92608 Comprehensive Physical Assessment and Diagnostic Reasoning
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 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 24 credit points of completed study in a coursework Master's degree OR 24 credit points of completed study in Graduate Certificate OR 24 credit points of completed study in Graduate Diploma
These requisites may not apply to students in certain courses. See access conditions.
Description
This subject is designed to build on students' existing physical assessment skills, with the aim of developing their diagnostic reasoning skills and progressing their advanced nursing practice. The focus is on developing assessment skills, required to critically analyse patient health data, in order to diagnose and identify priorities of treatment and develop appropriate management plans. Students will have the opportunity to practice health assessments, develop diagnoses, prioritise care, and solve complex problems. Opportunities to promote development will incorporate simulation, virtual reality and individual clinical settings. With a strong focus on critical thinking, communication and professionalism, this subject provides students with a foundation to move into highly skilled and advanced nursing practice.
Subject learning objectives (SLOs)
| A. | Synthesise and interpret clinical information including patient/ client history, physical assessment and diagnostic data (Nurse practitioner standard 1.1) |
|---|---|
| B. | Articulate and justify the most likely diagnosis and differential diagnoses based on comprehensive patient assessments using expert knowledge of normal and abnormal physiological and psychological findings (Nurse practitioner standard 1.3) |
| C. | Formulate and communicate a patient focused plan of care based on comprehensive health assessments, current research evidence and effective collaboration across the multidisciplinary team (Nurse practitioner standard 2.1) |
| D. | Prioritise the focus / foci of assessments to prevent life threatening situations (Nurse practitioner standard 1.3) |
| E. | Critically appraise patient circumstances in relation to social and cultural supports(Nurse practitioner standards 1.1 and 4.1) |
| F. | Justify the judicious ordering of investigations including consideration of risk management (Nurse practitioner standard 1.2) |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Are reflective critical thinkers who examine and contribute to practice, policy and research to achieve clinical excellence and enhance health outcomes (1.0)
- Are visionary, innovative and responsive leaders (2.0)
- 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)
- Communicate effectively and professionally in diverse and dynamic situations (4.0)
- Embody the professional qualities appropriate to the scope of their role (5.0)
Teaching and learning strategies
The teaching and learning strategies provide students with the ability to develop their diagnostic ability and build on existing health assessment skills.
Orientation activities
Preparation for the Session - students are expected to undertake activities prior to the first week. These activities include online readings, videos, interaction with peers, 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 workshops.
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 Workshops 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, 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.
Workshops
Workshops will provide opportunities for group activities and discussion, self-assessment, peer review and formative feedback from the subject coordinator. Students are required to attend all workshops to engage with experts in the field, who help them gain an understanding of the relevant concepts. Students collaborate on case-based scenarios, to assist them to clarify complex practical and theoretical concepts. Students participate in simulated activities that are designed to give students exposure to a comprehensive range of clinical presentations that may be encountered in practice.
Feedback
Feedback will be frequent and takes several forms including self-assessment, peer review, and from the subject coordinator. Guided self-evaluation experiences help students recognise the connections between their prior knowledge of teaching and learning and how they integrate experiences and new information. Using interactive, scenario-based learning software, progressive scenarios unfold at the student’s pace, and adaptive feedback is immediately provided to develop students' reasoning and problem-solving skills. Formative feedback throughout the subject aims to increase student performance at summative assessments.
Assessment
Assessment task 1: Personal Learning Plan
| Intent: | Students will be able to identify their own learning needs and strategies for self-directed learning. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): D and F This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0, 4.0 and 5.0 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 500 words per objective (2 are required) +/- 10% (excluding references and appendices) |
| Criteria: | Marking criteria will be available via the Canvas subject site. |
Assessment task 2: Clinical Practice Record and Reflection
| Intent: | The intent of this assessment is for the student to action the personal learning plan they have formulated as assessment one, reflecting on their learning. This assessment is completed in conjunction with the student's selected clinical mentor/s. |
|---|---|
| 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, 2.0, 3.0, 4.0 and 5.0 |
| Type: | Case study |
| Groupwork: | Individual |
| Weight: | 45% |
| Length: | Length: 3,000 words +/- 10% (excluding references and appendices) |
| Criteria: | Marking criteria will be available via the Canvas subject site. |
Assessment task 3: Observed Structured Clinical Examination (OSCE)
| Intent: | The intent of the assessment is for students to draw on the acquired knowledge and clinical skills developed during this teaching session. Students will be assessed through OSCE assessment stations, where they will have an opportunity to complete physical assessment provide information and rationale about their clinical decision making, reasoning and judgement. |
|---|---|
| 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, 3.0 and 4.0 |
| Type: | Laboratory/practical |
| Groupwork: | Group, individually assessed |
| Weight: | 45% |
| Length: | Students will attend the simulated health care area, where they will rotate through OSCE stations. Each station will assess a different aspect of comprehensive physical assessment: health interview, physical assessment, diagnostic reasoning and documentation as covered throughout the semester through the online modules and workshops. |
Assessment task 4: Integrated Professional Practice
| Intent: | Students will undertake a Supernumerary Integrated Professional Practice (SIPP) placement. The students and clinical support team will focus on the learning objectives identified. Students will provide a record and accountability of supernumerary hours, reflections and assessments completed as part of the SIPP. |
|---|---|
| Type: | Demonstration |
| Groupwork: | Individual |
| Length: | Minimum of 75hours |
| Criteria: | Marking criteria will be available via the Canvas subject site. |
Required texts
Cox., C. (2019). Physical Assessment for Nurses and Healthcare Professionals (3rd ed.). Wiley-Blackwell. Talley, N. and O'Connor, S. (2017) Clinical examination: 2 volume set. (8th ed.). Elsevier.
Students are advised to acquire their own copies of this text which is available to purchase in electronic format and/or hardcopy. An e-copy may be available from the UTS library as well as access via open and closed reserve.
All additional readings, other than text books, will be available via links from within Canvas.
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) 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: 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
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