92869 Specialty Clinical Practice
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksAnti-requisite(s): 96320 Specialty Clinical Practice
Description
This subject is designed for students to achieve an advanced level of clinical and professional competency in their chosen clinical specialty through a program of integrated and clinically based learning strategies. Students will expand their clinical and professional knowledge, and extend and refine their practice. Learning experiences focus on care management, the clinical environment and services, professional responsibilities, leadership and collaboration, problem-solving and evaluation, education strategies, and inquiry and investigation.
Subject learning objectives (SLOs)
| A. | Critically analyse and reflect on theoretical and technical knowledge related to professional practice in the student’s specialty field |
|---|---|
| B. | Identify and integrate into practice the professional qualities appropriate to the scope of their role, alongside elements that build resilience and a commitment to lifelong learning |
| C. | Consolidate and synthesise knowledge to enhance communication skills enabling the transfer of complex knowledge, ideas and concepts across a variety of practice settings |
| D. | Integrate and apply a patient-centred approach to care within a collaborative, interdisciplinary framework |
| E. | Appraise research evidence to develop and improve nursing practice for optimal patient outcomes |
| F. | Demonstrate leadership within the clinical environment including advocating for the efficient use of resources and equity of access to health care |
| G. | Demonstrate reflective practice by development of the ability to learn from experience to improve their own practice and to be able to generalise this to the practice of others |
| H. | Demonstrate self-directed learning skills, self-efficacy and leadership |
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
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 Zoom meetings.
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 Zoom meetings 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.
Zoom meetings
Zoom meetings will provide opportunities for group activities and discussion, self-assessment, peer review and formative feedback from the subject coordinator. Zoom meetings will be conducted at a time that enables the majority of students to contribute. Students are strongly encouraged to attend the first Zoom meeting as these prepare students for the subject’s Assessment tasks.
Feedback
Feedback will be frequent and takes several forms including self-assessment, peer review, automatic feedback from interactive activities e.g. quizzes, and from the subject coordinator. Formative feedback throughout the subject aims to increase student performance at summative assessments.
Content (topics)
- Current social, political, economic and socio-cultural influences related to nursing and specialty practice
- Regulation, scope of practice and the role of professional organisations
- Career development and goal setting
- Nursing leadership
- Critical thinking, reflective practice and clinical supervision
- Keeping practice contemporary and evidence based
Assessment
Assessment task 1: Portfolio Plan
| Intent: | This contributes to learning by assisting students to identify their professional and developmental needs, and to structure the necessary learning experiences to meet those needs. The assignment also provides an opportunity to complete peer and self-evaluation of learning needs, via online discussion, and to respond appropriately to feedback. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, G and H This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 4.0 and 5.0 |
| Type: | Portfolio |
| Groupwork: | Individual |
| Weight: | 15% |
| Length: | 800 words +/- 10% (excluding references and appendices) |
Assessment task 2: Annotated Bibliography
| Intent: | This contributes to learning by assisting students to investigate current trends and/or issues (clinical, organisational or system) within their chosen specialty. The assignment provides an opportunity for students to recognise reliable current sources of evidence, consider the accuracy and quality of the sources and relevance to their practice. This also allows students to develop a systematic approach to gathering, analysing and managing information in a meaningful way. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, D and E This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 3.0, 4.0 and 5.0 |
| Type: | Annotated bibliography |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | 1200 words +/- 10% (excluding references and appendices) |
Assessment task 3: Portfolio
| Intent: | This assessment contributes to student learning by assisting students to complete a range of work-based learning experiences aimed at enhancing their clinical development, whilst also meeting work-related and professional requirements and goals. It will also encourage students to reflect on their practice, and foster a long-term approach and preparedness to undertake continuous self-development, and consider new initiatives in the workplace. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D, E, F, G and H This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 3.0, 4.0 and 5.0 |
| Type: | Portfolio |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | Reflection 1000 words +/- 10% (excluding references and appendices) plus portfolio artefacts |
Required texts
Andre, K. & Heartfield, M., & Cusack, L. (2017). Portfolios for health professionals (3rd ed.). Elsevier.
References
Nursing and Midwifery Board of Australia (NMBA). (2016). Guidelines: Continuing professional development http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Codes-Guidelines/Guidelines-cpd.aspx
Nursing and Midwifery Board of Australia (NMBA). (2016) . Registered nurse standards for practice 2016
NMBA Nurse Standards for Practice
University of Technology, Sydney (UTS). (2020). Coursework assessment policy and procedures, UTS. https://gsu.uts.edu.au/policies/coursework-assessments-policy.html
A comprehensive list of references and other resources are available in this subject on 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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