C10351v4 Bachelor of Nursing Bachelor of Creative Intelligence and Innovation
Award(s): Bachelor of Nursing (BN)Bachelor of Creative Intelligence and Innovation (BCIInn)
UAC code: 609568 (Autumn session)
CRICOS code: 088063B
Commonwealth supported place?: Yes
Load credit points: 240
Course EFTSL: 5
Location: City campus
Notes
For course specific information see the Nursing Inherent (Essential) Requirements Statement.
Overview
Course aims
Career options
Innovation and Transdisciplinary program
Course intended learning outcomes
Admission requirements
Inherent (essential) requirements
Course duration and attendance
Course structure
Course completion requirements
Course program
Rules and regulations
Professional recognition
Other information
Overview
The UTS Bachelor of Nursing course prepares students for the exciting and challenging role of the Registered Nurse. This course is comprised of a comprehensive range of theoretical and clinical nursing subjects that together provide the knowledge, skills and professional values graduates require to provide safe, effective and compassionate nursing care. Our graduates are well prepared for clinical practice and are highly sought after for employment in a wide range of healthcare settings across Australian and internationally.
Taking a transdisciplinary approach, the Bachelor of Creative Intelligence and Innovation utilises multiple perspectives from diverse fields, integrating a range of industry experiences, real-world projects and self-initiated proposals, equipping graduates to address the wicked problems, complex challenges and untapped opportunities in today's world.
We shape the future of healthcare through clinically relevant and research-inspired teaching and learning. The Bachelor of Nursing course is taught by high profile award-winning educators and researchers as well as experienced practicing clinicians. We use a blend of e-learning and face-to-face approaches to engage, inspire and challenge students and our clinical simulation facilities and the diverse clinical placements experiences provided ensure that students develop high level clinical and critical thinking skills. A wide choice of elective third year subjects allows students to sample different nursing specialties including emergency nursing, theatre, paediatrics, community and primary healthcare, aged care and mental health.
By focusing on the high-level conceptual thinking and problem-solving practices that lead to the development of innovative, creative and entrepreneurial outcomes, students of the combined degree also gain leading edge capabilities that are highly valued in the globalised world, including dealing with critical and creative thinking, invention, complexity, innovation, future scenario building and entrepreneurship, and the ability to work on their own across disciplines. These creative intelligence competencies enable graduates to navigate in a rapidly changing world.
Course aims
Bachelor of Nursing graduates are compassionate, curious, capable and politically astute. They become clinical leaders, change agents and innovative researchers who have a positive impact on the health outcomes of individuals and communities.
Career options
Career options for registered nurses are employed in metropolitan, rural and remote settings in a diverse range clinical specialty areas such as general practice, community health, critical care, intensive care, aged care, mental health, operating theatres and paediatrics. Our graduates are also employed as researchers, educators and in leadership roles in government and industry. Advanced career opportunities include working as clinical nurse consultants, clinical nurse specialists, nurse educators, nurse managers or nurse practitioners.
By being creative thinkers, initiators of new ideas, scenario planners, global strategists, open network designers or sustainable futures innovators within their chosen field of study, graduates maximise the potential of their chosen profession, making them highly sought after graduates with the ability to identify and develop solutions to some of the most complex issues that face their disciplines and society.
Innovation and Transdisciplinary program
Transdisciplinarity and Innovation at UTSAll UTS students have the opportunity to develop distinctive capabilities around transdisciplinary thinking and innovation through the TD School. Transdisciplinary education at UTS brings together great minds from different disciplines to explore ideas that improve the way we live and work in the world. These offerings are unique to UTS and directly translate to many existing and emerging roles and careers.
Diploma in InnovationThe Diploma in Innovation (C20060) teaches innovation, supports personal transformation and provides the hard skills needed to support the inventors and inventions of the future. Students come out of the Diploma in Innovation, with the hard skills to create and support sectoral and societal transformation. Graduates are able to fluently integrate ideas, across professional disciplines and are inventors of the future.
All UTS undergraduate students (with the exception of students concurrently enrolled in the Bachelor of Creative Intelligence and Innovation) can apply for the Diploma in Innovation upon admission in their chosen undergraduate degree. It is a complete degree program that runs in parallel to any undergraduate degree. The course is offered on a three-year, part-time basis, with subjects running in 3-week long intensive blocks in July, December and February sessions. More information including a link to apply is available at https://dipinn.uts.edu.au.
Transdisciplinary electives programTransdisciplinary electives broaden students' horizons and supercharge their problem-solving skills, helping them to learn outside, beyond and across their degrees. Students enrolled in an undergraduate course that includes electives can choose to take a transdisciplinary subject (with the exception of students concurrently enrolled in the Bachelor of Creative Intelligence and Innovation). More information about the TD Electives program is available here.
Course intended learning outcomes
| 1.0 | The ability to plan and provide care that is respectful of each individuals’ needs, values and life experiences |
| 1.1 | Demonstrates an ability to provide holistic and compassionate care that takes into account peoples’ lived experience, views and feelings. |
| 1.2 | Works in partnership with patients including them in decisions related to their care. |
| 1.3 | Advocates for people, if required, to ensure that their cultural values and needs are respected. |
| 2.0 | The embodiment of a professional disposition committed to ethical, equitable and legal nursing practice |
| 2.1 | Demonstrates accountability and responsibility while working within professional codes and standards. |
| 2.2 | Demonstrates a commitment to social justice, valuing diversity and seeking to address disadvantage and inequity in healthcare. |
| 2.3 | Demonstrates leadership and the moral courage needed to improve patient outcomes, staff well-being and organisational cultures. |
| 3.0 | The ability to communicate and collaborate safely, compassionately and respectfully |
| 3.1 | Demonstrates the ability to develop therapeutic relationships while maintaining professional boundaries. |
| 3.2 | Communicates and educates patients in ways that are appropriate to their level of health literacy. |
| 3.3 | Works in partnership with healthcare providers and other stakeholders toward common goals that prioritise patients’ values, needs and preferences. |
| 4.0 | The ability to provide patient care premised on the best available evidence |
| 4.1 | Uses information and communication technologies to access valid sources of evidence. |
| 4.2 | Accesses, appraises and critiques multiple sources of evidence and transfers knowledge to practice. |
| 4.3 | Accesses, appraises and critiques multiple sources of evidence and transfers knowledge to practice. |
| 5.0 | Professional cultural competence that contributes to the health and well-being of Indigenous Australians, inclusive of their physical, social, emotional and spiritual wellbeing |
| 5.1 | Discusses how colonisation and racism impacts the current health and wellbeing of Indigenous Australians |
| 5.2 | Adapts practice to accommodate Indigenous Australians’ cultural needs and values. |
| 5.3 | Avoids generalisations and stereotypes when discussing the diversity of Indigenous Australians. |
| 6.0 | The intellectual capacity to use theoretical knowledge to address complex and non-routine clinical issues |
| 6.1 | Uses creative and rigorous thinking skills to identify and address novel and emergent healthcare problems. |
| 6.2 | Uses clinical reasoning skills to accurately assess, interpret and respond to patient data in a systematic and timely manner. |
| 6.3 | Critically reflects on and learns from previous experiences to improve future practice. |
| 7.0 | The knowledge and skills required for safe and effective patient care |
| 7.1 | Demonstrates technical and non-technical skills in the provision of safe effective, legal and ethical nursing care. |
| 7.2 | Recognises and responds to human and systems factors that have the potential to jeopardise patient safety. |
| 7.3 | Maintains capability to practice taking responsibility for personal factors that have the potential to negatively impact patient safety. |
| CII.1.0 | Complex systems thinking |
| CII.1.1 | Identify and represent the components and processes within complex systems and organise them within frameworks of relationships |
| CII.1.2 | Select, apply and evaluate various techniques and technologies for investigating and interpreting complex systems |
| CII.1.3 | Discern common qualities of complex systems and model their behaviour |
| CII.1.4 | Generate insights from the creative translation of models and patterns across different systems |
| CII.2.0 | Create value in problem solving and inquiry |
| CII.2.1 | Recognise the nature of open, complex, dynamic and networked problems |
| CII.2.2 | Explore the relevance of patterns, frameworks, approaches and methods from different disciplines, professional practices or fields of inquiry for gaining insights into particular problems, proposals, practices, contexts and systems |
| CII.2.3 | Analyse problem situations or contexts from multiple disciplinary or personal perspectives and integrate findings in creative and useful ways |
| CII.2.4 | Test the value of different patterns, frameworks and methods for exploring and addressing complex challenges |
| CII.2.5 | Interrogate and generate ways to create value and evaluate outcomes |
| CII.2.6 | Examine, articulate and appreciate the speculative or actual value of outcomes for different stakeholders, communities or cultures over time |
| CII.3.0 | Inter- and trans-disciplinary practices |
| CII.3.1 | Communicate, explore, network and negotiate in ways that are inclusive of and mine for ideas from diverse disciplines |
| CII.3.2 | Design, develop and apply appropriate team-based decision making frameworks and participate collaboratively in teams according to proposed intentions |
| CII.3.3 | Use a range of appropriate media, tools, techniques and methods creatively and critically in multi-disciplinary teams to discover, investigate, design, produce and communicate ideas or artefacts |
| CII.3.4 | Articulate often-complex ideas simply, succinctly and persuasively to a diverse team or audience |
| CII.3.5 | Create environments to support inspiration and reflexivity so that inter- and trans-disciplinary practices can develop and thrive |
| CII.3.6 | Recognise problems, challenges and opportunities that require transdisciplinary practices and assemble relevant teams to begin dealing with those problems, challenges and opportunities |
| CII.4.0 | Imaginative and ethical citizenship |
| CII.4.1 | Identify significant issues, challenges or opportunities and assess potential to act creatively on them |
| CII.4.2 | Work within different community, organisational or cultural contexts to design and develop ideas, strategies and practices for betterment |
| CII.4.3 | Make decisions that recognise the humanity of others by engaging ethically and with sensitivity to the values of particular groups, communities, organisations or cultures |
| CII.4.4 | Take a leadership role in identifying and working to address community, organisational or cultural issues, challenges and opportunities through innovation |
| CII.5.0 | Entrepreneurial and Intrapreneurial skills |
| CII.5.1 | Imagine and design initiatives within existing organisational structures (intrapreneurship) or by building a new context (entrepreneurship) |
| CII.5.2 | Explore and articulate the transformation required to create and implement innovation, with sensitivity to the creative destruction that this requires |
| CII.5.3 | Identify required capabilities for realising an idea and create a venture team to achieve the aspirations of a particular innovation |
| CII.5.4 | Communicate confidently and with diplomacy to influence essential stakeholders or decision makers and to achieve impact |
Key
CII = Creative Intelligence and Innovation course intended learning outcomes (CILOs)
Admission requirements
Applicants must have completed an Australian Year 12 qualification, Australian Qualifications Framework Diploma, or equivalent Australian or overseas qualification at the required level.
Admission to the combined degree is on merit according to the admissions policy for the Bachelor of Nursing.
The English proficiency requirement for international students or local applicants with international qualifications is: Academic IELTS: 7.0 overall with a minimum score of 7.0 in each subset; or TOEFL: internet based: 94 overall, reading 24, listening 24, speaking 23, writing 27; or PTE: 65-72 overall with a minimum score of 65 in each subset; or OET: minimum score of B in each of the 4 components (listening, reading, writing and speaking).
Eligibility for admission does not guarantee offer of a place.
International students
Visa requirement: To obtain a student visa to study in Australia, international students must enrol full time and on campus. Australian student visa regulations also require international students studying on student visas to complete the course within the standard full-time duration. Students can extend their courses only in exceptional circumstances.
Inherent (essential) requirements
Inherent (essential) requirements are academic and non-academic requirements that are essential to the successful completion of a course.
Prospective and current students should carefully read the Inherent (Essential) Requirements Statement below and consider whether they might experience challenges in successfully completing this course. This Statement should be read in conjunction with the UTS Student Rules.
Prospective or current student concerned about their ability to meet these requirements should discuss their concerns with the Academic Liaison Officer in their faculty or school and/or UTS Accessibility Service on 9514 1177 or at accessibility@uts.edu.au.
UTS will make reasonable adjustments to teaching and learning, assessment, professional experiences, course related work experience and other course activities to facilitate maximum participation by students with disabilities, carer responsibilities, and religious or cultural obligations in their courses.
For course specific information see the Nursing Inherent (Essential) Requirements Statement.
Course duration and attendance
The course is offered on a four-year, full-time basis.
Course structure
Students must gain a minimum of 144 credit points to complete the Bachelor of Nursing and 96 credit points in the Bachelor of Creative Intelligence and Innovation. The creative intelligence and innovation subjects are undertaken in accelerated form within July and Summer sessions. The Bachelor of Creative Intelligence and Innovation is not offered as a separate degree, but is completed only in combination with the professional degree program.
Full-time students study four subjects a session incorporating nursing theory, science and clinical practice.
Industrial training/professional practice
This course includes extensive nursing practice, which is a compulsory component. Students undertake nursing professional experience in a variety of healthcare and community settings. Clinical placements occur in blocks each session and are in addition to time spent in the nursing clinical practice laboratories that simulate the clinical environment. Inherent requirements are essential components.
The placements involve morning and evening shifts and in the final year some night duty may occur. The final year of the program has prolonged periods of clinical experience.
All nursing students must adhere to the requirements in the Ministry of Health policy directive, 'PD2018_009 Occupational Assessment, Screening and Vaccination Against Specified Infectious Diseases', prior to commencement of any clinical practice placements.
The policy should be read in full as it outlines students' obligation for screening and immunisation against certain infectious diseases prior to commencing their clinical placement. Students are asked to provide evidence of their immunity or vaccination status, and screening for tuberculosis (TB) status may also be required prior to the commencement of the first clinical placement. Students should be aware that if they do not meet the requirements of the policy they cannot commence the placement and as a result are not able to complete the course.
Students are also required to undertake a National Criminal Record Check and obtain a National Police Certificate.
In the final year of the Bachelor of Creative Intelligence and Innovation, students can undertake between 6 and 12 credit points of internship (work experience) that relates to innovation within their research, career development or core degree specialisations. For students undertaking 12 credit points of internship, international internships may be negotiated. Students may be required to relinquish intellectual property when they opt in to certain industry-related experiences, particularly relating to internships and capstone projects.
Course completion requirements
| STM91471 Standard Program | 144cp | |
| STM90839 Core subjects (Creative Intelligence and Innovation) | 96cp | |
| Total | 240cp |
Course program
The following example shows a typical full-time program.
| Year 1 | ||
| Autumn session | ||
| 93201 Foundations of Nursing Practice 1 A | 6cp | |
| 91562 Health and Homeostasis 1 | 6cp | |
| 93202 Preparation for Clinical Practice | 6cp | |
| 93203 Healthcare Communication | 6cp | |
| July session | ||
| 81511 Problems to Possibilities | 8cp | |
| Spring session | ||
| 93204 Foundations of Nursing Practice 1B | 6cp | |
| 91561 Health and Homeostasis 2 | 6cp | |
| 93205 Health and Society | 6cp | |
| 93206 Introduction to Clinical Practice | 6cp | |
| December session | ||
| 81512 Creative Practice and Methods | 8cp | |
| Year 2 | ||
| Autumn session | ||
| 93207 Foundations of Nursing Practice 2A | 6cp | |
| 93208 Clinical Practice 2A | 6cp | |
| 91529 Pathophysiology and Pharmacology 1 | 6cp | |
| July session | ||
| 81513 Past, Present, Future of Innovation | 8cp | |
| Spring session | ||
| 93210 Foundations of Nursing Practice 2B | 6cp | |
| 93211 Clinical Practice 2B | 6cp | |
| 93212 Indigenous Health and Well-Being | 6cp | |
| Summer session | ||
| 81522 Innovation Internship A | 6cp | |
| Year 3 | ||
| February session | ||
| 81514 Creativity and Complexity | 8cp | |
| Autumn session | ||
| 93214 Foundations of Nursing Practice 3A | 6cp | |
| 93220 Leading, Teaching and Mentoring | 6cp | |
| 91530 Pathophysiology and Pharmacology 2 | 6cp | |
| July session | ||
| 81515 Leading Innovation | 8cp | |
| Spring session | ||
| 93218 Empathy and Compassion for Nursing Practice | 6cp | |
| 93217 Foundations of Nursing Practice 3B | 6cp | |
| December session | ||
| 81516 Initiatives and Entrepreneurship | 8cp | |
| Year 4 | ||
| Autumn session | ||
| 81531 Industry Innovation Project | 12cp | |
| 93216 Clinical Practice 3A | 6cp | |
| Spring session | ||
| 81524 Transdisciplinary Practice at the Cutting Edge | 6cp | |
| 93219 Transition to Professional Practice | 6cp | |
| 81532 Creative Intelligence Capstone | 12cp | |
Rules and regulations
Inherent requirements are the essential components of a course that demonstrate the capabilities, knowledge and skills to achieve the core learning outcomes. There are eight domains of inherent requirements in the Bachelor of Nursing. Some domains have a number of sub-domains. The domains are:
- Ethical behaviour
- Behavioural stability
- Legal
- Communication
- Cognition
- Sensory ability
- Strength and mobility
- Sustainable performance.
It is a requirement of this course to complete a number of clinical placements. Clinical placements involve a nursing student going into a clinical setting to undertake the practical components of the course required for registration. If a student has a condition or disability that prevents them from completing a placement, completion of the degree may be hindered. Students should consult the full inherent requirements.
Professional recognition
This course is subject to accreditation by the Australian Nursing and Midwifery Accreditation Council (ANMAC) and approval by the Nursing and Midwifery Board of Australia (NMBA).
Other information
Further information is available from:
UTS Student Centre
telephone 1300 ask UTS (1300 275 887)
or +61 2 9514 1222
Ask UTS