090052 Nursing-Sensitive Indicators in Acute Care
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 96324 Nursing Sensitive Indicators in Acute Care
Description
This subject is designed to provide a contemporary, evidence-based framework for improving the quality of acute care nursing, reflecting pre-determined nursing sensitive indicators. The subject will strengthen students’ ability to critique their individual and workplace practices, in light of what is considered as 'best practice' in acute care nursing. Students will consider potential improvements to the practice of acute care nursing, at both individual and systemic levels, and develop strategies to integrate these.
Subject learning objectives (SLOs)
| A. | Examine the role, responsibilities and impact of the nurse in providing safe, quality care for acutely ill patients |
|---|---|
| B. | Integrate and apply knowledge of pathophysiological processes for people experiencing common acute health problems |
| C. | Critically evaluate current approaches to nursing management of acutely unwell patients |
| D. | Appraise research evidence to develop and improve nursing practice for the prevention of hospital-acquired complications and optimal patient outcomes |
| E. | Analyse the impact of systems, processes and contemporary acute care management on health outcomes |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Identify, and evaluate and apply the best available evidence for translation into practice to achieve optimal health outcomes (1.1)
- Demonstrate comprehensive clinical judgement and clinical reasoning that is based on evidence and reflects relevant professional codes and guidelines (1.2)
- Demonstrates ability to collaborate to achieve evidence-based change and transformation for optimal health care outcomes (2.1)
- Analyse approaches for building own capacity for leadership and that of the interdisciplinary health workforce and health care consumers (2.2)
- Promote social justice principles to ensure efficient use of resources and equity of access to health care (3.1)
- Synthesise evidence-based principles of quality and safety to achieve optimal health outcomes (3.2)
- Evaluate and select contextually appropriate communication approaches, giving agency to a diverse range of healthcare consumers to make informed decisions about their own health (4.1)
- Demonstrate compassionate, empathic, ethical and collaborative clinical practice (5.2)
- Promote the principles of self-care that build resilience and support personal and team wellbeing (5.3)
Contribution to the development of graduate attributes
This subject also contributes specifically to the following graduate attributes:
Critical thinking: Are reflective critical thinkers who examine and contribute to practice, policy and research to achieve clinical excellence and enhance health outcomes (1.0)
Leadership: Are visionary, innovative and responsive leaders (2.0)
Accountability: Are socially, culturally and ethically aware and accountable when engaging with health care consumers, families/significant others, interdisciplinary teams, communities, organisations and authorities (3.0)
Communication: Communicate effectively and professionally in diverse and dynamic situations (4.0)
Professional qualities: Embody the professional qualities appropriate to the scope of their role (5.0)
Indigenous cultural respect: Demonstrate professional capabilities to work effectively with and for Indigenous peoples and communities across the health profession (6.0)
Teaching and learning strategies
Orientation activities
Preparation for the session - You are expected to undertake activities during orientation week. These activities are designed to introduce you to the subject and your peers, and will assist you to prepare for the subject's assessment tasks.
Independent learning activities
Relevant readings, videos and activities will be made available online relevant to the topic of the week. This will support your ability to progress successfully throughout the subject and complete assessment items effectively. The online material aims to enhance your understanding of the topic or delve deeper into a more specific area, compare experiences and ideas with others and gain feedback. Information and links to all these learning activities can be accessed via Canvas as well as the subject outline.
Zoom meetings
You are strongly encouraged to attend all scheduled Zoom meetings as they will prepare you for the subject’s assessment tasks. Additionally, they provide opportunities for group activities, discussion, self-assessment, peer review and formative feedback from the subject coordinator and your teaching team. The schedule for this subject’s zoom meetings is below in the program section.
Feedback
Feedback in this subject takes several forms including self-assessment, peer review, automatic feedback from interactive activities and from the teaching team. Formative feedback throughout the subject aims to increase your performance in summative assessments.
Feedback and changes from previous subject offering
Feedback from the previous offering was positive and no major changes have been made. Several resources and readings have been updated and/or refined to maintain subject quality, accuracy and relevance.
Content (topics)
This subject will cover the following topics:
Module 1: The challenges of acute care
- National standards and framework for practice
- Nursing-sensitive indicators
- Hospital-acquired complications (HACs)
- Structured approaches to patient assessment
Module 2: Airway, breathing and related HACs
- The respiratory system
- Preventing respiratory complications
- Hospital-acquired pneumonia as a HAC
- Antimicrobial stewardship
Module 3: Circulation and related HACs
- The cardiovascular system
- Basic ECG interpretation
- Acute coronary syndromes
- Atrial fibrillation and stroke prevention
- Venous thromboembolism as a HAC
Module 4: Disability and related HACs
- Mental health disorders in the acute care setting
- Recognising and responding to delirium as a HAC
- Pain management
Module 5: Exposure and related HACs
- Basic wound management
- Pressure injuries as a HAC
- Medications without harm
Module 6: Fluids, glucose and related HACs
- Fluids and electrolytes basics
- Urinary tract infections as a HAC
- Acute kidney injury
- Diabetes in the acute care setting
Assessment
Assessment task 1: Nursing Sensitive Indicator Report
| Intent: | This assessment contributes to learning by assisting students to identify their nurse-sensitive indicators relevant to their work setting. The assessment also provides an opportunity for students to receive early feedback on their understanding of nursing-sensitive indicators, and to expand this knowledge in subsequent assessments. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 1.1, 1.2, 3.1, 3.2, 4.1, 5.2 and 5.3 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 900 words (+/- 10%) |
| Criteria: | Marking criteria is available in Canvas. |
Assessment task 2: Narrated (Oral) PowerPoint Presentation
| Intent: | This assessment will assist students to identify and examine one nursing-sensitive indicator in their individual work setting. Through this identification and examination, students will enhance their understanding of current trends and/or issues at the clinical, organisational and systemic levels, and propose recommendations for improvement to practice. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D and E This assessment task contributes to the development of graduate attribute(s): 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 5.2 and 5.3 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Oral presentation using narrated PowerPoint - 10 minutes narrated PowerPoint |
| Criteria: | Marking criteria is available in Canvas. |
Assessment task 3: Root Cause Analysis (RCA) Report
| Intent: | This assessment will assist students to analyse a second nursing-sensitive indicator in their individual work setting, utilising a structured evidenced-based approach. Through use of a Root Cause Analysis (RCA) template, students will enhance their understanding of the RCA process and its utility in analysing a nursing-sensitive indicator to promote change and positive patient outcomes. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D and E This assessment task contributes to the development of graduate attribute(s): 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 5.2 and 5.3 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 1500 words (+/- 10%) + RCA table |
| Criteria: | Marking criteria is available in Canvas. |
Other resources
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For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: https://www.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.
The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
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