92447 Navigating Transition
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Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): ((92430 Assessment and Therapeutics in Health Care 1 OR 92433 Assessment and Therapeutics in Health Care 2 OR 92438 Medical Surgical Nursing OR 92454 Medical Surgical Nursing) AND (6 credit points of completed study in 6Credit Points spk(s): CBK91093 c 6 cp Electives OR 6 credit points of completed study in 6Credit Points spk(s): CBK91913 c 6cp Electives) AND 92442 Complex Nursing Care: Medical Surgical AND (92436 Fundamentals of Mental Health Nursing OR 92451 Fundamentals of Mental Health Nursing (Graduate Entry) OR 92457 Fundamentals of Mental Health Nursing OR 93213 Fundamentals of Mental Health Nursing OR 93227 Fundamentals of Mental Health Nursing) AND (92437 Nursing Care of the Older Person OR 92464 Nursing Care of the Older Person OR 92460 Nursing Care of the Older Person OR 93223c Nursing Care of the Older Person OR 93209c Nursing Care of the Older Person)) OR (92450 Medical Surgical Nursing (Graduate Entry) AND 92449 Health Assessment and Nursing Therapeutics)
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses. See access conditions.
Description
Students explore the challenges and opportunities associated with transitioning to the role of registered nurse through innovative teaching and learning strategies. In addition, there is also an emphasis on developing resilience and self-care and a plan for ongoing professional development.
Laboratories and clinical experiences are aimed at integrating and consolidating learning from previous clinical subjects to ensure all graduates deliver optimal evidence-based care across a variety of health settings. Whilst on this final clinical placement, students further develop their clinical reasoning and critical thinking skills by competently caring for an allocated patient load overseen by a registered nurse.
In this subject, students are required to demonstrate competence to practice according to the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice (2016) and the Faculty of Health graduate attributes.
Subject learning objectives (SLOs)
| A. | Reflect on their professional development needs and develop strategies to improve knowledge, skill and competence to facilitate a transition from student nurse to registered nurse (RN Standards for Practice 1, 3). |
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| B. | Demonstrate the ability to communicate and collaborate professionally with patients/families, peers and members of the health care team (RN Standards for Practice 2, 5, 7). |
| C. | Demonstrate comprehensive, safe, effective, evidence based nursing care for an allocated group of patients and their families (as determined by the clinical setting) using effective clinical reasoning and critical thinking skills ( 1, 4, 5, 6, 7). |
| D. | Identify and use appropriate self-care strategies and support networks to manage the pressures associated with health professional practice (RN Standards for Practice 3). |
| E. | Demonstrate competence to practice according to the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice (2016) including English language proficiency and the Faulty of Health graduate attributes (RN Standards for Practice 1-7). |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Embody a professional disposition committed to excellence, equity and sustainability (1.0)
- Engage in person-centred care that is appropriately sensitive to the needs of individuals, families and communities (2.0)
- Communicate and collaborate effectively and respectfully with diverse groups (3.0)
- Inquire critically to assess a body of evidence to inform practice (4.0)
- Competently apply knowledge and skills to ensure safe and effective nursing practice (5.0)
Contribution to the development of graduate attributes
- Embody a professional disposition committed to excellence, equity and sustainability (1.0)
- Engage in person centred care that is appropriately sensitive to the needs of individuals, families and communities (2.0)
- Communicate and collaborate effectively and respectfully with diverse groups (3.0)
- Inquire critically to assess a body of evidence to inform practice (4.0)
- Competently apply knowledge and skills to ensure safe and effective nursing practice (5.0)
Teaching and learning strategies
In this subject, students will participate in a range of teaching and learning strategies that are designed to encourage them to engage with the transitional learning process from student to competent Registered Nurse.
Preparatory activities
Students will be required to undertake preparatory work prior to each laboratory to ensure that they are ready to participate in the active and collaborative learning activities planned for each session. Pre-laboratory activities will be outlined in the learning modules available on Canvas. Access to websites, online videos and evidence-based literature contribute to this preparatory activity.
Clinical Laboratories and Simulation
Students participate in collaborative clinical laboratories and simulation activities that focus on integration of preparatory activities and learning, knowledge, clinical reasoning and critical thinking skills. Simulation activities will be integrated to provide authentic learning experiences that give students exposure to situations that may be encountered in practice and the importance of teamwork. Valuable opportunities to receive teacher and peer feedback during debriefing to guide their nursing practice will also be key focus for students' learning. Activities include the use of audio-visual aids, online modules and a variety of simulation modalities will be utilised by students to complete their in class activities.
Lectures
Online lectures enable students to quickly clarify complex descriptions and terminology, and engage with sensitive or confronting topics.
Information Technologies
Students will use information technologies to access relevant evidence based literature that will inform their clinical practice and their transition to professional practice.
Independent learning plan
Students create their own plans for learning, developed via feedback and self-reflection. Guided self-evaluation experiences are also used to help students recognise the connections between their prior knowledge and experiences and new information. This enables students to regulate and monitor their own learning, articulate their own learning processes and identify what they have learnt.
Clinical Placement
In this subject students complete 160 hours of clinical placement. Placements are provided in a range of healthcare facilities in mostly metropolitan locations. Students provide nursing care within multidisciplinary teams to develop and consolidate their knowledge, skills and attributes relevant to the clinical field.
Content (topics)
Transitioning to professional practice
- “transition shock” The role of the RN
- Collaborative nursing model –the roles of team members
- Teamwork and Delegation
- From student to teacher
- Effective communication, empathy and patient safety
- Difficult conversations and challenging situations
- Planning and time management
- Clinical reasoning, critical thinking, decision-making, evidence-based practice
- Reflective practice
- Self-care strategies, mindfulness and the development of resilience
- Lifelong learning strategies
Activity sets/key skills consolidated in this subject:
Personal care: assisted ambulation; Hygiene: bed making, shower/bath, bed bath and oral care; Skin integrity: positioning, assessment and pressure area care; Nutrition and feeding: Feeding a dependent patient, and enteral feeding; Elimination: continence management, indwelling catheter care and bowel care.
Clinical communication and documentation: Therapeutic communication; Admission; Clinical handover; Care planning; Recording vital signs; Recording fluid intake/output; Using and maintaining patient records; Communicating clinical reasoning; Interprofessional communication; Negotiating care with patient/client families; Discharge planning; Managing a group of patients/clients; Delegation of nursing care.
Clinical assessment and monitoring: Vital signs: TPR & BP, Physical assessment, Pain assessment, Respiratory assessment and Pulse oximetry; Using a stethoscope; Cardiovascular assessment; Cardiac monitoring: lead attachment and 12 lead ECG; Blood glucose monitoring; Haematological results; Neurological assessment; Neurovascular assessment; Abdominal assessment; Nutritional assessment; Assessment of fluid balance; Ward urinalysis.
Clinical interventions and management: Wound care: aseptic non-touch technique, dry dressing technique, removal of sutures/staples; Oxygen therapy; Deep breathing and coughing exercises
Privacy and dignity: Respectful care; Confidentiality; Cultural and transcultural care; Care of the dying/deceased person.
Risk and safety: Hand Hygiene; Hand washing for invasive procedures; Infection control; Manual handling.
Medications, intravenous therapy and blood products: Safe checking, administration, documentation and disposal of medications; Medication calculations; Oral medication administration; Other non-parenteral medications; Intramuscular injections; Subcutaneous injections; Subcutaneous infusions; Intravenous therapy calculations; Intravenous therapy; Intravenous injections; Blood product administration.
Assessment
Assessment task 1: Communication Assessment
| Intent: | Students will enhance their communication skills in a group role play exploring challenging conversations within clinical based scenarios. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B and E This assessment task contributes to the development of graduate attribute(s): 3.0 and 5.0 |
| Type: | Case study |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | 10 minutes (including scenario and role introduction). |
Assessment task 2: Continuing Professional Development Assessment
| Intent: | Students to develop a Concept Map identifying a 5 year professional development plan to be undertaken once commencing as a Registered Nurse. |
|---|---|
| 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 4.0 |
| Type: | Portfolio |
| Groupwork: | Individual |
| Weight: | 20% |
Assessment task 3: Clinical Oral Exam 'VIVA'
| Intent: | This task enables students to apply and demonstrate their clinical reasoning and communication skills to a ward based scenario preparing them to practice as effetive team members of the health care team. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, C, D and E This assessment task contributes to the development of graduate attribute(s): 2.0, 3.0 and 5.0 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | 45 minutes |
Assessment task 4: Clinical Competency Assessment
| Intent: | Students undertake an extended and continuous clinical placement experience that will prepare them for practice in the real clinical workforce. Feedback from clinicians and clinical facilitators will support and reinforce student learning and development of confidence in their practice. Reflection on and in practice is encouraged to enhance personal development. During this clinical placement, students will undertake an observational clinical competency assessment, including a clinical viva to ensure that their clinical practice aligns with the NMBA Registered Nurses Standards for Practice (2016) prior to entering their transition year. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, C, D and E This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 4.0 and 5.0 |
| Type: | Laboratory/practical |
| Groupwork: | Individual |
| Weight: | Mandatory task that does not contribute to subject mark |
| Length: | 160 hours |
Required texts
There are no specific required texts for this subject.
References
Refer to Canvas for access to up to date references for this subject.
Other resources
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