93225 Clinical Practice 2B
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Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 93222 Clinical Practice 2A AND 93224c Foundations of Nursing Practice 2B AND 93200 Foundations of Nursing Practice 2A
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
There are course requisites for this subject. See access conditions.
Description
This subject provides the clinical foundations for person-centred care of patients across the lifespan. The development of critical thinking and clinical reasoning skills related to health assessment, planning, implementation and evaluation of nursing care, care of “the deteriorating patient”, patient safety, cultural competence, therapeutic communication, interprofessional communication, safe medication practices and relevant ethical and legal principles are integral to this subject. The clinical scenarios and patient stories based on respiratory, cardiovascular and neurological conditions used in this subject align with those used in 93210 Foundations of Nursing 2B and represent a significant burden in terms of mortality and morbidity.
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. | Demonstrate a comprehensive and person-centred approach to patient assessment and management, integrating physiological, pathophysiological and psychosocial factors (RN Standards for Practice 4 & 5). |
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| B. | Demonstrate clinical reasoning and critical thinking skills for people diagnosed with selected cardiovascular, cerebrovascular and respiratory diseases, for example asthma, heart failure and stroke (RN Standards for Practice 1, 6, 7). |
| C. | Demonstrate a practical understanding of the administration and management of oxygen therapy and oxygen devices (RN Standards for Practice 1, 5, 6). |
| D. | Practice quality use of medicines including administration of inhaler medication (RN Standards for Practice 1, 5, 6). |
| E. | Demonstrate safe and appropriate communication, teamwork and nursing practice in accordance with the Registered Nurse Standards for Practice (2016) in the clinical environment ( (RN Standards for Practice 1, 2,3, 4, 5, 6 & 7). |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Demonstrates an ability to provide holistic and compassionate care that takes into account people's lived experience, views and feelings. (1.1)
- Demonstrates accountability and responsibility while working within professional codes and standards. (2.1)
- Uses clinical reasoning skills to accurately assess, interpret and respond to patient data in a systematic and timely manner. (6.2)
- 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)
- Recognises and responds to human and systems factors that have the potential to jeopardise patient safety. (7.2)
Contribution to the development of graduate attributes
This subject also contributes specifically to the following graduate attributes:
- Person-centred care
- Evidence based practice
- Critical thinking
- Professional competence
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 patients 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
Patient stories are used to help students explore health-related scenarios. Patient stories depict patients/consumers and their families in an acute care 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.
Clinical Placement
In this subject students complete 80 hours of clinical placement. Placements are provided in a range of healthcare facilities in mostly metropolitan locations. Students provide nursing care within multidisciplinary teams to develop and consolidate their knowledge, skills and attributes relevant to the clinical field.
Changes implemented in response to student feedback from 2022
Feedback: Students reported that the subject was content heavy with only 3 weeks of labs followed by an OSCE. Students requested more time in the labs to practice skills.
Action: The lab content has been extended over 4 labs and the OSCE scheduled outside the teaching weeks for the subject.
Content (topics)
- A-G (+H) physical assessment
- Focused assessment: Respiratory, Cardiovascular and Neurological
- Quality use of medicines, including inhaler medications
- Taking a 12 lead ECG
- Continuous cardiac monitoring
- Basic Life Support using oropharyngeal airway, bag and mask
- Management of oxygen therapy and oxygen devices, including – a face mask (Hudson mask), Venturi mask and non-rebreather mask
- Suctioning
- Collection of a sputum sample
Assessment
Assessment task 1: Medication quiz
| Intent: | All Registered Nurses require proficiency in medication safety to minimise medication errors. This assessment enables students to demonstrate their knowledge of safe medication practices for adult and peadiatric patients. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B and D This assessment task contributes to the development of graduate attribute(s): 6.2 and 7.1 |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 30 minutes. |
Assessment task 2: Medication errors - Infographic
| Intent: | Medication errors are a leading cause of injury and avoidable harm in health care. Registered Nurses play a key role in the preparation and administration of medications to their patients, residents and clients. Therefore it is important for them to be familiar with the types and causes of medication errors as well as strategies to prevent or minimise the risk medication errors. |
|---|---|
| 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): 6.2, 6.3, 7.1 and 7.2 |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | N/A |
Assessment task 3: Clinical Assessment: 'Think like a Nurse'
| Intent: | Learning to "think like a nurse" is challenging and requires commitment, practice and opportunities for the application of learning. Effective clinical reasoning skills improve the quality of patient care, prevent adverse patient outcomes and enhance nurses' work satisfaction. The ability to demonstrate a comprehensive and person-centred approach to patient assessment that integrates physiological, pathophysiological and psychosocial factors is fundamental to clinical reasoning and contemporary nursing practice. The A-G (+H) approach to patient assessment assists nurses to plan and deliver appropriate care, detect subtle changes and recognise and respond to deterioration. |
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| 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): 1.1, 6.2 and 7.1 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | 1 hour |
Assessment task 4: Clinical Placement + Clinical competency assessment + core clinical skills
| Intent: | Students undertake clinical placement experience (80 hours) that will prepare them for practice in the real clinical workforce. Feedback from clinicians and clinical facilitators will support and reinforce student learning and the development of confidence in their practice. Reflection on and in practice is encouraged to enhance personal development. Clinical Placement is Pass/Fail During this clinical placement, students will undertake an observational clinical competency assessment, including a clinical viva to ensure that their clinical practice aligns with the NMBA Registered Nurses Standards for Practice (2016) prior to entering their third year of the BN course. Students will perform a formative core skills assessment in the clinical laboratory setting. |
|---|---|
| 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): 1.1, 2.1, 6.2 and 7.1 |
| Type: | Laboratory/practical |
| Groupwork: | Individual |
| Length: | 80 hours |
Required texts
Bauldoff, Burke, K. M., Bauldoff, G., Gubrud-Howe, P., Levett-Jones, T., Dwyer, T., Moxham, L., Reid-Searl, K., Berry, K., Carville, K., Hales, M., & Knox, N. (2019). Lemone and Burke’s medical-surgical nursing : critical thinking for person-centred care (Fourth edition.). Pearson Australia.
Berman, Snyder, S., Levett-Jones, T., Burton, T., & Harvey, N. (2021). Skills in Clinical Nursing. Pearson Education Australia.
Recommended texts
Levett-Jones, T & Reid-Searl, K. (2022). The Clinical Placement: An Essential Guide for Nursing Students 5e. Elsevier Australia.
Reid-Searle, K., Dwyer. T., Moxham, L. & Reid-Speirs, J. (2022). Nursing Student's Maths & Medication Survival Guide, 2nd ed. Pearson Education Australia.
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