Course Outline Report: NUR241

What is this course about?

Description

You will learn about the pathophysiological processes that contribute to health alterations across the lifespan. Assessing and planning person-centred nursing care and selecting therapeutic interventions to support adaptation and/or recovery for both acute and chronic health alterations will inform your preparation for practice. You will examine the principles of Social Justice, as well as professional, ethical and NSQHS standards in order to plan person-centred nursing care with a person experiencing an alteration in their health. Within this framework, the National Health Priorities will be considered.

How will this course be delivered?

Activity	Hours	Beginning Week	Frequency
Blended learning
Learning materials – Online asynchronous learning and teaching materials.	1.5hrs	Week 1	9 times
Tutorial/Workshop 1 – On campus tutorial	3hrs	Week 1	9 times

Course Topics

Nursing frameworks. Admission and discharge principles and practice.

Assessment and care of the person with respiratory dysfunction and care.

Assessment and care of the person with cardiovascular dysfunction. Aboriginal and Torres Strait Islander perspective.

Assessment and care of the person with endocrine dysfunction.

Assessment and care of the person with chronic kidney disease. Aboriginal and Torres Strait Islander perspective.

Assessment and care of the person with gastrointestinal dysfunction.

Assessment and care of the person with neurological dysfunction.

Assessment and care of the person with musculoskeletal dysfunction.

Assessment and care of the person with an infection.

What level is this course?

200 Level (Developing)

Building on and expanding the scope of introductory knowledge and skills, developing breadth or depth and applying knowledge and skills in a new context. May require pre-requisites where discipline specific introductory knowledge or skills is necessary. Normally, undertaken in the second or third full-time year of an undergraduate programs.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to...		Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming...	Professional Standard Mapping * Nursing and Midwifery Board of Australia
1	Apply knowledge of pathophysiological processes that contribute to a range of health alterations and the principles of nursing care which support adaptation and/or recovery.	Knowledgeable	4.2, 5.1, 5.3, 6.1
2	Use evidence to inform the nursing care which supports decision-making and responsive practice to adaptation and/or recovery in acute and chronic settings.	Creative and critical thinker	1.1, 4.2, 5.1
3	Encourage individual and group access to, and participation in, healthcare through the use of a social justice framework.	Empowered	1.3, 2.2, 3.7, 4.3, 6.6
4	Apply the NMBA standards and codes and NSQHS standards to decision making as you assess and plan nursing interventions.	Ethical	1.4, 1.5, 6.2, 6.5
5	Critically appraise how nursing practice can influence the delivery of healthcare for people experiencing and adapting to alterations in their health.	Creative and critical thinker	1.1, 2.6, 2.7, 2.9, 6, 6.4, 6.5
6	Apply principles and practices of academic writing and referencing.	Ethical
7	Demonstrate ethical use of intellectual property.	Ethical

* Competencies by Professional Body

CODE	COMPETENCY
Nursing and Midwifery Board of Australia
1.1	The RN accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice
1.3	The RN 1.3 respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
1.4	The RN complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
1.5	The RN uses ethical frameworks when making decisions
2.2	The RN communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.6	The RN uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes
2.7	The RN actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person-centred care
2.9	The RN reports notifiable conduct of health professionals, health workers and others.
3.7	The RN identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
4.2	The RN uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
4.3	The RN works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
5.1	The RN uses assessment data and best available evidence to develop a plan
5.3	The RN documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes
6	Standard 6: Provides safe, appropriate and responsive quality nursing practice
6.1	The RN provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
6.2	The RN practises within their scope of practice
6.4	The RN provides effective timely direction and supervision to ensure that delegated practice is safe and correct
6.5	The RN practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
6.6	The RN uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards

Am I eligible to enrol in this course?

Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

Pre-requisites

NUR141 or NUR116 and LFS103 or HLT100 and enrolled in Program SC391, SC392

Co-requisites

Not applicable

Anti-requisites

Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

Formative feedback will be in the form of  interactive quizzes embedded within pre-learning and in-class materials in order to test your grasp of key concepts. 
Non-graded In-class activity in week 3 to provide practice and feedback for Task 2 (patient information leaflet). 
Case-study structure in-class for formative feedback on concepts relevant for Task 3 (written case study).

Assessment tasks

Delivery mode	Task No.	Assessment Product	Individual or Group	Weighting %	What is the duration / length?	When should I submit?	Where should I submit it?
All	1	Activity Participation	Individual or Group	0%	500 words	Week 3	In Class
All	2a	Artefact - Creative	Individual	20%	750 words	Week 5	Online Assignment Submission with plagiarism check
All	2b	Written Piece	Individual	30%	1250 words	Week 5	Online Assignment Submission with plagiarism check
All	3	Written Piece	Individual	50%	2,000 words	Week 10	Online Assignment Submission with plagiarism check

All - Assessment Task 1:Patient Education Leaflet (Formative)
Goal:	You will develop a patient education leaflet as an in-class activity. The goal of the education leaflet is to apply knowledge of pathophysiological processes of disease and evidence-based literature to the provision of health promotion which is based on a case study. You will also demonstrate the application of professional standards and social justice principles relevant to the provision of health promotion information to a patient. Discussion with peers and informal teaching staff feedback will help inform Task 2.
Product:	Activity Participation
Format:	Written piece

Criteria:

No.		Learning Outcome assessed
1	1. Application of pathophysiology processes to the patient's condition.	1
2	2. Apply evidence-based literature in support of decision-making.	2
3	3. Application of the professional standards relating to patient education and health literacy.	3 4

All - Assessment Task 2a:Patient Education Leaflet (Summative)
Goal:	The goal of the education leaflet is to apply knowledge of pathophysiological processes of disease and evidence-based literature to the provision of health promotion information using a case study. You also demonstrate the application of professional standards and social justice principles relevant to the provision of health promotion information to a patient.
Product:	Artefact - Creative
Format:	Written piece

Criteria:

No.		Learning Outcome assessed
1	Application of pathophysiology processes to the patients condition.	1
2	Apply evidence-based health promotion information to support adaptation and recovery of the selected health condition.	2
3	Ability to communicate key knowledge required by a lay person to understand their clinical condition.	1 2 3 4
4	Ethical use of intellectual property.	7

All - Assessment Task 2b:Patient Education Leaflet (Summative)
Goal:	The goal of the task is to demonstrate understanding of the pathophysiology processes of the selected health condition covered in the Patient Education Leaflet (Task 2a). You will use evidence-based literature to discuss health promotion information you have provided in the patient education leaflet. You will also apply relevant professional standards and social justice principles to the provision of patient education. You will demonstrate academic writing principles and apply the appropriate APA referencing style.
Product:	Written Piece
Format:	Written Piece

Criteria:


2. Ability to use literature in support of the health information information provided.
3. Integration of social justice principles relevant to the disease process to enhance access and participation in health care.
Application of the professional standards relating to patient education and health literacy.
Application of the principles of academic writing and the relevant APA referencing style.
Demonstrate ethical use of intellectual property

All - Assessment Task 3:Case study
Goal:	The goal of this case study is for you to apply knowledge of pathophysiology processes of disease and the use of evidence-based literature to the provision of patient-centred care for a patient with a selected health condition. You will also critically appraise the professional standards that influence health care delivery. You will demonstrate academic writing principles and apply the appropriate APA referencing style.
Product:	Written Piece
Format:	Written piece

Criteria:


Application of pathophysiology processes to the patient's condition.
Ability to use literature in support of decision-making
Demonstration of application of nursing management relevant to the health condition.
Appraisal of professional standards for practice that influence health care delivery.
Application of academic writing principles and referencing using the relevant APA referencing style.
Demonstrate ethical use of intellectual property

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required?	Author	Year	Title	Edition	Publisher
Required	Audrey Berman,Geralyn Frandsen,Shirlee Snyder,Tracy Levett-Jones,Adam Burston,Trudy Dwyer,Majella Hales,Nichole Harvey,Lorna Moxham,Tanya Langtree,Kerry Reid-Searl,Flora Rolf,David Stanley,Barbara Kozier,Glenora Lea Erb	2020	Kozier and Erb's Fundamentals of Nursing, Volumes 1-3	5th Ed	Pearson
Recommended	Craft, Judy; Gordon, Christopher; Huether, Sue; McCance, Kathryn & Brashers, Valentina	2022	UNDERSTANDING PATHOPHYSIOLOGY AUSTRALIA AND NEW ZEALAND EDITION.	4th Ed	Elsevier

Specific requirements

Not applicable

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.

SafeUniSC

UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.

Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.

Wellbeing Services

Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.

To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.

AccessAbility Services

Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

Assessment: Courses and Coursework Programs
Review of Assessment and Final Grades
Supplementary Assessment
Central Examinations
Deferred Examinations
Student Conduct
Students with a Disability

For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.

General Enquiries

In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
Tel:+61 7 5430 2890
Email:studentcentral@usc.edu.au