Critical Thinking In Nursing Practice Pptx - Essay for you

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Critical Thinking In Nursing Practice Pptx

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Theoretical Base for Practice - RN-BSN Portfolio for Terri Sand

Theoretical Base for Practice

The foundation for nursing practice is built upon nursing theory, nursing theory frameworks, and nursing models. These concepts are the building blocks for the profession of nursing. Influences from other sciences contribute to the development of nursing theory and its application to evidence based practice. The integration of these sciences with nursing practice, form practice models which support nursing process and give direction for clinical application of competent patient care. Nursing theory gives structure to nursing practice providing guidance for future students pursuing a professional career in nursing.

The first assignment that I chose to represent my achievement in the theory based terminal outcomes is taken from Nursing 324, Transition Into Professional Nursing. I chose this as a portfolio entry because I feel that this theory is an important foundation to the establishment of nursing as a profession. As we reflect on the nursing theorists in history, we can envision the wisdom and motivation that these leaders in nursing practice portrayed. Personally, I strive to acquire the quality's of our founding theorists in my own nursing practice. Integrating their motivation for advanced knowledge and autonomy will assist me in advancing my own career and professionalism in nursing.

The second paper that I chose to represent nursing theoretical based outcomes is a project focused on community-based nursing. Together in this project, research and theory form a symbiotic relationship which supports the positive outcomes of a population. Thinking beyond the obvious influences that can affect a population requires scientific application of critical thinking. Thus, the science of theory combined with the knowledge of population-based research integrates a body of knowledge which promotes nursing advancement.

Achievements:

Other articles

ATI NurseNotes Nursing Q - amp; A: Critical Thinking Exercises

Thread: ATI NurseNotes Nursing Q & A: Critical Thinking Exercises

By Sally Lagerquist

Number Of Pages:

Publication Date: 2006-01

ISBN-10 / ASIN: 0976006308

ISBN-13 / EAN: 9780976006305

For nursing students and graduate nurses who want a practical study guide for hands-on review of nursing knowledge, and who want to apply critical-thinking and diagnostic reasoning skills to real-life clinical situations.

Focusing on the content areas: medical, surgical, obstetric, pediatric and psychiatric care, ATI's Nursing Q & A: Critical-Thinking Exercises, by Sally Lagerquist, is designed to effectively provide the essential content you need in order to master all exams throughout nursing school, as well as achievement tests, and re-entry and challenge exams.

Over 1,100 practice questions in all.

75 cases representing situations that are encountered in all areas of nursing.

Our questions-answers are designed to emphasize how to apply nursing process and transfer your knowledge of essential concepts and principles to a test question.

As an added bonus, Nursing Q & A also includes a disc featuring over 340 NCLEX-RN style review questions.

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PO 4: Critical thinking - clinical decision-making - Cornelia Campbell Portfolio

Program Outcome 4: Demonstrate sound critical thinking and clinical
decision-making.

Significance and meaning of critical thinking and clinical decision-making
The ability to apply diagnostic reasoning and critical thinking in clinical decision-making and the development of treatment plans are essential skills in advanced practice nursing. It requires the clinician to look at all the information available (subjective data, objective findings, history, risk-factors, epidemiology) and use it to include or exclude certain possibilities, or to identify the need for further investigation and diagnostic testing. It also refers to the clinician’s ability to identify the interactions between different variables and consider how one disease, issue or treatment, may influence the manifestation of
another. In the development of a treatment plan, critical reasoning include the ability to consider how a chosen treatment will benefit the patient but also bear in mind, how that treatment will impact other co-morbidities.
Skills development and learning experiences
The knowledge base established through courses such as Advanced Pathophysiology, Advanced Pharmacology and Advanced Health Assessment, provided a solid foundation for the further development of critical skills in this advance practice nursing program. The skills attained to integrate this knowledge into the development of differential diagnoses related to a growing range of health problems encountered by adult and pediatric populations, further progressed into the development of therapeutic interventions (as discussed in Program Outcome 2), and the application of clinical judgment in the coordination of resources to provide advanced nursing care.
During the earlier semesters of clinical practicum, I consistently utilized opportunities to develop these skills but required frequent support and encouragement from my clinical preceptors and faculty. Through diligence in practice, the presentation of health history, physical exam findings, possible differential diagnoses, diagnostic considerations and treatment options became less intimidating and more meaningful as each clinical day went by. Building on clinical areas with which I felt exceedingly comfortable and familiar, provided the necessary confidence to utilize every possible learning opportunity and expand advanced clinical knowledge to a wide range of health problems encountered by patients of all ages.
The practice of presenting my assessment findings, diagnostic reasoning, likely differential diagnoses, treatment options and plan for further evaluation, to my preceptors and clinical faculty, strengthened not only my confidence but also my ability to critically reason through an enormous reservoir of knowledge. The thought of having to “argue my case” motivated me to find the most applicable facts, arguments, explanations and options but also to consider the thought processes I utilized in doing so. Reflecting on my own cognitive habits, helped me to identify the pitfalls of always thinking in the same way and potentially missing a diagnosis or treatment option when an atypical presentation requires me to think outside the box. Reasoning through the “what else could it be?” and “what would distinguish A from B?” thought processes, facilitated a wider consideration of factors and possible solutions.
Clinical reasoning in the prescription of medications based on cost, diagnoses, efficacy, safety and individual patient needs were also developed through the process of case presentation in clinical learning opportunities as well as through case
presenting to my peers. Where preceptors, mentors and subject matter experts in clinical practicum shared their wealth of knowledge and experience with me, peers in the classroom setting functioned as sound-boards; often affirming that they had shared the same experiences, frustrations and victories, but also questioning why certain alternatives were not considered.
The interpretation of patient responses to treatment and the ability to recommend changes to treatment plans were two other facets of critical thinking and clinical reasoning facilitated during the course of this program. Equally significant to the ability to diagnose disease and plan treatment, is the ability to evaluate if the chosen treatment is resulting in the desired, anticipated effect and if not, to adjust the treatment plan in order to meet treatment goals. During clinical practicum experiences, frequent opportunities to develop these skills presented. Although I initially required support from my preceptors, I soon became proficient in evaluating how the patient, and the disease condition, were responding to the treatment. Completing more than one clinical experience in the same setting, allowed me sufficient time to follow several
patients over several months, which truly opened my eyes to the patience, diligence and persistence sometimes needed to make significant progress in the management of health issues. Once again, preceptors, mentors, clinical faculty and peers played a pivotal role in challenging my thought processes and motivating me to consider the whole picture.
Related assignments completed during the program
Several course assignments contributed to the development of this skill. Reflecting on “Pharmacological issues in advanced practice nursing” and “Pain management in advance practice” assisted me to develop a better understanding of these complex issues, and how dilemmas in these areas, influence clinical decision-making. In addition to considering how these issues related to my practicum situations, I also contemplated how these would influence my future practice as APRN. Case presentations to clinical faculty and peers also provided intense learning experiences and allowed me to further strengthen my ability to apply sound critical thinking and clinical decision-making. Case studies you are welcome to review include:
1. Herpes zoster in a patient with chronic lymphocytic leukemia
2. Otits media in a pediatric patient
3. Is it Lyme Disease or STARI?

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Outcomes Mastery - Alessandra (Alex) Rodriguez

Communication and Collaboration
1. Collaborate and communicate effectively with health care team members, patients, and patients' sup port netwo rks to implement pati ent-centered care including approp riate teaching for developmental sta ge, age, culture, and health literacy to ensure high quality outcomes
2. Use information techonol ogies to assist in effective communication, facilitate patient care and integrate evidence from all relevant resources to promote high quality patient outcomes within microsystems and greater healthcare systems.

One of the most important things nursing school has taught me is that communication and collaboration is key in providing quality patient care. With so many disciplines involved in caring for just one patient, teamwork is essential. This means nurses must be able to communicate effectively and work well with others. My time in nursing school has provided me with numerous opportunities to develop these skills through clinical experiences as well as lab simulations. These experiences have done an excellent job of teaching me the most effective ways of communicating, which include the use of SBARR (Situation Background Assessement Recommendation Readback) with the healthcare team, and the use of therapeutic communication with patients and families. Group projects have also been a large part of my nursing school experience, and while teaching me important communication skills, they have most notably taught me to value each member of the team. Below I have posted an example of one of the group projects that we completed. In the future, I plan on using the communication and collaboration skills I have gained through my experiences to ensure that my patients are receiving the best care possible.

Evidence Based Practice Group Paper

Critical Thinking and Clinical Judgement
1. Demonstrate clinical judgement grounded in theories and conce pts from liberal and nursing education in the delivery of efficient. safe, compassionate, and evidence-based care
2. Exhibit ethics, caring and accountab ility f or patient outcomes in all aspects of professional nursing practice

Critical thinking skills are utilized everyday in the nursing profession and this could not have been made more obvious by our professors dedication to teaching us these skills through lecture, clinical, and especially simulation. In class we learn to think through disease processes, so that in clinical we can quickly put clues together to provide patients with the most efficient and effective care possible. Critical thinking and judgement skills are also essential because they encourage nurses to continue to find innovative ways to improve care and reach out to patients. One great example of how we were able to develop and use critical thinking skills was through a paper and poster meant to address a certain target audience. My topic consisted of contraceptive use and I had to use critical thinking skills to determine the best way to present this topic in a way that interested my target audience, which was the Auburn University student population. Below I have posted both the paper and poster that I created for this assignment.

Scholarship for Evidence Based Practice Skills
1. Implement evi dence-based interventions to promote health. prevent disease and man age acute and ch ronic care of patients across the lifespan
2. Demonstrate consistent self reflection techniques to identify learning needs especially in areas where knowle dge is complex and changing rapidly

Evidence based practice has become such a huge part of my nursing school career. It is something that was ingrained in us from day one and has been a constant presence, even to the point that we had an entire class dedicated to it. It is so important to stay up to date with current best practices and that could not have been made more clear by our professors. Every research paper and project was rooted in evidence-based practice and thus I am familiar with many best practice policies as well as the importance of continuing to find ways to improve care. One such assignment was our best practice paper, which required us to research best practice policies on a topic of our choice. Below I have posted my paper which specifically deals with the best treatment methods for adolescents with depression. Information like this can really aid nurses in providing the best and most effective care possible.

Best Practice Paper.docx

Clinical Prevention and Population Health Skills
1. Impleme nt patient -centered care emphasi zing health promotion and disease prevention to individuals. families, and populations ref lecting an understanding of human growth and develo pment, psycho bio logical factors, pathophysiology, pharmaco logy, and management across the health-illness continuum.
2. Use clinical judgement with attention to effectiveness, efficacy, and equality in provi ding nursing care during disaster. mass casual ty, and othe r emergency situations.

One of the most important things that nursing school has taught me is that we can really make a difference not only in hospitals, but in the community as well. It is so important to remember that people come to the hospital to treat a problem they are currently experiencing; however, is it possible that this could have been prevented if they had adequate information on health promotion and disease prevention? This is where community health nursing comes into play. I really learned to appreciate the impact we can have on community health through our community assessment project. This project involved assessing the community of Dadeville, Alabama, and discerning community needs in terms of healthcare. My group talked to multiple sources in town in order to create a poster and provide useful information on our topic, which was breast cancer. We then took this information to the town's main grocery store in order to reach out to as many people as possible. It still amazes me that we had such a large impact on these people and that they were so grateful and excited about the information we provided them. I hope to use this experience in the future to continue to make in impact in community health.

Dadeville CAP Paper.docx

Diversity Skills
1. Demonstrate a wide range of knowledge, skills and attitudes including cultural awareness, humility, sensitivity and competency.
2. Incorporate holistic assessments, awareness of values and spiritual belie fs in the delivery of quality patient and family centered. evidence -based care of divers and vulnerable populations

Providing culturally competent care is something that is very important to me, especially coming from a Hispanic background. I strongly believe that every patient should be treated with respect and that all nurses should be sensitive to their needs, including their values and spiritual beliefs. Nurses should also recognize the fact that every patient is different, and these differences should be acknowledged and catered to. In school, these concepts were taught to us in each of our classes and we even had an entire lab simulation dedicated to cultural awareness. Previously, I discussed the community assessment project and how it displays the population health skills i have acquired; however, this project is also a great example of how I demonstrated diversity skills. This is because the project required that my group assess the needs of the community's individuals and cater our information to these needs. This is one of the most important things I want to bring into my future practice, and in addition to this I hope to finish my Spanish minor and one day become a certified medical translator.

Leadership Skills
1. Demonstrate ethical and critical decision making skills, mutually respectful communication, collaboration, delegation, and conflict resolution techniques .
2. Facilitate patie nt-centered transitions of care using leadership skills based on current evidence, ongoing assessment of outcome measures, quality imp rovement and s afety initiatives.
3. Coordinate and manage care for diverse individuals, families, groups an populations in order to ma ximize health, ind ependence, and qual ity of life at the microsystem level.
4. Demonstrate an understanding of the ambiguity and unpredictability of complex factors effecting health care such as health care policy, finance, and regulatory environments including local, national and global trend on equitable care of vulnerable popula tions.

Part of pursuing a bachelor's degree in nursing means that we are being trained to one day be leaders in the healthcare community. In nursing school we have had two classes dedicated to leadership: one dealing in microsystems and the other in macrosystems. These classes have taught me so much about what it takes to be an effective leader and I have learned so many things about different leadership positions as well as leadership styles and practices. For example, one project we did involved exploring a specific unit at a hospital and interviewing a nursing leader to determine how she effectively manages the unit. This project taught me so much about different unit cultures and how nursing leaders balance staff needs with the call for patient centered care and continuous quality improvement measures. This project also revealed leadership strategies that I can use in the future to resolve conflict, create change, and encourage teamwork. Below I have posted the power point presentation my group created for this project. I strongly believe that my education at Auburn has prepared me to be an effective leader and I look forward to taking what i have learned and applying it in my future practice.

PPT - CRITICAL THINKING in Nursing Practice: PowerPoint presentation

CRITICAL THINKING in Nursing Practice: - PowerPoint PPT Presentation

Transcript and Presenter's Notes


Title: CRITICAL THINKING in Nursing Practice:


1
CRITICAL THINKING in Nursing Practice
  • active, organized, cognitive process used to
    carefully examine ones thinking and the thinking
    of others.
  • Involves use of MIND
  • Form conclusions
  • Make decisions
  • Draw inferences
  • reflect

2
Critical Thinking and Nursing
  • The nurse identifies unique needs of each client
    and develops specific interventions to meet those
    needs.
  • Creative thinkers have the intellectual courage
    and capacity to think in a new and in a different
    way.
  • Without creative thinking, nursing would become
    routine and habitual.

2
3
Critical Thinking Applied in Nursing
  • Application of critical thinking is vital to each
    step of the nursing process.
  • Critical thinkers develop a questioning attitude.
  • No action is performed without critical
    thinking.

3
4
Activity
  • Its often said that medicine is curing and
    nursing is caring, do you agree ?
  • Discussion

4
5
BEGIN WITH
  • Questions
  • What do I really know about this nursing care
    situation?
  • How do I know it?
  • What options are available to me?

6
THREE INPORTANT ASPECTS
  • REFLECTION purposefully thinking back
    /recalling. Requires honest review
  • LANGUAGE precise clear resulting in clear
    message
  • INTUITION inner sensing that something is so

7
THINKING AND LEARNING
  • LIFELONG PROCESS
  • NURSING PRACTICE ALWAYS CHANGING

8
LEVELS OF CRITICAL THINKING IN NURSING
  • BASIC CONCRETE, BASED ON SET OF RULES OR
    PRINCIPLES
  • COMPLEX IT DEPENDS
  • COMMITMENT CHOOSE AN ACTION STAND BY IT

9
CRITICAL THINKING COMPETENCIES
  • Scientific method
  • Problem solving
  • Decision making
  • Diagnostic reasoning and inference
  • Clinical decision making

10
Critical Thinking and Decision Making
  • Decision Making
  • Considering and selecting interventions to
    facilitate achievement of desired outcomes.
  • Based on reliable information and made with as
    much critical thought as possible

10
11
Critical Thinking and Decision Making
  • Critical thinking for clinical decision-making is
    the ability to think in a systematic and logical
    manner with openness to ask questions and reflect
    on the reasoning process used to ensure safe
    clinical practice and quality care.

11
12
Activity
  • You hear strange noise in the kitchen. Upon
    entering the kitchen you find that you left the
    water running and notice the kitchen floor is
    covered with water. Within your reach there are
    six (6) sponges, a mop and bucket and a covered
    floor drain. What do you do first?

12
13
Critical Thinking and Problem Solving
  • The nurse uses the nursing process to identify
    and make decisions about client needs.
  • The nursing process is a systematic and
    scientifically-based process.
  • The process requires the use of many cognitive
    and psychomotor skills

13
14
NURSES DO NOT MAKE MEDICAL DIAGNOSES, BUT THEY
DO ASSESS AND MONITOR CLIENTS CLOSELY AND COMPARE
THE CLIENTS SIGNS AND SYMPTOMS WITH THOSE THAT
ARE COMMON TO A MEDICAL DIAGNOSIS.
15
The Nursing Process
  • A process is a series of steps or acts that leads
    to accomplishment of some goal or purpose.
  • The purpose of the nursing process is to provide
    individualized, holistic, effective, and
    efficient care to clients.
  • Systematic framework for providing professional,
    quality nursing care.
  • Used in every practice setting and specialty.
  • Derived from the scientific method of problem
    solving.

15
16
Nursing process as a competency
  • Five steps
  • Assessment
  • Diagnosis
  • Planning
  • Implementation
  • Evaluation

17
Components of the Nursing Process
17
18
SYSTEMATIC APPROACH
  • GATHER DATA
  • CRITICALLY EXAMINE ANALYZE
  • IDENTIFY RESPONSE
  • DETERMINE PRIORITY
  • ESTABLISH GOALS EXPECTED OUTCOMES
  • TAKE ACTION
  • EVALUATE

19
Characteristics of Critical Thinking
  • Creativity
  • Logical and rational
  • Cautious and information-seeking
  • Systemic
  • intellectual

19
20
Critical Thinkers Ask
  • What am I taking for granted?
  • Did I explore all points of view?
  • Do I understand the question?
  • What information do I need?

20
21
The Four Critical Thinking Skills
  • Reading
  • Listening
  • Observing
  • Analyzing

21
22
To Improve Critical Reading
  • Highlight the main ideas as you read. If most of
    the text is highlighted you are not reading
    critically.
  • Join a study group and see if your main idea is
    the same as fellow group members.
  • Dialogue with yourself to identify the main idea
    of your reading.
  • Try to state the main idea in your own words

22
23
To Improve Critical Listening
  • Restate the points made in a discussion with
    others to see if you understand them.
  • Focus on what a speaker is saying and listen for
    key points.
  • While listening, make note of anything you find
    confusing, and ask about it later.

23
24
To Improve Critical Observing
  • Remove any restrictions in your mind.
  • Eliminate or decrease any distraction.
  • Ask yourself if you understand the most important
    points?
  • Create new ways of looking at situations
  • Always look from outside the situation .

24
25
To Improve Critical Analyzing
  • Maintain clear and accurate logic.
  • Take all details into consideration.
  • Use systematic and scientifically-based process.
  • Use both cognitive and psychomotor skills.

25
26
Reasoning
  • The process of solving problems by using critical
    thinking skills.
  • An attempt to figure something out, solve a
    problem, or settle a question

26
27
.Strategies that Promote Development
Application of Critical Thinking
  • Identify goals.
  • Determine what knowledge is required.
  • Assess the margin for error.
  • Determine the amount of time available for
    decision making.
  • Identify available resources.
  • Recognize factors that may influence decision
    making.

27
28
Barriers to Creative Thinking
  • Resistance to change, rigid mind-set, practice
    guided by tradition, habit, routines
  • Stereotypical perceptions of clients
  • Fear of making mistakes
  • Unwillingness to take risks or look for
    alternative strategies
  • Decision making without sufficient data or
    supported by rationale
  • Failure to evaluate effectiveness of nursing
    actions

28
29
Examples
  • A 6-year old girl is admitted to following
    lacrimal duct probing. She has a history of
    asthma and is receiving humidified oxygen through
    a nebulizer mask. Suddenly, her respiratory
    status changes. She is struggling for air and has
    sternal retraction. Her respirations become loud
    and crowing.
  • What would you do at this time? Why?

29
30
Examples
  • On your second home visit with Mrs. B. she tells
    you. Being in this much pain isnt worth it
    anymore. I am just getting worse everyday. I can
    hardly do anything for myself. I would be better
    off dead!
  • Describe three possible responses you could make
    to Mrs. B. Provide a rationale for each.
  • Which response would you choose and why?
  • Mr. K. a patient with asthma, was admitted
    yesterday morning. He has an order for albuterol
    treatments to be given every 4 hours around the
    clock. You enter his room at 400 a.m. and find
    him sleeping soundly.
  • What would you do? Why?

30
31
10 Key Questions that Promote Critical Thinking
  1. What major outcomes (observable results) will
    drive our thinking?
  2. Exactly what are the problems, issues, or risks
    that must be addressed to achieve the major
    outcomes?
  3. What are the circumstances?
  4. What knowledge is required?
  5. How much room is there for error?

32
10 Key Questions that Promote Critical Thinking
  • 6. How much time do I/we have?
  • What resources can help?
  • Whose perspectives must be considered?
  • Whats influencing thinking?
  • What must we do to prevent, control, or eliminate
    the problems or issues identified in question 2
    above?

33
Designed with the Assumptions that
  • Critical thinking
  • has to happen in our own brains.

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NURSING 1101NA - Foundations of Nursing Practice I

NURSING 1101NA - Foundations of Nursing Practice I Ngee Ann-Adelaide Education Centre - Quadmester 2 - 2016

This course is designed to facilitate student learning about development of nursing as a profession and discipline. It will focus on professional issues and the elements of practice that distinguish nursing as a profession. These include healthcare ethics, law and advocacy. The students will be required to identify and describe how these issues relate to their current practice. The curriculum includes the following content specified by the Singapore Nursing Board curriculum requirements: Healthcare Ethics and Law.

Course Details

Foundations of Nursing Practice I

School of Nursing

Ngee Ann-Adelaide Education Centre

Intensive lectures in weeks 1-2, 6-7, 11-12 and tutorials in the intervening weeks

Available for Study Abroad and Exchange

Available to B Nurs (Post Registration) students in Singapore only

This course is designed to facilitate student learning about development of nursing as a profession and discipline. It will focus on professional issues and the elements of practice that distinguish nursing as a profession. These include healthcare ethics, law and advocacy. The students will be required to identify and describe how these issues relate to their current practice. The curriculum includes the following content specified by the Singapore Nursing Board curriculum requirements: Healthcare Ethics and Law.

Course Staff

Course Coordinator: Tiffany ConroyEmail: tiffany.conroy@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner .

Course Learning Outcomes

Discuss and analyse the changing nature of the role of the nursing profession within contemporary health systems.

Evaluate the influence of culture on the profession of nursing and its practice in various settings.

Discuss the Singapore Nursing Board Code of Ethics and Professional Conduct and explain how these relate to and impact on nursing practice.

Discuss the International Council of Nurses Code of Ethics and explain how these relate to and impact on nursing practice.

Illustrate how nurses can act as patient advocates.

Demonstrate an understanding of the laws that govern and impact on nursing practice.

Demonstrate a sound understanding of the ethical implications of nursing practice and be able to debate and critique the role of the nurse in ethical dilemmas.

Analyse and examine the varied realms of nursing practice internationally.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute

Course Learning Outcome(s)

Deep discipline knowledge
  • informed and infused by cutting edge research, scaffolded throughout their program of studies
  • acquired from personal interaction with research active educators, from year 1
  • accredited or validated against national or international standards (for relevant programs)
Critical thinking and problem solving
  • steeped in research methods and rigor
  • based on empirical evidence and the scientific approach to knowledge development
  • demonstrated through appropriate and relevant assessment
Teamwork and communication skills
  • developed from, with, and via the SGDE
  • honed through assessment and practice throughout the program of studies
  • encouraged and valued in all aspects of learning
Career and leadership readiness
  • technology savvy
  • professional and, where relevant, fully accredited
  • forward thinking and well informed
  • tested and validated by work based experiences
Intercultural and ethical competency
  • adept at operating in other cultures
  • comfortable with different nationalities and social contexts
  • Able to determine and contribute to desirable social outcomes
  • demonstrated by study abroad or with an understanding of indigenous knowledges
Self-awareness and emotional intelligence
  • a capacity for self-reflection and a willingness to engage in self-appraisal
  • open to objective and constructive feedback from supervisors and peers
  • able to negotiate difficult social situations, diffuse conflict and engage positively in purposeful debate
Required Resources

Reader
The readings for this course will be provided in your study package.

Recommended Resources

Text
Potter, P.A & Perry, A.G 2009, Fundamentals of nursing. Mosby Elsevier, St Louis, Missouri, USA

Learning & Teaching Modes

This course will consist of intensive lecture sessions and tutorials. Please refer to the teaching schedule for the dates of these. Lectures and tutorials are used in the delivery of this course. Participation in the tutorials is vital in making this course a constructive and enjoyable learning experience. In the event that you are unable to attend the tutorials please inform the Course Coordinator (via email) prior to the session so that this can be recorded.

Participation in the tutorials is vital in making this course a constructive and enjoyable learning experience. In the event that you are unable to attend the tutorials please inform the Course Coordinator (via email) prior to the session so that this can be recorded.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. It is recommended that you plan your time commitment to the course at the beginning of the semester. This includes all study activities, attendance at lectures and tutorials, readings and assessment. Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester. There are 20 hours of face to face lectures and 20 hours of tutorials for this course.

Learning Activities Summary

Lecture topics are as follows.
Professional Nursing Practice
Critical Thinking
Nursing in Contemporary Health Systems
Ethical Responsibilities in Nursing Practice
Nursing and the Law
Patient Advocacy
Culturally Competent Healthcare
Clinical Accountability

The University's policy on Assessment for Coursework Programs is based on the following five principles:
  1. Assessment must encourage and reinforce learning.
  2. Assessment must measure achievement of the stated learning objectives.
  3. Assessment must enable robust and fair judgements about student performance.
  4. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
  5. Assessment must maintain academic standards.
Assessment Summary Assessment Detail

Formative assessment
Completion of an online plagiarism quiz


Assessment 1: Learning Portfolio 1
Complete the following reflective activities from the first four modules and develop a portfolio of your responses to the activities/discussion:

Reflective activity 1.1 (500 words)
Reflective activity 2.4 (500 words)
Reflective activity 4.1 (500 words)

Clearly identify the number of the reflective activity you are responding to. eg, Activity1.1 etc.
Submit ONE assignment containing all 3 activities. Provide only ONE reference list for all activities.

This assessment is scheduled early in the semester so that you can receive feedback on your work.


Assessment 2: Learning portfolio 2
Complete the following reflective activities from the modules 5-11 and develop a portfolio of your responses to the activities/discussion:

Reflective activity 5.2 (500 words)
Reflective activity 6.1 (250 words)
Reflective activity 7.1 (250 words)
Reflective activity 7.2 (250 words)
Reflective activity 8.1 (250 words)
Reflective activity 10.1 (250 words)
Reflective activity 11.1 (500 words)

Submission

Assessments, unless otherwise stated in your Study guide, are to be submitted electronically via Assignments in MyUni on the due date identified in this Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/.

An assessment submitted via MyUni must be submitted as a .doc. docx or .rtf file. If submitting a PowerPoint presentation for marking, the .ppt or .pptx must be submitted as .pdf file. It is also important to submit your file under your name, such as surname.firstname. MyUni stamps all the other details against your filename once you submit your assessment.

Turnitin is used to submit all assignments in this course. Turnitin is a plagiarism software tool that enables the student to identify any matching text before final submission

An Assignment Coversheet must be submitted with each assessment. The coversheet should be the first page of your assessment. A word version of the Assignment Coversheet is available to download at www.health.adelaide.edu.au/nursing/students/resources. The Plagiarism Statement must be signed and dated for your assessment to be marked (please note the details stated on the Assignment Coversheet). More information on avoiding Plagiarism is available at www.adelaide.edu.au/clpd/plagiarism/.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)

Further details of the grades/results can be obtained from Examinations .

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs .

Plagiarism
Students are reminded that plagiarism and other forms of academic dishonesty constitute a serious offence and can result in disciplinary procedures. Students are advised to read the policy Academic Honesty and Assessment Obligations for Coursework Students Policy & Coursework Students: Academic Dishonesty Procedures policy, available at www.adelaide.edu.au/policies/230/. The following definitions should be noted.

Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the School).
Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.
Paraphrasing: repeating a section of text using different words which retain the original meaning.
Please note: changing just a few words does not constitute paraphrasing.

Final results for this course will be made available through Access Adelaide (https://access.adelaide.edu.au/sa/login.asp)

Structure and Presentation 20%

Structure (15%)
• Each section of the portfolio is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the portfolio).
• Where appropriate introduces/outlines/situates the activity/discussion.
• Where appropriate each section of the portfolio ends with a cogent, defendable conclusion that summarises the discussion within the body of the paper.

Writing Style (5%)
• The portfolio is written with clear sentence structure and the spelling and grammar are correct.

• Demonstrates an understanding of the activities/discussions chosen by identifying the main components/issues/focus of the topic area.
• Provides evidence of support from contemporary literature to support argument/points of view.
• Where appropriate for the activity demonstrates critical thought.
• Has completed all activities/discussion points.

• The referencing style used throughout the summary paper is congruent with the School’s Student Handbook and Style Guide .
• The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School’s Student Handbook and Style Guide .
• The references cited are contemporary (i.e. less than 10 years old unless seminal papers).
• Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source).
• There is evidence in the summary paper that the student has searched widely for information related to the topic/issue.
• The student has acknowledged all sources of information.
• Direct quotations are only used to make crucial points or to support the discussion/argument.

Final results for this course will be made available through Access Adelaide .

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as CEQ surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at least once every 2 years. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

This section contains links to relevant assessment-related policies and guidelines. all university policies can be obtained from: http://www.adelaide.edu.au/policies/

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer .