93202 Preparation for Clinical Practice
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Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 93201c Foundations of Nursing Practice 1 A
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.
There are course requisites for this subject. See access conditions.
Description
This subject prepares students for the clinical placement environment and introduces them to the fundamentals of nursing practice, including technical and non-technical skills necessary to provide safe patient care. Students develop an understanding of the nurse’s role within an interprofessional team, undertaking patient health assessments, promoting and maintaining health by encouraging and reinforcing positive health practices and preventing health breakdown through early detection and intervention. Students learn how the nurse supports patients to be active participants in managing their health, facilitating health literacy through the provision of health information and education. The nurse provides person-centred care that empowers patients to achieve their optimum health outcomes by facilitating improvement and adaptation within the context of their individual sociocultural environment, needs, abilities and resources. The content in this subject is aligned to the 93201 Foundations of Nursing Practice 1A through common clinical scenarios and patient stories and to 93203 Healthcare Communication. Students practice within the framework of the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice and the Patient Safety Competency Framework (PSCF).
Subject learning objectives (SLOs)
| A. | Discuss person-centred assessment and apply to the collection of health data/cues. (RN Standards for Practice 1.6,4.1, 4.2, 6.1, 6.5). |
|---|---|
| B. | Describe the characteristics of an effective healthcare team and discuss the meaning and principles of inter-professional communication. (RN Standard for Practice 2.1, 2.2, 2.8). |
| C. | Identify factors that have the potential to compromise safe medication practices. (RN Standards for Practice 1.4,3.4,5.1, 6.1, 6.2, 6.5, 6.6). |
| D. | Explain infection control principles and procedures and demonstrate effective hand hygiene. (RN Standard for Practice 1.1, 1.4, 3.1, 5.1, 6.1, 6.5). |
| E. | Demonstrate an understanding of relevant aspects of the Workplace Health & Safety Act (2011) as they relate to nursing practice, including hand hygiene and the use of PPE. (RN Standards for Practice 1.1, 1.4, 3.7, 6.1, 6.2, 6.5). |
| F. | Explain the principles of infection control as they relate to nursing practice. (RN Standards for Practice 1.1, 1.4,3.7, 5.1, 6.1, 6.2). |
| G. | Perform personal hygiene care for patients, including toileting, bathing, oral care and eye care. (RN Standards for Practice 1.3, 2.1, 2.2, 2.6, 2.9,3.1,4.1,4.3, 5.2, 6.1, 6.2, 6.5). |
| H. | Demonstrate an understanding of person-centred care and discuss the meaning and principles of therapeutic communication. (RN Standards for Practice 2.1, 2.2, 2.5, 2.7). |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- The ability to plan and provide care that is respectful of each individuals’ needs, values and life experiences (1.0)
- Demonstrates accountability and responsibility while working within professional codes and standards. (2.1)
- The ability to communicate and collaborate safely, compassionately and respectfully. (3.0)
- Communicates and educates patients in ways that are appropriate to their level of health literacy. (3.2)
- The ability to provide patient care premised on the best available evidence (4.0)
- Maintains capability to practice taking responsibility for personal factors that have the potential to negatively impact patient safety. (7.3)
Contribution to the development of graduate attributes
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)
Teaching and learning strategies
In this subject, students will participate in a range of teaching and learning strategies that are designed to encourage you to engage with nursing care of adults in an acute care clinical setting.
Lectures
Online lectures are provided to enable students to clarify, discuss and develop subject concepts.
Clinical skills, collaboration, communication and simulation
Students participate in clinical laboratory sessions that focus on integration of key concepts and skills. In these sessions, students are introduced to a range of nursing skills, including assessment and interventions and simulation activities. Simulation activities are practical learning experiences designed to give students exposure to a range of scenarios that may be encountered in practice. Activities include the use of audio-visual aids and clinical equipment set-ups with mannequins, teaching staff or students as simulated patients/consumers. Students learn and practice clinical and interpersonal skills in groups with case scenarios in the laboratories. These practice scenarios incorporate the development of professional communication skills including professional and therapeutic communication required for nursing practice. Students are provided feedback and with the opportunity to collaborate and develop skills to work effectively as a team member.
Patient stories and clinical case scenarios
Cases are used to help students explore health related scenarios. Cases depict patients/consumers and their families in an acute care surgical setting. Students use these scenarios to learn concepts, interpret information, form clinical judgements and develop creative solutions. Critical thinking is developed through analysis, interpretation of and reflection on issues or situations
Content (topics)
- Introduction to medication safety
- Hand hygiene
- Infection control including managing blood and body fluid spills; standard precautions, transmission-based precautions and the use of Personal Protective Equipment (PPE)
- Risk assessment tools including falls risk and pressure areas/skin integrity
- Assessment of vital signs - understanding of adult normal ranges and deviations from normal
- Therapeutic communication & relationships
- Introduction to patient assessment (A-G assessment)
- Taking a patient history
- Bed making
- Safe patient moving – helping a patient out of bed, assisting with mobilising, turning or moving a dependent patient, using patient moving equipment
- Personal hygiene – bed bathing, assisting with showering, bed making, oral care, eye care, assisting with toileting
- Basic life support
Assessment
Assessment task 1: Preparation for Clinical Practice Quizzes
| Intent: | The purpose of this assessment is to assess your knowledge and understanding of weekly subject content with a focus on ability to interpret data and clinical decision making. The assessment is based on information explored in preparatory work for each laboratory session in weeks 1-4. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, F and H This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0, 4.0 and 7.3 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Four quizzes with 10 questions in each quiz, 10 minutes, time restricted. |
Assessment task 2: Practical Case Scenario
| Intent: | This assessment provides students with the opportunity to demonstrate their skills in patient assessment, accurate documentation and to recognise and respond to deterioration. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B, C, E and H This assessment task contributes to the development of graduate attribute(s): 1.0, 2.1, 3.2 and 7.3 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 40 minutes |
Assessment task 3: Case-based Exam
| Intent: | The purpose of this assessment is to assess students knowledge and ability to interpret patient information and data, commuicate and document correctly. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, C, E and H This assessment task contributes to the development of graduate attribute(s): 1.0 and 4.0 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 60 minutes |
Required texts
Berman, S. Snyder, T. Levett-Jones, T. Burton, & N. Harvey (Eds.) 2021, Skills in Clinical Nursing (2nd Australian edition). Melbourne VIC: Pearson Australia Group.
Levett-Jones, T. (ed.) 2023, Clinical reasoning: learning to think like a nurse, 3rd edition, Melbourne, VIC.Pearson Australia
Recommended texts
Berman, Frandsen, S. Snyder, T. Levett-Jones, Burston, T. Dwyer, M. Hales, N. Harvey, T. Langtree, L. Moxham, K. Reid-Searl, Rolf, & D. Stanley (Eds.), Kozier & Erb’s Fundamentals of Nursing: Australian edition. Melbourne VIC: Pearson Australia Group.
References
References used in this subject will be provided on the Canvas site.
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
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Improve your academic and English language skills
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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.
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