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92905 Anaesthetic Nursing

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 2019 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

This subject aims to expand the students' awareness and understanding of the evolving anaesthetic nursing role. Through the development of specialised anaesthetic knowledge, students advance their expertise in professional practice, risk management, collaboration, leadership and patient advocacy. Students establish strategies to build excellence in communication as well as flexible, innovative and supportive anaesthetic nursing practice.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Examine the evolving role and responsibilities of the anaesthetic nurse in the perioperative environment and the implications on perioperative patient care.
B. Integrate specialized knowledge in anaesthetic nursing practice to enable advanced, professional performance.
C. Critically examine specific anaesthetic adverse events and associated risk management strategies
D. Appraise optimal patient care and safety through leadership and advocacy in the perioperative environment.
E. Analyse the notion of non-clinical skills and the impact on safe patient care.
F. Establish flexible, innovative and supportive practice through excellence in communication and interdisciplinary collaboration

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)
  • Are effective, collaborative and responsive leaders (2.0)
  • Are socially, culturally and ethically accountable and consider health care in a global context (3.0)
  • Communicate appropriately and consistently in diverse situations (4.0)
  • Embody the professional qualities appropriate to the scope of their role (5.0)

Teaching and learning strategies

This subject provides a blend of teaching and learning opportunities through on campus study days and self-directed online learning. This subject also provides students with flexibility in assessment choices to support individual learning needs and make connections between prior knowledge and experiences and new information.

Online learning modules and discussions
Uses interactive, scenario-based learning which unfolds at the student’s pace, and peer feedback is immediately

provided to develop students' reasoning and problem-solving skills. Students will also have the opportunity to engage in discussion on current issues within perioperative nursing with other students in on-line forums.

Lectures and online learning materials
This subject benefits from both the real time delivery of content and access to online resources. On campus face to face lectures enable students to quickly clarify complex descriptions and terminology, and engage with topics.

Personal, professional and expert narratives
Students will have the opportunity to engage in dialogue with professional industry based experts in relation to the key concepts and learning objectives of the subject.

Simulated in-class role plays and mock drills
Role-plays provided a simulated environment for students to practice new skills learnt through theory and knowledge development. Scenarios from relevant situations are used to depict real life experiences in nursing practice. Students will have the opportunity to interact, observe and provide feedback within the facilitated debriefing, and reflect on their own skills, values and experiences.

Structured decision making activities
Working in small teams students engage in real-time, shared decision-making activities. This assists students to engage with policies and utilise knowledge to formulate responses to situations, under time pressure, as would be expected within a clinical practice setting. Together, students learn to quickly achieve consensus for decisions.

Feedback for decision outcomes is also provided in real-time allowing students to assess and reflect on their decision-making choices.

Communication skills development
Teaching and learning strategies incorporate the development of professional communication skills for all students. This encompasses professional and therapeutic communication required for nursing practice.

Content (topics)

This subject covers a range of topics and issues relevant for anaesthetic nurses to meet the physiological and psychological needs of surgical patients in the health care system. This subject will also explore the professional qualities and scope of practice of the anaesthetic nurse within the perioperative environment including patient assessment and management, airway ventilation and monitoring, anaesthetic pharmacology, local and regional anaesthesia and anaesthetic crisis management. This subject will also examine the care of patients from diverse backgrounds.

Assessment

Assessment task 1: Knowledge and Skills Gaps Analysis

Intent:

Professional development is multidimensional and includes being able to identify knowledge and skill gaps in order to assess and minimize practice risks.

Using the ACORN 2017 ‘Standards for Perioperative Nursing’, Anaesthetic Nurse Role: Standard Statement, criteria 2.1-2.13 (pp. 11-13), you are to provide a comprehensive analysis of your own gaps in knowledge and skills in the Anaesthetic Nursing role.

Objective(s):

This assessment task addresses subject learning objective(s):

A, B, C, E and F

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

1.0, 3.0, 4.0 and 5.0

Weight: 30%
Length:

2000 words

Criteria:

Relevant competency standards: ACORN, ANMC, ANZCA

Assessment task 2: Online Activities

Intent:

To engage students in continuing professional development through online collaboration and discussion.

Objective(s):

This assessment task addresses subject learning objective(s):

B, E and F

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

1.0, 3.0 and 4.0

Weight: 20%
Length:

Posting 1: 500 words
Posting 2: 500 words

Criteria:

Relevant competency standards: ACORN, ANMC, ANZCA

Assessment task 3: Anaesthetic Pharmacology Quiz

Intent:

To consolidate and review knowledge and understanding of Anaesthetic Pharmacology

Objective(s):

This assessment task addresses subject learning objective(s):

A, B and C

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

1.0 and 4.0

Weight: 10%
Criteria:

Relevant competency standards: ACORN, ANMC, ANZCA

Assessment task 4: Patient Case Scenario Analysis

Intent:

This assessment consolidates the content covered throughout the subject and contributes to the students learning by requiring them to demonstrate their understanding of anaesthetic related concepts specific to a patient case scenario.

Objective(s):

This assessment task addresses subject learning objective(s):

A, B, C and F

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

1.0, 2.0, 3.0, 4.0 and 5.0

Weight: 40%
Length:

2000 words

Criteria:

Relevant competency standards: ACORN & ANMC

Recommended texts

Australian College of Operating Room Nurses (ACORN). 2016, ACORN Standards for perioperative nursing including nursing roles, guidelines and position statements, 2015-2016, ACORN, Adelaide. A link to an e copy will be provided via UTS Online

Bryant, B. & Knights, K. 2014, Pharmacology for health professionals, 4nd edn, Elsevier, Sydney.

Smith, G.& Aitkenhead, A 2013, Textbook of anaesthesia, 6th edn, Churchill Livingstone Elsevier, Edinburgh

References

A comprehensive list of references and other resources is 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.