Leadership is integral to the provision of safe, quality clinical practice. All clinicians have some leadership role, be it formal or informal. To prepare you for your professional role as a Registered Nurse (RN) you will develop in clinical leadership knowledge and skills and consider their application to your future practice. You will critically appraise your leadership qualities and practices and develop capabilities and competencies in clinical supervision and delegation. These will support professional development of yourself and others.
|Online – Online asynchronous learning and teaching recording. Information session/drop-in via Zoom.||4hrs||Week 1||13 times|
300 Level (Graduate)
|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 NMBA RN standards in different clinical practice leadership scenarios||Engaged||
1, 1.2, 1.3, 1.4, 1.5, 2, 5
|2||Critically reflect on and appraise RN leadership qualities and skills in the context of clinical practice.||Engaged||
1, 2, 2.1, 2.5, 2.6, 2.7, 2.8, 3, 3.1, 3.4, 3.5, 3.6, 4, 4.2, 4.3, 4.4, 5, 5.1, 5.2, 5.4, 5.5, 6.2, 6.3, 6.4, 7.3
|3||Apply knowledge of prioritising delegation and supervision within the nursing team.||Engaged||
2.1, 2.6, 2.7, 2.8, 2.9, 3.1, 3.3, 3.4, 3.7, 4.3, 4.4, 5.2, 5.5, 6.2, 6.3, 6.4, 6.5
|4||Analyse the leadership relationships between the leadership of the Registered Nurse in a collaborative healthcare team and patient outcomes.||Engaged||
1, 1.2, 2.2, 2.3, 2.4, 2.6, 2.7, 3, 3.4, 3.7, 4.3, 4.4, 6.1, 6.3, 6.4
|Nursing and Midwifery Board of Australia|
|1||Standard 1: Thinks critically and analyses nursing practice|
|1.2||The RN develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape 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||Standard 2: Engages in therapeutic and professional relationships|
|2.1||The RN establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships|
|2.2||The RN communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights|
|2.3||The RN recognises that people are the experts in the experience of their life|
|2.4||The RN provides support and directs people to resources to optimise health related decisions|
|2.5||The RN advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity|
|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|
|2.8||The RN participates in and/or leads collaborative practice|
|2.9||The RN reports notifiable conduct of health professionals, health workers and others.|
|3||Standard 3: Maintains the capability for practice|
|3.1||The RN considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice|
|3.3||The RN uses a lifelong learning approach for continuing professional development of self and others|
|3.4||The RN accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities|
|3.5||The RN seeks and responds to practice review and feedback|
|3.6||The RN actively engages with the profession|
|3.7||The RN identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people|
|4||Standard 4: Comprehensively conducts assessments|
|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|
|4.4||The RN assesses the resources available to inform planning|
|5||Standard 5: Develops a plan for nursing practice|
|5.1||The RN uses assessment data and best available evidence to develop a plan|
|5.2||The RN collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons|
|5.4||The RN plans and negotiates how practice will be evaluated and the time frame of engagement|
|5.5||The RN coordinates resources effectively and efficiently for planned actions|
|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|
|6.3||The RN appropriately delegates aspects of practice to enrolled nurses and others, according to enrolled nurse’s scope of practice or others’ clinical or non- clinical roles|
|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|
|7.3||The RN determines, documents and communicates further priorities, goals and outcomes with the relevant persons|
Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
NUR117 or NUR141 and enrolled in Program SC391 or SC392
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
Feedback will be provided in response to group Padlet discussions in weeks 2 and 3. This will allow you to reflect on your developing knowledge about RN leadership in clinical practice, which is directly applicable to Tasks 1, 2 and 3.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|Week 4||Online Assignment Submission with plagiarism check|
|Week 6||Online Assignment Submission with plagiarism check|
|Week 10||Online Assignment Submission with plagiarism check|
|All - Assessment Task 1:Leadership Qualities in Clinical Practice|
You will engage online with your peers to generate evidence-based information on key leadership qualities of the Registered Nurse in the context of clinical practice. From these discussions you will reflect on your own leadership goals
In weeks 2 and 3 you will engage with your peers to generate evidence-based information on key leadership qualities for the Registered Nurse in the context of clinical practice and applied to the NMBA Registered Nurse Standards for Practice. In week 4 you will write a reflective piece discussing your collaborative experience and developing two professional leadership goals.
|All - Assessment Task 2:Leadership in a Nursing Team|
You will provide a critical analysis of the leadership role of a registered nurse within a nursing team.
You will be given one clinical scenario to: • Critically appraise the leadership role of the registered nurse in a nursing team • Analyse the registered nurse leadership role & responsibilities of prioritising care, delegation and supervision in a nursing team • Apply the NMBA Registered Nurse Standards for Practice in identifying leadership responsibilities for safe and quality care in the clinical scenario
|All - Assessment Task 3:Leadership in Collaborative Teams|
Analyse the relationships between nursing leadership, collaborative teams and patient outcomes.
You will write a 1500-word essay based on a case study that critically appraises the role of the registered nurse in a collaborative healthcare team and analyse how the registered nurse, as a leader, can influence patient outcomes.
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. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.
|Period and Topic||Activities|
Contemporary leadership approaches in health care settings
Leadership in the nursing team
Registered Nurse leadership in collaborative healthcare teams
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.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Recommended||Esther Chang,John Daly||2020||Transitions in Nursing||5th||Elsevier|
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.
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
Late submission of assessment tasks will 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 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 and supply the required documentation to negotiate an outcome.
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