93210 Foundations of Nursing Practice 2B
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject builds on the content covered in 93207 Foundations of Nursing Practice 2A and content is delivered across domains related to professional issues, prevention, and acute and chronic care for people across the lifespan. This subject provides the theoretical foundations to the management of the care of adults and children across a range of contexts. The cardiovascular, cerebrovascular and respiratory conditions that feature in the patient stories and scenarios selected for this subject are based on Australia's National Preventative Health Strategy (2021-2030) and the impact of these conditions on individuals, family and community at preventative, acute, chronic and rehabilitation stages. These are aligned to the subject 93211 Clinical Practice 2B. Aboriginal and Torres Strait Islander health; evidence-based practice; relevant legal and ethical principles are integral to this subject.
Subject learning objectives (SLOs)
| A. | Utilise clinical reasoning and critical thinking skills in assessing, planning, implementing and evaluating nursing care for people diagnosed with selected cardiovascular, cerebrovascular and respiratory diseases, for example asthma, heart failure and stroke. RN Standards of Practice 1,4,5,7. |
|---|---|
| B. | Demonstrate an understanding of quantitative research and how this informs evidence-based practice. RN Standards of Practice 1,5,6. |
| C. | Explain and debate the ethical concepts of autonomy, beneficence and non-maleficence in relation to selected cardiovascular, cerebrovascular and respiratory diseases, for example asthma, heart failure and stroke. RN Standards of Practice 2,5,7. |
| D. | Demonstrate an understanding of the preventative, acute and chronic care management of patients with selected cardiovascular, cerebrovascular and respiratory disease. RN Standards of Practice 1,4,5,7. |
| E. | Consider the impact of chronic conditions on a person's independence, dignity, physical and psychosocial wellbeing. RN Standards of Practice 2. |
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)
- The embodiment of a professional disposition committed to ethical, equitable and legal nursing practice (2.0)
- The ability to communicate and collaborate safely, compassionately and respectfully. (3.0)
- The ability to provide patient care premised on the best available evidence (4.0)
- Professional cultural competence that contributes to the health and well-being of Indigenous Australians, inclusive of their physical, social, emotional and spiritual wellbeing (5.0)
- The intellectual capacity to use theoretical knowledge to address complex and non-routine clinical issues (6.0)
- The knowledge and skills required for safe and effective patient care (7.0)
Contribution to the development of graduate attributes
This subject also contributes specifically to the following graduate attributes:
- Demonstrates accountability and responsibility while working within professional codes and standards. (2.1)
- Communicates and educates patients in ways that are appropriate to their level of health literacy. (3.2)
- Works in partnership with healthcare providers and other stakeholders toward common goals that prioritise patients’ values, needs and preferences. (3.3)
- Uses information and communication technologies to access valid sources of evidence. (4.1)
- Accesses, appraises, and critiques multiple sources of evidence and transfers knowledge to practice. (4.2)
- Plans and provides care based on the best available evidence including clinical expertise and patients’ individual needs, values, and preferences. (4.3)
- Critically reflects on and learns from previous experiences to improve future practice. (6.3)
- Demonstrates technical and non-technical skills in the provision of safe effective, legal and ethical nursing care. (7.1)
Teaching and learning strategies
In this subject, you will participate in a range of teaching and learning strategies.
Lectures and online learning materials
This subject benefits from both the real time delivery of content and access to online resources including podcasts, videos and learning modules. Students are provided with the resources to complete approximately 60-90 minutes of preparatory work to enable engagement during face-to-face tutorials. Online lectures will enable students to quickly clarify complex descriptions and terminology, and engage with nursing leaders who are experts in their field.
Tutorials
Students will be supported and guided by a tutor and also work in pairs and groups to unpack the tutorial content using patient stories and clinical scenarios. In class content is structured to contribute to the required assessment tasks.
Students will be provided feedback from their tutor and peers with the opportunity to collaborate and develop interpersonal, communication and reflective skills.
Content (topics)
- Person-centred and family-centred care
- Critical thinking & clinical reasoning
- Quantitative research
- Recognition and management of the deteriorating patient
- Cultural competence
- Quality use of medicines
- Management of acute and chronic respiratory conditions
- Respiratory rehabilitation
- Management of acute and chronic cardiac conditions
- Cardiac rehabilitation
- Management of acute cerebrovascular conditions
- Stroke rehabilitation and patient education.
Assessment
Assessment task 1: PICO research question and online quiz
| Intent: | This asssessment will help students develop an understanding of evidence base practice and key concepts of addressing areas of clinical uncertainty. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and D This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 3.0, 4.0, 5.0, 6.0 and 7.0 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 20 multiple-choice questions in total. This quiz takes 15 minutes to complete. |
| Criteria: | The use of Artificial Intelligence (AI), for example ChatGPT, is not permitted in this assessment. Students who are identified as using AI , for example ChatGPT, in this assessment may be referred for academic misconduct. |
Assessment task 2: Best Practice sheet
| Intent: | Evidence-based practice in nursing involves providing holistic, quality care based on the most up-to-date research and knowledge. Nurses need to be able to locate evidence, assess its quality and relevance and understand how best to implement this into their nursing practice. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.0, 3.0, 4.0, 6.0 and 7.0 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | The template will be provided on the Canvas site. |
Assessment task 3: Final Exam
| Intent: | This exam assesses students' understanding of the assessment and management of diseases related to the respiratory, cardiovascular, and neurological systems through the use of multiple choice and short answers. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D and E This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0, 3.0, 4.0, 5.0, 6.0 and 7.0 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | 2 hours |
Required texts
LeMone, P.,Bauldoff, G., Gubrud-Howe, P., Carno, M., & Levett-Jones, T. (2019). LeMone and Burke's Medical-Surgical Nursing: Critical Thinking for Person-Centred Care 4th Edition. Pearson Australia.
Levett-Jones, T. (ed.) (2018). Clinical reasoning: learning to think like a nurse. (2nd ed). Pearson Australia.
Recommended texts
Barraclough, B. & Levett-Jones, T. (Eds). (2019). Critical Conversations for Patient Safety: An Essential Guide for Healthcare Students. 2nd edition. Melbourne, Australia: Pearson Australia.
References
Details of references used in this subject will be provided 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: https://www.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
?The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs. Check eligibility and apply online and make an appointment on +61 2 9514 1177 or Financial.assistance@uts.edu.au.