NURBN 1006 Course Descriptor

Title: FOUNDATIONAL NURSING PRACTICE 2: ASSESSMENT & NURSING MANAGEMENT
Code: NURBN1006
School / Faculty: School of Nursing and Healthcare Professions
Teaching Period: 2019/20
Author: Catherine Chung
Program Level:
AQF Level of Program

5 6 7 8 9 10
Level
Introductory
Intermediate
Advanced
Pre-requisites: Nil
Co-requisites: Nil
Exclusions: Nil
Credit Points: 15.00
ASCED Code: 060301
Description of the course for handbook entry:
This Course provides students with an understanding of fundamental nursing assessments for person-
centred, holistic care using a lifespan approach. This course utilises the concepts of health, wellness and
evidence-based nursing and midwifery practice introduced in previous courses, providing students with
enhanced knowledge and skills for the provision of safe and effective nursing care of individuals in simulated
and real clinical situations to enable students to extend their range of activities in caring for people across
the lifespan with physical and mental health care and nursing needs in contemporary clinical settings. As
communication is the cornerstone of effective assessment and therapeutic interventions, interpersonal skills
are emphasised in this Course. The course encompasses nursing concepts and inquiry to help students move
from the development of simple to more complex skills in areas such as assessment, nutrition management,
and skin care and elimination management. In line with the NMBA National Competency Standards for
Registered Nurses (2006); Australian Commission on Safety and Quality in Health Care, Clinical Care
Standards (2015), encompassing nursing activities, self-management and reflective practice will be
encouraged. Clinical placement will enable students to experience the workplace culture and be provided
with opportunities to practice skills in communication, assist with activities of daily living, as well as
undertaking nursing assessments of physical and psychosocial needs.
Grade Scheme: Graded (HD, D, C, etc.)
fdlGrades UD_NURBN1006_2019/20_2019-07-17 09:38:44 CRICOS Provider Number: 00103D 1 /19

NURBN1006 FOUNDATIONAL NURSING PRACTICE 2: ASSESSMENT & NURSING MANAGEMENT
Placement Component: No
Supplementary Assessment: Yes
Where supplementary assessment is available a student must have failed overall in the course but gained a
final mark of 45 per cent or above and submitted all major assessment tasks.
Organisation:
Phone Contact
Name Email Contact Office Location
Details
(03) 5122 6637
Best Contact: via Email.
Course Coordinator Gippsland
Catherine Chung catherine.chung@federation.edu.au I will respond within
(Gippsland) 2W-244
48hrs between Mon-Fri
8.00-5pm.
Course Coordinator Mt Helen

Nissy Thomas ns.thomas@federation.edu.au (03) 5327 8472
(Mt Helen) H108
Course Building 901

Ligi Anish l.anish@federation.edu.au (03) 5122 6092
Coordinator (Berwick) Office TBA
Program Coordinator Gippsland
Dr Ainsley James ainsley.james@federation.edu.au (03) 53122 6839
(Gippsland) 2W-247
Program Coordinator Mt Helen (03) 5327 9371
Andrew Smith andrew.smith@federation.edu.au
(Mt Helen) H 111
Program Coordinator m.browning@federation.edu.au Building 903 (03) 5122 8383
Mark Browning
(Berwick) Office 1116
Delivery Mode:
Regular semester
Structure:
Session Type Location Day of the Week Time
STANDARD GIPPSLAND Practical Gippsland 1st year lab (2W-128) Monday, Tuesday & Wedensday Mon:
Sessions (nursing labs) 9.30-11.30am, 11.30-1.30pm &
2.30-4.30pm
Tues:
9.30-11.30am, 11.30-1.30pm &
2.30-4.30pm
Wednes:
9.30-11.30am, 11.30-1.30pm
STANDARD MT HELEN Practical Mt Helen (S214) Monday, Tuesday, Wednesday & Mon:
Sessions (nursing labs) Thursday 8.30-10.30am, 10.30-12.30pm,
12.30-2.30pm
Tues:
8.30-10.30am, 10.30-12.30pm,
12.30-2.30pm
Wednes:
8.30-10.30am,10.30-12.30pm,
2.30-4.30pm
Thurs:
8.30-10.30am, 10.30-12.30pm &
12.30-2.30pm
STANDARD BERWICK Practical Berwick (92G_903) Monday, Tuesday & Wednesday Mon:
sessions (nursing labs) 8.30-10.30am, 10.30-12.30pm,
1.30-3.30pm & 3.30-5.30pm
Tues:
8.30-10.30am, 10.30-12.30pm,
1.30-3.30pm & 3.30-5.30pm
Wed:
8.30-10.30am & 10.30-12.30pm,
1.30-3.30pm, 3.30-5.30pm
Session Type Location Day of the Week Time

FLEXIBLE GIPPSLAND Residential Gippsland 1st year lab (2W-128) October 7th - 11th 2019, Monday TBC (be prepared for 8.30am-5.30pm
School Friday. days)
FLEXIBLE MT HELEN Residential Mt Helen (S214) October 7th - 11th 2019, Monday - TBC (be prepared for 8.30am-5.30pm
OR
October 14th - 18th 2019, Monday -
Friday.
FLEXIBLE BERWICK Residential Berwick (903_G92) September 23 - 27th 2019, Monday - TBC (be prepared for 8.30am-5.30pm
Student Learning Experience

The Federation University, Bachelor of Nursing program is founded upon an Inquiry Based Learning (IBL)
approach to Teaching and Learning. IBL is an umbrella term that describes approaches that are driven by
processes of inquiry and discovery and not only allows for flexible learning and encourages curiosity and
depth of learning, but through engagement with the inquiry process, students develop key skills that are
transferable to professional life. IBL encourages a shift away from the traditional didactic lecture format
and encourages active participation by students as they engage in a process of inquiry that involves the
identification of needed knowledge and skills, resources, communication through the sharing of
information and resources and teamwork. Using an IBL approach this course will involve a minimum of
150 hours of learning. Students can either undertake this course via a standard delivery mode, where
they will attend scheduled tutorial and laboratory classes weekly throughout the semester or via a flexible
delivery mode, where they will undertake compulsory on-line activities and attend a compulsory
scheduled residential school during the semester.
For every one hour of teacher directed learning there will be a minimum of two hours of student/learner
directed learning.
The Teacher-directed hours of student learning in this course will be experienced primarily through
teaching innovations including interactive technology; class or on-line discussions; audio-visual
presentations; flexible, blended and on-line learning; low and high fidelity simulations; exploration of
clinical scenarios; and inquiry-based learning. Active participation is encouraged during class sessions and
on-line forums.
Learner-directed hours will include focused learning activities, preparation for simulated laboratory
learning, practice and reflection on practice, and role modelling. Students are expected to access
electronic research databases and other contemporary resources to facilitate learning.
Simulated Laboratory Learning:

Clinical laboratory sessions are crucial preparation for working in a clinical environment. Therefore
preparation for, and attendance at all simulated laboratory sessions is compulsory, 100% attendance
is mandatory to ensure success in this course. All students must attend their allocated sessions.
Students need to ensure the required preparation for each simulated laboratory session has occurred. The
requirements that must be completed prior to participating in the simulated laboratory sessions are
identified within each of the course modules on Moodle. There is the risk of being excluded from
clinical placement and not completing the Hurdle Assessment due to not attending more than
one simulated laboratory sessions. Students are required to contact the campus
course coordinator to organise a make up session for ANY laboratory sessions.
Check-In Week Week 3:

In order to ensure that all students are progressing in a manner that is consistent with successful
completion of the course the School of Nursing, Midwifery & Healthcare engages in a process of Checking-
In. At the completion of Week 3 the Course Coordinator will review the progress of all students. Those
students who have not completed the compulsory elements of the program will be requested to make
contact with the Course Coordinator to identify and address any impediments that may have otherwise
impacted upon a students capacity to be successful in this course.

Staff:
Type Name Room Telephone Email

Building 2W
Course Coordinator Catherine Chung 0351226637 catherine.chung@federation.edu.au
Rm247
H Building
Course Coordinator Nissy Thomas 0353278472 ns.thomas@federation.edu.au
Rm108
Building 901
Course Coordinator Ligi Anish 0351226092 l.anish@federation.edu.au
Rm126
Timetable:
Type Day Time Room Staff / Comment
Additional consultation time can be booked by contacting the staff member concerned directly.
Learning Outcomes:
On successful completion of this course the students are expected to be able to:
Knowledge:
K1. Demonstrate the relationship between a comprehensive systematic nursing assessment and
effective, safe, person-centred nursing management;
K2. Develop at beginning level understanding of the purpose and application of nursing care plans;
K3. Demonstrate the role of critical reflective practice in nursing;
Skills:
S1. Demonstrate a capacity for beginning level clinical-reasoning skills in the provision of a lifespan
appropriate, holistic, person-centred comprehensive assessment;
S2. Employ critical and clinical decision making skills in planning, implementing and evaluating
evidence-based nursing interventions, to promote the health of patients/clients;
S3. Demonstrate application, at a beginning level, of the theoretical principles and psychomotor
techniques for physical assessment;
Application of knowledge and skills:
A1. Integrate theory to practice by applying knowledge from biomedical and psychosocial sciences in
the provision of quality care across a range of clinical settings;
A2. Utilise therapeutic communication and interaction principles in the assessment and care of
patients/clients; and
A3. Practice in accordance with the NMBA National Competency Standards for Registered Nurses
(2016); and other relevant professional requirements.
Values and Graduate Attributes:
Values:
V1. â€¢ Understand the importance of a holistic assessment of individuals requiring nursing care.
V2. â€¢ Appreciate the role of therapeutic communication and reflection to effective nursing practice.
V3. â€¢ Understand the importance of nursing clinical skills development in diverse clinical settings.

Graduate Attributes:
FedUni graduate attributes statement. To have graduates with knowledge, skills and competence that enable them to
stand out as critical and enquiring learners who are capable, flexible and work ready, and responsible, ethical and
engaged citizens. These have been applied to nursing context below:
Nursing Graduate Attributes:
The Bachelor of Nursing is a graduate capabilities outcomes-based curriculum. This course develops and/or assesses
the following Federation University Australia and Registered Nursing Graduate Capabilities and the NMBA Registered
Nurse Standards for Practice (2016).
Federation University Registered Nurse Medium

Low Focus High Focus Assessed
Graduate Attributes Graduate Capabilities Focus
1. Professional and ethical

Responsible, ethical, âœ” âœ”
decision maker
engaged
2. Politically astute,
Social/cultural perspectives âœ”
situational leader and citizen
Local/national/international
communities 3. Socially and culturally
âœ”
aware agent for change
Critical, creative and 4. Critical, reflective thinker
âœ” âœ”
enquiring adept in clinical reasoning
Problem solver 5. Creative problem solver âœ” âœ”
Ongoing learning 6. Life-long researcher âœ”
7. Skilled therapeutic
âœ”
Communicator
Capable, flexible and work
ready 8. Capable Inter-
Communication skills Disciplinary Healthcare Team
Independent & collaborative Member
worker 9. Competent, caring, safe
âœ” âœ”
and professional practitioner
Content:
Scope:
The NMBA Registered Nurse Standards for Practice (2016): NMBA Code of Professional Conduct for NUrses
(2013) and NMBA Code of Ethics for Nurses (2013) have substantially informed the syllabus/content of
this course.
Topics may include:
â€¢ Clinical practice - nursing across the lifespan in diverse clinical settings
â€¢ Professional expectations of students undertaking clinical placement
â€¢ Skills development for practice
â€¢ Principles and practice of an identified range of foundational nursing practice skills, including
further development of comprehensive health assessment skills
â€¢ Nursing care planning and documentation including e-documentation
â€¢ Critical thinking skills and clinical reasoning
â€¢ Reflective practice in clinical nursing.
Sequence:
The following is an approximate guide to the sequence of topics in this course.

Week(s) Topic(s)
Module 1 Physical Assessmet Techniques
Module 1
Physical Assessment: History, Inspection, Percussion, Palpation, Auscultation
Module 2 Introduction to Medication Administration
Module 2 Introduce to basic medication ordering and handling as well as medication risks and
basic calculations
Module 3 Vital Signs
Module 3
Vital Signs: Temp, BP, HR, RR, SaO2 and documentation
Module 4 Assessment of the Central Nervous System (CNS)
Module 4 Focussed Neurological Assessment (GCS & AVPU)
Blood Glucose Management
Module 5 Respiratory Assessment
Module 5 Focussed Respiratory Assessment, oxygen delivery devices & medication administration
(nebulisers, inhalers)
Module 6 Cardiovascular Assessment
Module 6
Focussed Cardiovascular Assessment, Cardiac Monitoring and Cardiac Medication
Module 7 Working with death, dying & grief
Module 7 Death & Dying, the final Stages of Life
Clinical Skills Assessment (CSA) Standard Students - ALL campuses
Module 8 Caring for the Older Adult
Module 8 Care of the Older Adult
Multiskill Lab
Module 9 Gastrointestinal Tract (GIT) Assessment
Module 9
Focussed Abdominal Assessment, Faecal Specimen & Suppositories
Module 10 - Assessment of the Urinary System & Gender Health
Focussed Urinary Assessment, Indwelling Catheter (IDC) Care, Full Ward Test (FWT) &
Module 10
Mid Stream Urinalysis (MSU)
Gender Health: breast & testicular examination
04/11/19 SWOT VAC
11/11/19 EXAM PERIOD
18/11/19 EXAM PERIOD
Learning Tasks and Assessment:
Planned Student Learning Experience
A 15 credit point course will involve a minimum of 150 hours of learning. For every one hour of teacher
directed learning there will be a minimum of two hours of student/learner directed learning. The Teacher-
directed hours of student learning in this course will be experienced primarily through teaching
innovations like interactive technology enhanced learning, class discussions, audio-visual presentations,
flexible blended and on-line learning, low and high fidelity simulations, exploration of case studies and
inquiry-based learning. Active participation in encouraged during class sessions. Attendance at all clinical
placement and laboratory sessions is compulsary.
Learner- directed hours will include focused learning activities, simulated laboratory learning, practice and
reflection on practice, and role modelling. Students are expected to access electronic research databases
and use computers to facilitate learning.

Learning and assessments tasks for this course are aligned with both active learning and self-directed,
facilitated field work. Participation in both aspects of learning is expected in order to successfully
complete this course. Assessment tasks will be focused on therapeutic communication, clinical skills,
clinical reflection and reasoning through the delivery of the online and face to face course content. The
aim of this course is to prepare students with foundation skills, whilst applying new knowledge to real
health care situations in aged care.
Inherent Requirements
Nursing is a profession governed by competency standards, codes of ethics, professional conduct and
professional boundaries where nurses are both accountable and responsible for ensuring professional
behaviour in all contexts.
Compliance with the standards and codes facilitates safe, competent interactions and relationships with
people to ensure their physical, psychological, emotional and spiritual wellbeing is not placed at risk.
Compliance with the standards and codes facilitates safe, competent interactions and relationships with
people to ensure the students physical, psychological, emotional and spiritual well being is not placed at
risk.
This applies to conduct within clinical laboratory classes, active learning sessions and clinical practice
placements. This also includes adherence to social media policies of the university, which you can
view here.
ALL STUDENTS In order to gain access to the remainder of this course you must have read and
understood the Inherent Behaviours Policy. See the policy here
Learning Outcomes
Assessment Task Assessment Type
Assessed
K1, K2, K3, S1, S2, S3, Satisfactory achievement of clinical standards Clinical Practicum
A1, A2, A3, during placement Assessment
Assessment of Introductory Clinical Reasoning OSCE / Clinical Skills
S1, S2, S3 A1, A2
/ nursing skills Assessment
Satisfactory achievement of identified NMBA
A Case Based Clinical
K1, K2, S1, S2, A1, A2 Registered Nurse Practice Standards (2016) in
Scenario Test
clinical practicum.
The following tasks will be graded.
Task Released Due Weighting Type

Clincal Appraisal Assessment Week 1 Various 0.0% H
OSCE / Clinical Skills
Week 1 In timetabled laboratory (Week 7) 40.0% A
Assessment
A Case Based Clinical
Exam period End of exam 60.0% B
Scenario Test
EARLY INTERVENTION ASSESSMENT and MONITORING of STUDENT PROGRESS
All students in this course will be closely monitored in terms of their academic progress and success. This
is monitored in a number of ways. All students who do not access Moodle courses in the first 2 weeks of
semester are contacted via email and mechanisms of support are offered to students. In this course at
the end of week 3 those students who have not submitted or are considered below the required standard
will be contacted by the course/program coordinator to assess if any additional support can be offered.
This is undertaken to enable you to be successful in your course and program. Please check your student
emails regularly and follow up with your course coordinator if you are contacted. Lecturers will
periodically monitor your activity on Moodle and may at times contact you if there are any concerns

To be eligible for a successful grade in this Course you must:
Achieve a minimum of 50% overall for the combination of assessment tasks 2 and 3
Task 2 OSCE / Clinical Skills Assessment - Failure to achieve a pass grade within three (3) attempts will result in an inability to attend clinical placement
and an overall fail grade.
Achieve satisfactory completion of clinical placement as per the competency standards outlined in Clinical Appraisal Tool (CAT) Task 1.
NB: Please note that Assessment Marking Criterias for Task 1 & 2 are located under the Àssessment` tab on Moodle.
Assessment Task 1: Clinical Placement (Pass / Fail)
Purpose:
Clinical placement is an important component of the program, allowing students the opportunity to develop skills and integrate theoretical knowledge within nursing
practice. The clinical areas are chosen for the many and varied experiences they offer students to build upon the knowledge, skills and values gained across the
program. Completion of the theoretical and clinical learning requirements of the program is essential to be eligible for registration with the Nursing and Midwifery
Board Australia, Australian Health Practitioner Regulation Agency (AHPRA).
Description:
For this course students are required to undertake a two week (80 hour) placement in a clinical area providing aged care nursing care. Clinical placements take place
in a variety of aged care settings across the region. Students will be expected to prepare for their clinical placement by orientating and complying with requirements
outlined in the Clinical Placement Guidelines 2016 and the inherent requirements of the BN program. The hurdle requires the student to compile specific,
measurable clinical learning objectives unique to your clinical settings to demonstrate the context of practise in aged care. These objectives are documented in the
Clinical Appraisal Tool (CAT) after being discussed with the clinical supervisor. The CAT with completed details and objectives need to be uploaded in the first three
days of attendance at clinical placement and will serve as a learning contract and comparison with your interim and final submission the same CAT.
Any special consideration that omits a student from completing the hurdle of a clinical placement may only be eligible to complete or repeat the placement if there is
an availability of a suitable placement which may have consequences of extending your program of study.
Date of Assessment:
Clinical placements occur throughout the calendar year including semester breaks, school and public holidays, and therefore, both standard and flexible students need
to ensure they are available throughout the calendar year to undertake the clinical placement component of this course. The Clinical Calendar for all campuses are
available in the Nursing Clinical Placements 2019 Moodle Course so that standard and Flexible students may be aware of the relevant periods of clinical placement.
Clinical placements are made available to students at the beginning of the semester. For further information in relation to clinical placement, students should refer to
the Clinical Placement Guidelines 2016, which are available on Moodle.

Submission of Clinical Appraisal Tool:

At the completion of clinical placement, students are required to submit an electronic copy of their completed Clinical Appraisal Tool (CAT) via the link made available
on Moodle within one week (7 days) of completion of clinical placement. As it is a document that is used as evidence of your clinical hours and your competency in
a context of practice, all details on the CAT need to be completed in full as witnessed by your clinical supervisor.
Assessment Criteria and Marking:

Whilst undertaking clinical placement, students will be assessed by a clinical educator (Registered Nurse) on the capacity to perform psychomotor skills listed within
the context of the clinical placement. In addition, an evaluation on the students capacity to practice will also be undertaken by the clinical educator. Students must be
deemed competent to receive a satisfactory grade for clinical placement and to be eligible for an overall pass grade for the course.
Students are required to achieve the level as set out in the Clinical Placement Guidelines, 2016; which is available on Moodle. Students must also complete the
required number of hours to be successful with this assessment task. If any clinical placement hours are missed by a student they should refer to the Clinical
Placement Guidelines, 2016 to determine how to proceed. Student progression and grade for clinical placement will be recorded in the clinical appraisal tool by the
clinical educator. The course coordinator, after viewing the clinical appraisal tool, will make the final determination of the students successful completion of all the
requirements for a satisfactory grade for this assessment task.
The CAT and Clinical Placement Attendance Record are available under the Àssessment` tab on Moodle or alternatively you can click on the links provided.
NB: You must direct ALL clinical placement queries to the Clinical Placement Office/Clinical Coordinator at the campus you are enrolled at. Please
refer to the `Clinical Placement` tab on the NURBN 1006 Moodle site for contact details.
Assessment Task 2:- OSCE / Clinical Skill Assessment (Overall Grade 40%)
Purpose:
This assessment task assesses the application individual clinical reasoning skills on the given clinical skills. Students are assessed on their individual performance. The
purpose of this assessment task is not focused on skill perfection alone, but also upon the students ability to develop capacity as an independent reflective
practitioner; a key element of professional practice as set out in the NMBA competencies. In light of the random nature of allocating the skill, it is imperative that each
student familiarises themselves and practices all skills.
This assessment task will be marked by university staff. Pre-marking moderation will apply to this assessment task. Student will be informed on the day of
assessment if they have successfully passed the task or requires re assessment. Results will be made available to students via Moodle within 21 working days.
Marking will be divided into 2 areas:

Part A: The individual performance of you as a student within the skill (40 Marks)

Part B: Your ability to reflect upon you individual performance using the Gibbs Reflective model provided (50 marks)
Total 90 Marks= 40% of the overall course mark
The filming device will be provided by the university in each laboratory. Students need to access their own USB device to enable viewing of their personal
performance. It is important that students retain a copy of their recording.
Each student will be allocated 15 minutes to complete the skill from start to finish, including 2 minutes for verbal feedback.
TASK 2: PART A Assessment of a Clinical Skill
Students will be expected to demonstrate their knowledge of assessment skills and findings as well as perform the clinical task on a simulated patient using a pre
written patient scenario, while in an examination environment. Students are expected to arrive on time, in uniform and attendance is mandatory. Special
Consideration or Medical Certificate for absence is acceptable with Program coordinator approval. All students will complete one (1) scenario and simulate providing
care for a patient. Students should be prepared to verbally reflect on their performance and receive feedback following performance of their skill. The skills and
marking guides are available via Moodle to students to view and become familiar.In light of the random nature of allocating the skill, it is imperative that each student
familiarises themselves and practices all skills. Practice opportunities will be provided to students during laboratory time during the semester
Students will be assessed on their ability to:
Problem solve by displaying clinical reasoning skills

Apply an appropriate step by step approach in performing the allocated skill
Display therapeutic communication with the client
It is important that all student groups practice together to develop confidence with the skills to be performed as well as with the filming and time keeping skills
required for this task.
Each clinical skill assessment (scenario) is allocated 15 minutes; 2 minutes for students to read the instructions and the scenario, 10 minutes to perform the skill and
3 minutes for assessor feedback/reflection.
The skills included in the scenarios for assessment are:
Physical Assessment
Vital Signs
NB: If areas of unsafe practice are evident during the skill performance highlighted in BOLD on the assessment marking guide, a zero grade will be awarded to Part 1
of the assessment. Students will be provided with the opportunity of up to another two (2) opportunities to demonstrate safe practice and achieve a pass grade for
Part 1 of the assessment, but can only receive a maximum score of 20/40 for the second or third attempt.
Failure to achieve a pass grade within three (3) attempts will result in an inability to attend clinical placement and an overall fail grade for NURBN1006.
It is a compulsory requirement to attend the clinical skills assessment.

Clinical Skills Assessment Marking Guides are available under the Àssessment` tab on Moodle or alternatively you can [Click Here]
TASK 2: PART B - Written Critical Reflection
Word limit: 750 words +/- 10%
Uploaded via the submission link provided on Moodle. Submission instructions (including how to name your file) can be found in the `Critical
Reflection Submission Guidelines` located on Moodle. Alternatively you can access the guidelines by [Clicking Here]
NOTE: If any student is experiencing difficulties with the submission of assessment tasks they should contact the Course Coordinator prior to submission.
Feedback: Results will be made available to students via the grade book on Moodle within 21 working days.
Marking of the critical reflection: University staff will mark this assessment task. Pre-marking moderation will apply to this assessment task. Marking guide for this
assessment task is provided on Moodle.
Description: Each student will submit a written 750 word critical reflection on performing the allocated skill. It is most important that students begin to appreciate
that a reflection is much more than simply a narration of what was done or not done. In the context of clinical reasoning, a critical reflection is your thoughts on what
was done and what improvement is required for being a more effective and safe practitioner in your future practice.
In order to facilitate this process, students should follow the Gibbs Reflective Cycle. The written critical reflection needs to be an individual piece of work by each
student. Even though the same or similar elements may be discussed in the reflection it must be submitted in each students own words. If the same work is submitted
plagiarism penalties will apply. It is advisable that students do the writing up of this reflective part of this assessment as soon as you complete the recording of video
clips and while the event is fresh in your mind.
Details of reflection:
Using a recognised model of reflection (Gibbs Cycle), reflect on the clinical event/situation you experienced during your clinical skill assessment for this course.
Each student should undertake the critical reflection in order to analyse one aspect of their clinical skill within the context of the simulation scenario they
undertook and the nursing role they performed.
In addition, your critical reflection should address - your understanding of knowledge related to the clinical event/situation, how the clinical event/situation has
increased your understanding of the role and scope of practice of the registered nurse in Australia, and where you believe you need further development and/or
learning.
You may also utilise the information that you have received from assessor feedback and video (if recording was performed) to help with this process.
Structure your assignment with these headings:

1. Description: Provide the context for reflective writing. Include background information, such as what it is youre reflecting on and tell the reader who was
involved. Its important to remember to keep the information provided relevant and to-the-point. For example: I was required to undertake the role of the Airway
Nurse within the context of a deteriorating patient simulation scenario of a patient with increased shortness of breathâ€. Introduce the reader to the aspect of
your skill you are reflecting on. (Allow approximately 125 words).
2. Feelings: Discuss your feelings and thoughts about the experience of undertaking that particular skill. Consider questions such as: How did you feel at the
time? What did you think at the time? What did you think about the incident afterwards? Why is it important for nurses to consider their feelings after an
incident or challenging situation? What are the potential implications of these thoughts and feelings when faced with a similar situation? You can discuss your
emotions honestly, but make sure to remember at all times that this is an academic piece of writing, so avoid chatty text. (Allow approximately 125 words).
3. Evaluation: What helped or hindered you in undertaking the skill? If you are writing about a difficulty, did you feel that the situation was resolved afterwards?
Why/why not? (Allow approximately 125 words).
4. Analysis: Examine and explore the experience by identify an overarching issue (use the issue identified in the evaluation section), or key aspect of the
experience that affected it profoundly for example, communicationâ€, safety issuesâ€. Use evidence-based practice resources (references) to support this
discussion. (Allow approximately 125 words).
5. Conclusion: It is important to acknowledge: whether you could have done anything else; what you have learned from the experience; consider whether you
could you have responded in a different way. If you are talking about a positive experienceâ€¦discuss whether you would do the same again to ensure a positive
outcome. Also consider if there is anything you could change to improve things even further. If the incident was negativeâ€¦tell your reader how you could have
avoided it happening and also how you could make sure it doesnt happen again. (Allow approximately 100 words).
6. Action plan: An Action Plan sums up anything you need to know and do to improve for next time. These need to be real and tangible plans you can make for
yourself. Perhaps you feel that you need to learn about something or attend some training what article will you read? What training would be relevant? What
clinical practice guideline will you review? Could you ask your tutor or placement supervisor for some advice? What goals will you include for your clinical
placement? What can you do which means you will be better equipped to cope with a similar event? (Allow approximately 125 words).
7. Reference List: List any resources you have cited as per APA 6th ed. Guidelines. There is no minimum number of resources, however if you are using the work
of other authors, they must be acknowledged. Sourced information can include journal articles, text, contemporary and current clinical practice guidelines or
nursing standards.
Critical Reflection Marking Guide is available under the Àssessment` tab on Moodle or alternatively you can [Click Here]
Date of Assessment Task and submission
GIPPS, MT HELEN & BERWICK STANDARD STUDENTS:
Part A - The Clinical Skills Assessment, filming and verbal feedback will occur during week 7 (Sept 9th - 13th). Your allocated time will be decided during your
week 5 nursing lab.

Part B - Reflection submission is due:
Monday 23rd September, 2019 at 12 Noon. Word limit 750 words (+/- 10%) , submission process via your campus specific Submission Dropbox on Moodle i.e
Gippsland Standard Students, Mt Helen Standard Students & Berwick Standard Students.
FLEXIBLE STUDENTS:
GIPPS, MT HELEN & BERWICK STUDENTS: Part A - The Clinical Skills Assessment, filming and verbal feedback will occur during the residential period, in their
respective campuses.
Part B - Reflection submission is due:
Gippsland Flexible Students - 21st October, 2019 at 12 Noon. Word limit 750 words (+/- 10%) , submission process via Gippsland Flexible Submission
Dropbox on Moodle.
Berwick Flexible Students - 7th October, 2019 at 12 Noon. Word limit 750 words (+/- 10%) , submission process via Berwick Flexible Submission Dropbox on
Moodle.
Mt Helen Flexible Students -

* Residential Week (starting Oct 7th) 21st October, 2019 at 12 Noon. Word limit 750 words (+/- 10%) , submission process via Mt Helen Flexible Submission
Dropbox on Moodle.
* Residential Week (starting Oct 14th) 28th October, 2019 at 12 Noon. Word limit 750 words (+/- 10%) , submission process via Mt Helen Flexible Submission
Dropbox on Moodle.
NOTE: If any student is experiencing difficulties with the submission of assessment tasks they should contact the Course Coordinator prior to
submission.
Late submissions of assessment tasks, without a granted extension from the Course Co-ordinator, will be penalised as follows:
10% reduction for a specific assessment that is 1 day late (up to 24 hours late)
20% reduction for a specific assessment that is 2 days late (up to 48 hours late)
Assessment tasks that are submitted 3 days late may not be graded and a zero grade will be awarded (up to 76 hours or more late)
Task 3: Clinical Scenario Test (Overall Grade 60%)

Purpose:
The two-hour test will comprise material covered in each Module of the course. The purpose of this assessment task is to examine students clinical reasoning skills
applied to clinical scenarios. Description: The clinical scenario test will include a range of clinical scenarios that relate to the principles covered in each Module
presented within the course. There are 10 Modules in total and all Modules are required to be completed prior to undertaking this assessment task. Students are also
encouraged to review each completed Module inclusive of the laboratory session content prior to undertaking this assessment task. Each Module has differing levels
of content and therefore students are directed to engage with the time frames identiï¬ed within each individual Module on Moodle. Learning objectives are
identiï¬ed at the beginning of each Module. These learning objectives act as a study guide to assist students with preparation throughout the semester for this
assessment task.
Date of Assessment task:

All Students:This assessment task will occur during the Federation University examination period, 11-22 November, 2019. Students will be required to
undertake the test at the University campus that they are enrolled in. Students are advised that this assessment task can be time tabled any time across the
University examination period and no changes can be made to these dates. Therefore, students should ensure they are available for the entire examination period.
Failure to attend a scheduled test may result in a Fail Grade for this course. If students are unable to attend the day scheduled for this test, they will require approved
special consideration to undertake this assessment task outside of this time.
Marking: Marking of the clinical scenario test will be undertaken by academic staff. Pre-marking moderation will be undertaken for this assessment task.
Final Exam: The final exam in this course will take place in the end of term exam period. It will be a 2 hrs exam and students will NOT be permitted to take in any
materials.
Discretionary extension
A Discretionary Assessment Extension is an application for a short-term extension on one assessment task. If a Discretionary Extension is required, in the first
instance, please speak with or email the Course Coordinator. In most instances, students are to submit a completed application form to Course Coordinator (email
preferred) no later than two working days prior to the assessment submission date and outline the length of extension you are requesting (up to 5 University working
days maximum), and the reasons for this request. Student may also need to submit any documentation that may support their discretionary assessment extension
request (includes, but not limited to doctors certificate, assessment drafts or evidence of progress, evidence of group-work difficulties) if applicable. The Course
Coordinator will assess the request and make a decision at their own discretion based on the details of the request. All granted extensions will be confirmed via email
by the Course Coordinator within two University working days. See University Policy
http://policy.federation.edu.au/student_services_and_administration/student_learning_and_well_being/ch01.php
http://policy.federation.edu.au/forms/FedU_SS_DiscretionaryExtension_050417_LIVE_EXT.pdf
Special Consideration of assessment tasks

If a longer extension is required than can be provided through a Discretionary Extension, or if

extensions are required for multiple assessments or courses, the student is required to apply for Special
Consideration.
See the following links on how to apply:

https://federation.edu.au/current-students/assistance-support-and-services/student-support-services/student-advisory-service/special-consideration-tips
http://policy.federation.edu.au/student_services_and_administration/student_learning_and_well_being/ch03.php
Plagiarism:
Plagiarism is the presentation of the expressed thought or work of another person as though it is one`s own without properly acknowledging that person.
Students must not allow other students to copy their work and must take care to safeguard against this happening. In cases of copying, normally all students involved
will be penalised equally; an exception will be if the student can demonstrate the work is their own and they took reasonable care to safeguard against copying.
Plagiarism is a serious offense. Please refer to the following documents:
Statute 6.1: Student Discipline

Regulation 6.1: Student Discipline
Regulation 6.1.1: Plagiarism
End of Semester Supplementary Assessment
Students may be eligible for supplementary assessments at the end of the semester if they meet the conditions for supplementary assessments. Students must
complete all assessment tasks and subtasks to be deemed as having attempted the assessment task and meeting the conditions to be eligible for supplementary
assessment. If you qualify for a supplementary assessment, you will receive a ZN grade when results are published, and will be contacted by the university with
information and requirements of the supplementary assessment tasks.

Course Description Incomplete - Preview use only
Submission and Return of Student Work:
Submission Process for Part B of Task 1:
Students are required to submit their critical reflection essay as a Microsoft Word file (.doc/.docx) via the
corresponding assessment Task (Task 2 Part B) submission link within the Assessment tab of Moodle.
Please note that your essay will be graded within Moodle.
Please ensure your file is named in the following format:

NURBN1006_StudentName_Studentnumber_REFLECTION.docx OR .doc (ensure you include the dot)
Example only - NURBN1006_Nissy Thomas_30001111_REFLECTION.docx. Please note: use
your OWN name, not Nissy Thomas as the file name
If you do not have access to Microsoft word then this will need to be done at the library.
Marking and Results
Marking of assessment tasks will be conducted by both academics and qualified external
markers and results will be made available within a four (4) week turnaround period as per
Federation policy. Results for the final assessment task will be withheld and NOT released to
students until after the University Ratiification Process at the end of semester and the official
course grades are released to students (see Federation policy).
Final Exam:
The final exam in this course will take place in the end of term exam period. It will be a 2 hours exam and
students will NOT be permitted to take in any materials.
Closing the Loop / Student Feedback:
Closing the Loop / Student Feedback: Student feedback is valued by Federation University. The
information obtained from students facilitate change which further enhances the overall program.
Students are encouraged to participate in the EVALuate survey which will be made available to them via
email. Students will be reminded to participate in the survey from the course coordinator. Feedback from
students indicated that there was an appreciation of linkage between the application of the theory learnt
into the laboratory sessions. To enhance this further, case based scenarios have become an addition to
the theory content in a stand alone online lesson known as 'apply your knowledge'. This lesson provides
the students with an opportunity to apply critical thinking to cased based scenarios. To ensure that the
students are receiving adequate guidance and support, the lesson has been developed to provide the
student with immediate feedback when answers are submitted as students work online at their own pace.
The lesson has been developed to allow students to have several attempts to encourage and support
revision of content for assessments. Evaluation of this new development will be explored at the end of
each teaching period. Students also acknowledged the opportunity to practice clinical skills required
linked to clinical placement. Case based scenarios are included in each lab to simulate the clinical setting
where students are required to care for patients at any given shift. The aim of this is to prepare students
for required graduate attributes of the new registered nurse. This process will be evaluated again at the
end of the teaching period. Students have commented that more face to face time in a tutorial setting
would be beneficial to discuss important issues with the academic. Due to current curriculum restrictions,
face to face time is only limited to laboratory sessions. This issue will be further explored at the next
update of curriculum 2019.
Topics Assessed :

All topics covered during this course are subject to assessment.
`Turnitin` Submission:
In order to verify the originality of assessment tasks, students may be required to use Turnitin plagiarism
software to check their assignment before submission. Full details of requirements and how to use
Turnitin will be provided by the Course Coordinator.
Special Consideration:
If students are adversely affected by life circumstances a discretionary assessment extension of up to five
University working days for one assessment task may be granted at the discretion of the tutor, lecturer,
or course coordinator (dependent on faculty process) upon a direct request by the student via the
Discretionary Assessment Extension form.
However if a student has experienced or encountered some form of disadvantage or impediment (medical
reasons; hardship/trauma; compassionate grounds; other significant cause) in more than one course and
requires more than five working days extension, then they may apply for Special Consideration.
For further information on Discretionary Assessment Extensions and Special Consideration, including
access to the policy, procedures or associated forms, see
http://federation.edu.au/current-students/essential-info/administration/special-consideration
Available Grades:
A list of the available grades, a description of the corresponding required student performance and the
required percentages for the Course is given in the University Handbook.
https://federation.edu.au/students/essential-info/administration/exams/results The Course Coordinator
may standardise raw marks before allocating grades.
Plagiarism:
It is important to learn from the work of others and you are encouraged to explore the library, World Wide
Web resources and have discussions with other students. However work for assessment must be entirely
the student's own work. Plagiarism is the presentation of the expressed thought or work of another
person as though it is one's own without properly acknowledging that person. You must not allow other
students to copy your work and must take care to safeguard against this happening. In cases of copying,
normally all students involved will be penalised equally; an exception will be if you can demonstrate the
work is your own and you took reasonable care to safeguard against copying. Plagiarism is a serious
offence. As set out in the University Regulation 6.1.1 students who are caught plagiarising will, for a first
offence, be given a zero mark for that task. A second offence will result in a failing grade for the Course(s)
involved and any subsequent offence will be referred to the Student Discipline Committee. More
information about the plagiarism policy and procedure for the university can be found at
http://federation.edu.au/students/learning-and-study/online-help-with/plagiarism
Academic Regulations:
Supplementary information concerning teaching, learning, and assessment may be provided from time to
time in response to unforeseen circumstances. This may include changes in times or location of classes,
order of the schedule or due dates for assignments. Announcement of these matters in classes and
placement of a notice on the course Moodle page shall be deemed to be official notification. FedUni has a
range of educational policies, procedures and guidelines, which you can find at
http://policy.federation.edu.au/category_list.php?catalogue_id=115

Student Support:
The University provides many different kinds of services to help you gain the most from your studies. You
can see the list of Student Services contacts at
http://federation.edu.au/students#Assistance_support_and_services Students who have a disability or
medical condition are welcome to contact the Disability Liaison Unit to discuss academic support services.
The role of the DLU is to support the development of a learning and working environment that maximise
participation in University life by students with a disability
Learning Management System:
This course makes use of Moodle to support your learning. You can access Moodle from the FedUni home
page or at https://moodle.federation.edu.au/login/index.php If you do not have access for this course you
should notify your course co-ordinator immediately
Late Assignment:
Late submission of assessment tasks, without a granted a Discretionary Extension from the Course
Coordinator or an approved Special Consideration, will attract a late penalty as outlined by the School of
Nursing and Healthcare Professions Student Academic Handbook (Higher Education)
The penalties are the following:
1 day late: 10% of total assessment grade will be deducted prior to marking the student`s work
2 days late: 20 % of total assessment grade will be deducted prior to marking the student`s work
3 days late: the student`s work may not be marked by the assessor
Materials:
General:
General:
Full Clinical uniform as per clinical placement guidelines is required for all labs and clinical placement
Reading:
Adopted Reference Style: APA. Refer to the library website for more
information. https://federation.edu.au/library/student-resources/referencing
Prescribed texts include:
Crisp, J., Doughlas, C., Rebeiro, G., & Waters, D (2017). Potter and Perrys Fundamentals of Nursing
(5th Ed). Elsevier.
Rebeiro, G., Wilson, D., Scully, N., & Jack, L (2017). Fundamentals of Nursing Clinical Skills Workbook
(3rd Ed). Elsevier.
Recommended / Optional text include:

Estes, M., Calleja, P., Theobald, K., & Harvey, T. (2016). Australian and New Zealand 2nd Edition Health
Assessment & Physical Examination. Cengage Learning.
Other useful contemporary resources include:
Aboriginal and Torres Strait Islander Peoples Health:

https://www.aihw.gov.au/reports-statistics/health-welfare-overview/indigenous-health-welfare/overview

Australian Institute of Health and Welfare: http://www.aihw.gov.au/
Australian Institute of Health and Welfare- Australias Health 2014 report:

http://www.aihw.gov.au/publication-detail/? id=10737422172
Aspetic Non Touch Technique: http://www.antt.org/ANTT_Site/home.html
Australian Resuscitation Council: http://www.resus.org.au
Department of Health and Human Services: http://www.health.vic.gov.au/
Hand Hygiene Australia: http://www.hha.org.au/
National Health and Medical Research Council: https://www.nhmrc.gov.au/
National Health Priority areas: http://www.aihw.gov.au/national-health-priority-areas/
National Health Priorities for Victoria: http://www.health.vic.gov.au/nhpa/
National Institute for Health and Care Excellence: https://www.nice.org.uk/
The Joanna Briggs Institute: http://joannabriggs.org/
Textbooks:
Crisp, J., Doughlas, C., Rebeiro, G., & Waters, D. (2017). Potter and Perryâ€™s Fundamentals of
Nursing. Elseveir Learning.
Rebeiro, G., Wilson, D., Scully, N., & Jack, L. (2017). Fundamentals of Nursing Clinical Skills Workbook.
Elseveir.
Note that some material in lectures, assignments and other resources provided to students may contain
direct quotations from the text book(s) and references listed.
Adopted Reference Style:
APA

NURBN 1006 Course Descriptor

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NURBN 1006 Course Descriptor

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Title: FOUNDATIONAL NURSING PRACTICE 2: ASSESSMENT & NURSING MANAGEMENT

School / Faculty: School of Nursing and Healthcare Professions

Teaching Period: 2019/20

Author: Catherine Chung

AQF Level of Program

Credit Points: 15.00

ASCED Code: 060301

Description of the course for handbook entry:

Grade Scheme: Graded (HD, D, C, etc.)

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Supplementary Assessment: Yes

Course Coordinator Mt Helen

Course Building 901

Session Type Location Day of the Week Time

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Student Learning Experience

Simulated Laboratory Learning:

Check-In Week Week 3:

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Type Name Room Telephone Email

Type Day Time Room Staﬀ / Comment

Application of knowledge and skills:

Values and Graduate Attributes:

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Federation University Registered Nurse Medium

1. Professional and ethical

Topics may include:

The following is an approximate guide to the sequence of topics in this course.

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Learning Tasks and Assessment:

Planned Student Learning Experience

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The following tasks will be graded.

Task Released Due Weighting Type

EARLY INTERVENTION ASSESSMENT and MONITORING of STUDENT PROGRESS

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To be eligible for a successful grade in this Course you must:

Assessment Task 1: Clinical Placement (Pass / Fail)

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Submission of Clinical Appraisal Tool:

Assessment Criteria and Marking:

Marking will be divided into 2 areas:

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TASK 2: PART A Assessment of a Clinical Skill

Problem solve by displaying clinical reasoning skills

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TASK 2: PART B - Written Critical Reﬂection

Word limit: 750 words +/- 10%

Structure your assignment with these headings:

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Date of Assessment Task and submission

GIPPS, MT HELEN & BERWICK STANDARD STUDENTS:

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Part B - Reﬂection submission is due:

Part B - Reﬂection submission is due:

Mt Helen Flexible Students -

Task 3: Clinical Scenario Test (Overall Grade 60%)

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