92918 Fundamentals of Critical Care Nursing
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 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject is designed to consolidate and synthesise knowledge of physiological alterations and the pathophysiology of critical illness directly applied to the critically ill person, while the appropriate nursing care is blended throughout. Students are required to apply this knowledge to formulate a comprehensive health assessment to inform clinical decision-making. Furthermore, the effect of the critical care environment on the person and their family is considered. All teaching and learning strategies are informed by the philosophy of person-centred care, collaborative practice and excellence in communication within complex and diverse situations.
Subject learning objectives (SLOs)
| A. | Consolidate and synthesise knowledge of physiological alterations and the pathophysiology of critical illness |
|---|---|
| B. | Formulate and apply comprehensive health assessment to inform clinical decision making |
| C. | Evaluate the effect of the critical care environment on the critically ill person and their family/carer |
| D. | Demonstrate effective person centred care and collaborative practice |
| E. | Build on communication skills to transfer knowledge in complex and diverse situations |
| F. | Demonstrate understanding of legal and ethical considerations related to the care of critically ill people and their families |
Teaching and learning strategies
Orientation
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 (alternativelyworkshops).
Independent Learning
Online readings, and activities are directly relevant to the content of the subject and workshops provided in the intensive study days allowing students to apply knowledge to practice. There is an expectation among all teaching staff that students have completed online learning PRIOR to attending study days so they are able to competently participate in learning activities. Online learning activities will be available from the beginning of semester until the day before the online examination. Please note that online learning does not constitute a summative assessment item.
Study Days
Three intensive study days have been scheduled (7hrs as per timetable). The study days will comprise of masterclass workshops. Content covered in online learning will be used to inform learning for in-class activities. The order in which the workshops are conducted may be rescheduled due to lecturer availability – Please check UTSOnline for timetable updates.
Zoom Meetings
Zoom meetings will provide opportunities for contact, group activities and discussion as well as an opportunity to clarify any items with the subject coordinator. Zoom meetings will be conducted at a time that enables the majority of students to contribute. Details can be found in UTSOnline.
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)
This subject focuses on the fundamental principles underpinning critical care nursing within a holistic model of care. The study days are designed to focus on particular aspects of care in relation to care of the critically ill person with respiratory, cardiac, renal and neurological compromise. Paediatric emergencies are also covered.
The following content is blended throughout the sessions in relation to the care of the critically ill person in the specific area of focus:
- Comprehensive patient assessment
- Nursing care / interventions (principles of care / interventions)
- Physiological alterations
- Pathophysiological processes
- Management of critical illness informed by research and evidence based practice
- Recognition of the effect of the critical care environment on critically ill people and their families
- Recognition of the legal and ethical considerations in critical care nursing practice
Assessment
Assessment task 1: Case Study Proposal
| Intent: | This case study proposal is designed to provide students with the opportunity to map and organise the content and structure for their Assessment 2: Case Study. Students will have the opportunity to gain early feedback via self-assessment and formative feedback from the subject coordinator. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and E This assessment task contributes to the development of graduate attribute(s): .0, .0 and .0 |
| Weight: | 10% |
| Length: | 2 A4 Size pages |
| Criteria: | A detailed marking criteria will be available via UTSOnline |
Assessment task 2: Case Study
| Intent: | Critically ill people and their families, as well as the wider community have an expectation that they will receive nursing care in a safe well-informed and well-resourced health care facility, by health care professionals who are skilled in the art and science of current evidence based practice in nursing. For critical care nurses, the ability to apply fundamental principles underpinning critical care nursing practice to each individual patient case while formulating best practice evidence based nursing care plans is integral to expert clinical practice and optimising outcomes for a patient and their family. Given each patient presentation is unique, this assessment allows an in-depth focus on a particular presentation or condition where students are empowered to challenge their learning through their own selection of a patient case and its associated level of difficulty according to their current understanding and / or skill level. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, D, E and F This assessment task contributes to the development of graduate attribute(s): .0, .0, .0 and .0 |
| Weight: | 50% |
| Length: | 2000-2500 words +/- 10% (excluding references and appendices) |
| Criteria: | A detailed marking criteria will be available via UTSOnline |
Assessment task 3: Final Exam (Multiple Choice Questions)
| Intent: | Assessment 3 is designed to independently determine a student's understanding of the subject content and translate that knowledge into competent critical care nursing practice. |
|---|---|
| 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): .0, .0, .0, .0 and .0 |
| Weight: | 40% |
| Length: | 100 multiple choice questions over 1 hour |
Minimum requirements
- All assessment items must be completed and submitted in order to achieve a pass grade or better for the subject.
- In order to pass this subject you must obtain a minimum combined overall mark of 50%.
Required texts
Aitken, L., Marshall, A., & Chaboyer, W. (eds) (2019). ACCCN’s critical care nursing. 4e, Elsevier, Sydney.
www.elsevierhealth.com.au/specialist-nursing/acccn-critical-care-nursing-e-book-ebook/9780729580687/
Curtis, K., & Ramsden, C. (eds) (2019). Emergency and trauma nursing. 3e, Mosby Elsevier Sydney.
www.elsevierhealth.com.au/general-nursing/emergency-and-trauma-care-for-nurses-and-paramedics-ebook/9780729579827/
Craft, J., Gordon, C., Huether, S.E., McCance, K.L., & Brashers, V.L. (eds) (2018). Understanding Pathophysiology ANZ. 3e, Elsevier. www.elsevierhealth.com.au/understanding-pathophysiology-anz-9780729542647.html
Marieb, E.N., Hoehn, K., Hutchinson, M., Mallat, J. B., Brady Wilhelm, P. (eds) (2018). Human anatomy and physiology, 11e + a brief atlas of the human body, 7e Pearson Education. www.pearson.com.au/9781488657702
Stein-Parbury, J. (2017), Patient and person: Interpersonal skills in nursing, 6e, Churchill Livingstone, Sydney.
www.elsevierhealth.com.au/patient-person-9780729542562.html
Recommended texts
Aitken, L. M., & Marshall, A. P. (2007). 'Writing a case study: Ensuring a meaningful contribution to the literature', Australian Critical Care, vol. 20, no. 4, pp 132-136.
University of Technology Sydney. 2019, Coursework Assessments Policy and Procedures, viewed 25 February 2020,
http://www.gsu.uts.edu.au/policies/assessment-coursework.html
References
Please find information regarding appropriate Referencing Style at: https://www.lib.uts.edu.au/help/referencing/apa-referencing-guide
Other resources
UTS Student Centres
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), the Health Student Guide (www.uts.edu.au/sites/default/files/uts-health-student-guide.pdf) and UTSOnline at: https://online.uts.edu.au/webapps/login/
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.