policy and research to enhance health care and health outcomes (1.0)
  • Utilise research knowledge and skills to synthesise the available evidence for optimal healthcare delivery (1.1)
  • Embody the professional qualities appropriate to the scope of their role (5.0)

Contribution to the development of graduate attributes

1. Critical thinking
Searching, evaluating and using information from sources such as databases, research and review articles, textbooks, clinical practice guidelines and health policy relevant to students’ nursing specialty. This includes level of critical review, analysis and summary of major findings, clearly articulated recommendations for practice or professional development and reflective capabilities. Criteria for marking the review directly assess this attribute.

2. Leadership
Students have the opportunity to identify effective leadership behaviours and meet and interact with leaders in the field. Criteria for marking the eportfolio directly assesses evidence of leadership behaviours

3. Communication

  • Group work activities demonstrate the importance of effective teamwork and communication in the practice environment
  • The literature review provides an opportunity to improve written communication

4. Professional qualities

  • This subject is learner-centred. In a self-determined learning pathway, students are supported to identify their own learning needs to expand their clinical and professional competence. Self-discipline is learned through active participation in Discovery Days or the Zoom Collaborative Space Sessions. Criteria for marking performance directly assess active participation.
  • The ability to give and receive feedback regarding performance will be developed through ePortfolio planning and other activities.
  • Activities and Assessment Tasks provide students the opportunity to further develop their knowledge and clinical skills and achieve a greater level of competency and professional engagement in selected aspects of their nursing specialty. Attainment of an extended or advanced level of practice will be evidenced by the increasing application of knowledge to practice and changes in students' professional attitudes, skills and performance that will aid career development.

Teaching and learning strategies

Orientation activities
Preparation for the Session - students are expected to undertake activities prior to the first week. These activities (approximately two hours in duration) include online readings, videos (database searching), interaction with peers, a Zoom meeting and a short reflection, and are important in helping students prepare for the subject’s Assessment Tasks. This also provides students with an opportunity to meet and interact with peers.

Students will learn through independent learning activities, group work, peer review, and participation in the Zoom Collaborative Space sessions.

Independent learning activities
Relevant readings, videos and activities will be made available online relevant to the topic of the week. Students are expected to come to Zoom Collaborative Spaces prepared. This will enhance the students’ ability to progress successfully throughout the subject and complete assessment items effectively. The online material aims to enhance students’ understanding of the topic or delve deeper into a more specific area. Information and links to all these learning activities can be accessed via Canvas as well as the subject outline.

Zoom Collaborative Spaces
Zoom Collaborative Space sessions will provide opportunities for group activities and discussion, self-assessment, peer review and formative feedback from the subject coordinator. Zoom Collaborative Space sessions will be conducted at a time that enables the majority of students to contribute.

Students are strongly encouraged to attend the first Zoom Collaborative Space Session in Week 1 as these prepare students for the subject’s Assessment Tasks.

Feedback
Feedback will be frequent and takes several forms including self-assessment and peer review. Formative feedback throughout the subject aims to increase student performance at summative assessments.

Content (topics)

  • Current social, political, economic and socio-cultural influences related to nursing and specialty practice
  • Regulation, scope of practice and the role of professional organisations
  • Career development and goal setting
  • Nursing leadership
  • Critical thinking, reflective practice and clinical supervision
  • Keeping practice contemporary and evidence based
  • New technologies and how they might influence the role of clinicians in the future

Assessment

Assessment task 1: Portfolio Plan

Intent:

This contributes to learning by assisting students to identify their professional and developmental needs, and to structure the necessary learning experiences to meet those needs. The assignment also provides an opportunity to complete peer and self-evaluation of learning needs, via online discussion, and to respond appropriately to feedback.

Objective(s):

This assessment task addresses subject learning objective(s):

A and B

This assessment task contributes to the development of graduate attribute(s):

1.0 and 5.0

Type: Portfolio
Groupwork: Individual
Weight: 10%
Length:

800 words (+/- 10%)

Criteria:

Role and portfolio aim

  • Level of reflection on current role and identification of personal learning needs
  • Appropriateness of portfolio aims

Portfolio plan and activities

  • Appropriateness of outlined self-development activities to extend level of clinical knowledge and competence
  • Justification of activities in relation to subject outlines

Assessment task 2: Literature Review

Intent:

This assessment contributes to learning by assisting students to critically analyse relevant literature on a topic which relates to their clinical and professional practice and that will extend/advance their professional development and clinical expertise. Within the critical analysis, students are asked to consider the implications on practice, service delivery and patient outcomes.

Objective(s):

This assessment task addresses subject learning objective(s):

A and E

This assessment task contributes to the development of graduate attribute(s):

1.0 and 1.1

Type: Literature review
Groupwork: Individual
Weight: 40%
Length:

Literature Review 2,000 words (+/- 10%)

Criteria:
  • Description of the purpose of the literature review
  • Identification and explanation of key issues
  • Level of critical review and analysis
  • Level of summary of major findings
  • Recommendations for practice or professional development

Assessment task 3: ePortfolio

Intent:

This assessment contributes to student learning by assisting students to complete a range of work-based learning experiences aimed at enhancing their clinical development, whilst also meeting work-related and professional requirements and goals. It will also encourage students to reflect on their practice, and foster a long-term approach and preparedness to undertake continuous self-development, and consider new initiatives in the workplace.

Objective(s):

This assessment task addresses subject learning objective(s):

A, B, C, D, E and F

This assessment task contributes to the development of graduate attribute(s):

1.0, 1.1 and 5.0

Type: Portfolio
Groupwork: Individual
Weight: 40%

Assessment task 4: Contribution to Group Learning Activities

Intent:

This reflects students’ willingness to participate in group learning contexts. While attendance is noted, it is the students’ performance when they do attend that will contribute to the mark allocated as not all students will be able to attend all Discovery Days and Zoom Collaborative Space Sessions.

Objective(s):

This assessment task addresses subject learning objective(s):

C

This assessment task contributes to the development of graduate attribute(s):

1.0 and 5.0

Type: Exercises
Groupwork: Group, individually assessed
Weight: 10%

Required texts

Andre, K. & Heartfield, M. Cusack, L. 2016, Portfolios for health professionals. 3rd edn, Churchill Livingstone, Elsevier.

References

Nursing and Midwifery Board of Australia (NMBA). 2016, Guidelines: Continuing professional development http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Codes-Guidelines/Guidelines-cpd.aspx

Nursing and Midwifery Board of Australia (NMBA). 2016, Registered nurse standards for practice 2016 http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards/registered-nurse-standards-for-practice.aspx

University of Technology, Sydney (UTS). 2010, Assessment of coursework subjects policy and procedures, UTS, accessed 15th February 2017, http://www.gsu.uts.edu.au/policies/assessment-coursework-policy.html

A comprehensive list of references and other resources are available in this subject on UTSOnline.

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), the Health Student Guide (www.uts.edu.au/sites/default/files/uts-health-student-guide.pdf) and UTSOnline at: https://online.uts.edu.au/webapps/login/

UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, old exam papers, academic writing guides, health literature databases, workshops, a gaming room and bookable group study rooms. There is also a team of librarians to help you with all your questions. 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.