22.9.

2020

The Chinese University of Hong Kong

Faculty of Medicine
The Nethersole School of Nursing
Bachelor of Nursing Programme (2020-2021)

NURS3157 CLINICAL PRACTICE III

臨牀實習 (三 )
Year 4

Total weeks: 4 – 6 weeks Total units: 3 units

Course overview
This clinical practice course aims to develop students’ skills in planning and implementing
individualized care for clients in a variety of health care settings with significant changes in physical
health status. Opportunities will be provided to develop students’ ability in clinical reasoning and
problem solving in different client care situations. The main focus will be on integrating and
applying knowledge and skills needed for the care and promotion of wellness of clients in medical
areas and operating theatre.

Learning outcomes
Upon completion of the course, students will be able to:
1. Demonstrate the ability to perform comprehensive and focus assessment of clients with
medical conditions, who undergo surgery or who have emergency health problems.
2. Develop plans of care based on health assessment and principles supported by research.
3. Demonstrate competence in safe and efficient performance of nursing skills in various
clinical specialties, and in the preparation and aftercare for investigative procedures.
4. Demonstrate effective communication with clients, their families, and health care team
members.
5. Deepen critical decision-making skills in the provision of client-centered care.
6. Demonstrate the ability to communicate assessment, care planning, implementation and
evaluation data by documentation.
7. Deepen the integration of the knowledge from applied behavioral and social science in the
provision of client care.

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 22.9.2020
8. Establish beginning ability to identify research topics from theoretical knowledge and
practical experience.
9. Further develop critical thinking and clinical judgment from theoretical knowledge and
practical experience.
10. Understand the uniqueness and characteristics of private hospitals and non-subsidized health
care institutions.

Content
The aim of this clinical practice is for students to consolidate the knowledge, skills and experiences
gained throughout the preceding academic years in nursing. Through the lecturing, and self-
arranged phone visits to older adults, students will strengthen their communication skills with the
older generation, enhance teamwork and understanding the concepts of primary health care nursing.
In addition, real-time online simulation workshops (total four sessions) on medical and other
specialty nursing will be arranged to strengthen students’ clinical reasoning, critical thinking, and
communication skills. This clinical course further facilitates the application of nursing,
pharmacological and pathophysiological knowledge to the medical and surgical patients with acute
and chronic illness. Two problem-based learning (PBL) online workshops on two case scenarios of
accident and emergency nursing and operating theatre nursing will be used to foster students’
clinical reasoning skills and consolidate the knowledge and skills learnt in specialty nursing. In
clinical practice setting, students will be divided into groups to facilitate peer support and learning
and be arranged to practice under supervision in a variety of clinical specialties, including operating
theatre, accidental and emergency department and medical ward, in simulated clinical settings
and/or online real-time workshops.

Learning activities
A variety of teaching strategies will be adopted during the clinical placement block including, online
simulation workshops, PBL, student-led presentation, telephone visits, clinical teaching and
supervision in clinical settings or simulated settings, pre-clinical briefing, post clinical conference,
reflective practice, group discussion and feedback and CU eLearning System discussion. Students
are required to review knowledge, skills and the Year 4 Clinical Practice Guide Book before the
clinical practice.

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List of learning topics prior to clinical practice

List of topics Content Format Hours
Infection control - Infection control training on COVID- eLearning 3
training 19
Specialty Nursing - Clinical skills revision on specialty eLearning 22
nursing
‐ Accident and
Emergency - Introduction to specialty nursing Real-time
Nursing practice online teaching

‐ Operating - Individual clinical group briefing on Real-time

Theatre Nursing specialty nursing online teaching

- Online real-time clinical workshops Real-time

(Problem-based learning) online teaching

Primary health - Chronic disease management and eLearning 17

nursing psychosocial health management in
community Phone visits

- Introduction to reflective writing Real-time

online teaching
Total 42

Clinical placement period (TBC)

The 6-week clinical block in Term 1 is from 26/10/2020 to 3/12/2020, every Monday to Thursday.

Areas of practice include:

Medical unit (4 weeks)
+/- Operating Theatre (2 weeks)
+/- Accidental and Emergency (2 weeks)

Clinical placement venues and arrangement

Alice Ho Miu Ling Nethersole Hospital
Haven of Hope Hospital
Hong Kong Sanatorium & Hospital
North District Hospital
Pamela Youde Nethersole Eastern Hospital
Prince of Wales Hospital
St. Teresa's Hospital
St. Paul’s Hospital
United Christian Hospital
Union Hospital
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Clinical placement venues are mostly allocated according to students’ residential locations.
However, due to the limited number of venues, some students may be allocated to clinical placement
venues that are a bit far from their residential areas. Most of the practicing hospitals will provide
overnight rooms for students’ accommodation if needed. The teaching team reserves the right to
make the final decision on the arrangement of students’ clinical placement.

Students’ fitness for attending clinical practice

The teaching team reserves the right to assess and determine the students’ fitness for attending
clinical practice.

Personal data privacy

Students must follow “Guidelines on Protection of Clients’ Personal Data in Clinical Practice” as
stated in the “Clinical Practice Handbook”.

Pre-requisite for Clinical Practice Course

1. The Basic Infection Control Module is a pre-requisite for clinical practice. All students must
obtain a pass in the assessment before they are allowed to go for clinical practice.
2. The Protecting Personal Data Privacy & Security training is also a pre-requisite for clinical
practice. All students must obtain a pass in the quiz before they are allowed to go for clinical
practice.

Assessment scheme
This course comprises three assessments. Each assessment is matched with the desired learning
outcomes as delineated.
Task nature Description Weighting Achieved learning
outcomes
Motivation marks To motivate students’ participation 10% N/A
in the online clinical workshops
and PBL (Appendix I).
PBL in specialty To evaluate students’ ability to 40% 2,3,5,7,8,9
nursing* critically analyse the PBL scenarios
on accident and emergency nursing
and operating nursing, summarize
the learning obtained, integrate and
implement the evidence-based
knowledge into future specialty
nursing practice (Appendix IIa-IIc).
Primary Health Participation of the phone visits 50% 1-2,4-6,7,9-10
Care Activity and log sheets (10%)
To motivate student’s participation
Deadline: and learning in the phone visits to
14 December 2020 older adults, by documenting the

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relevant interview content on the
log sheets.

Individual reflective writing, 1000

words (40%)
To evaluate students’ ability to
reflect on a learning experience of
the primary health care activity and
demonstrate understanding in
primary health care nursing.
(Appendix IIIa-b).
Note: * contain peer assessment
The peer assessment is an additional exercise assessing students’ individual contribution within the
group. Each student will receive an individual mark which reflects his/ her contribution to the group
work. The range of adjusted marks is normally within 10% of the group marks. Student should
complete the peer assessment via the Online Peer Assessment System (Appendix V). The work will
not be graded for individual students who do not complete the peer assessment. Late completion of
peer assessment will be subject to a penalty of 10% mark deduction from the work.

Nursing skills record

Students’ competency in learned nursing skills will be assessed continuously throughout their
clinical practice. Each student will be responsible for keeping his/ her own ‘Nursing Skills Record’
and update the record regularly in consultation with his/her clinical teachers/ mentors in order to
provide a detailed account of his/ her clinical training. The student is expected to take an initiative
to learn and practice, and to attain satisfactory performance in all the learned skills. All students are
required to achieve satisfactory performance in at least 80% of the nursing skills listed in the
‘Nursing Skills Record’ prior to graduation.

Recommended learning resources

Adams, M. A., Holland, L. N., & Urban, C. (2019). Pharmacology for nurses: A pathophysiologic
approach (6th ed.). Pearson Education.
Association of periOperative Registered Nurses. (2015). Standards, recommended practices and
guidelines: With official AORN statements. AORN, Inc.
Bauldoff, G., Gubrud-Howe, P. M., & Carno, M. A. (2020). LeMone & Burke's medical-surgical
nursing: Clinical reasoning in patient care. Pearson Education.
Bickley, L. S. (2020). Bates’ guide to physical examination and history taking (13th ed.). Lippincott
Williams & Wilkins.
Carpenito-Moyet, L. J. (2017). Nursing care plans: Transitional patient & family centred care (7th
ed.). Lippincott William & Wilkins.
Carpenito-Moyet, L. J. (2017). Nursing diagnosis: Application to clinical practice (15th ed.).
Lippincott.
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 22.9.2020
Hamlin, L., Davies, M., Richardson-Tench, M., & Sutherland-Fraser, S. (2021). Perioperative
nursing: An introduction (3rd ed.). Elsevier Health Sciences.
Joint Formulary Committee. (2020). British National Formulary 80. Pharmaceutical Press.
Kee, J. (2017). Laboratory and diagnostic tests with nursing implications (10th ed.). Upper Prentice
Hall.
Norris, T. L., & Lalchandani, R. (2018). Porth’s Pathophysiology: Concepts of altered health states
(10th ed.). Lippincott.
Perry, A. G., Potter, P. A., & Ostendorf, W. (2021). Clinical nursing skills and techniques (10th
ed.). Mosby.
Philips, N. (2020). Berry & Kohn’s operating room technique (14th ed.). Mosby.
Rothrock, J. C., Smith, D. A., & McEwen, D. R. (2019). Alexander’s care of the patient in surgery
(16th ed.). Mosby.
Shield, L., & Werder, H. (Eds.) (2008). Peri-operative Nursing. Cambridge University Press.
Spry, C. (2016). Essentials of perioperative nursing (6th ed.). Jones & Bartlett Publishers.
Wilkinson, I. B., Raine, T., Wiles, K., Goodhart, A., Hall, C., & O’Neill, H. (2017). Oxford
handbook of clinical medicine (10th ed.). Oxford University Press.

Electronic resourses
Alexander Street Press, LLC. (2020). Nursing Education in Video. Retrieved from
http://mcom.alexanderstreet.com/
EBSCO Health (2020). Dynamic Health. Retrieved from https://www.dynahealth.com/
Elsevier Inc. (2020). ClinicalKey for Nursing. Retrieved from http://www.clinicalkey.com/nursing
Cochrane: http://www.cochrane.org
Wolters Kluwer. (2020). UpToDate. Retrieved from https://www.uptodate.com/home

Feedback for evaluation

The course adopts a number of formal and informal measures to generate feedback for evaluation
about the course. Students are encouraged to use the CU eLearning System and email to post their
views, and clinical practice group representatives are invited to collate the views of students during
and at the end of the course. Students are also encouraged to give comments by using the course
teaching evaluation (CTE). In addition, there are also opportunities for student to give feedback
about the clinical learning environment and clinical teaching at the end of the course and during the
staff-student consultative committee meeting. Students are welcome to approach individual
teaching staff and course coordinator to give their feedback anytime during the clinical placement
period.

Guidelines for Reviewing Examination Materials: The review period will be held within two weeks
after grades are released to students at CUSIS. The date will be determined by the Course

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Coordinator. Student who wishes to review the assessment materials must make a formal request to
the Year Administrator within four calendar days after grades are released.

Course timetable
Week Primary health care Date/Time Real-time online PBL
activity simulation workshop workshop
5 Theme 1
Introduction
6
7 Theme 2 21/10/20 Workshop 1
Disease management 14:30-17:30 Class B
8 28/10/20 Workshop 1
14:30-17:30 Class A
9 Theme 3 2/11/20 Class A & B
Psychosocial health 14:30-17:30
10 management 9/11/20 Class A & B
14:30-17:30
11 Theme 4 19/11/20 Class A & B
Healthy setting 14:30-17:30
12 23/11/20 Class A & B
14:30-17:30
13 30/11/20 Workshop 2
14:30-17:30 Class A
14 8/12/20 Workshop 2
14:30-17:30 Class B

Contact details for teaching staff

Course Coordinator: Ms. Silvia TONG
Office: Room 801, Esther Lee Building, the Chinese University of Hong Kong.
Tel. no.: 3943 3516
Mobile: 6048 6284
E-mail: silviatong@cuhk.edu.hk

Name of staff Office Mobile Email

Telephone
Ricky AHMAT 3943 4291 5193 0215 rickyahmat@cuhk.edu.hk
Jasmine CHAN 3943 1247 5193 0209 chan.jasmine@cuhk.edu.hk
Kelvin CHENG 3943 8098 6070 5310 kelvincheng@cuhk.edu.hk
Winnie FUNG 3943 9907 3943 9907 wingyeefung@cuhk.edu.hk
Joey HO 3943 9913 3943 9913 joeysyho@cuhk.edu.hk
Rosa HO 3943 6223 9256 7110 rosaho@cuhk.edu.hk
Irene IP 3943 8169 3943 8169 ireneip@cuhk.edu.hk

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 22.9.2020
Zoe KWOK 3943 9928 5193 0230 zoekwok@cuhk.edu.hk
Anastasia LAM 3943 8104 6070 5330 anastasialam@cuhk.edu.hk
Venee LAM 3943 9925 3943 9925 veneelam@cuhk.edu.hk
Simon LAM 3943 9923 3943 9923 simonlam@cuhk.edu.hk
Gerund LEE 3943 9924 3943 9924 gerundlee@cuhk.edu.hk
Pinky LEE 3943 9918 5193 0252 pinkylee@cuhk.edu.hk
Stuart LEUNG 3943 9908 3943 9908 stuartleung@cuhk.edu.hk
Hermione LO 3943 3519 6498 7932 hermionelo@cuhk.edu.hk
Silvia TONG 3943 3516 6048 6284 silviatong@cuhk.edu.hk
Antonia WONG 3943 0516 3943 0516 antoniawong@cuhk.edu.hk
Christina WONG 3943 9906 9735 6607 christinawong@cuhk.edu.hk
Nicole WONG 3943 9545 3943 9545 nicolewong@cuhk.edu.hk
Yan WONG 3943 9305 3943 9305 yanhywong@cuhk.edu.hk
Winnie YAU 3943 0891 5193 0226 winnieyau@cuhk.edu.hk

Details of course website

CU eLearning System: (https://blackboard.cuhk.edu.hk)
The course related materials, e.g. course outline, learning outcomes, guidelines for assessment,
clinical learning activities, electronic resources and links to relevant nursing websites will be posted
on CU eLearning System. Public and private forums will be used to facilitate exchange of ideas and
communications between students and the teaching team, especially when students are undergoing
clinical placements in different clinical venues. Students are encouraged to check the CU eLearning
System weekly. For urgent or important issues, individual group representatives will be contacted
to help passing the message and e-mails will be sent to individual student.

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Academic honesty and plagiarism
Attention is drawn to University policy and regulations on honesty in academic work, and
to the disciplinary guidelines and procedures applicable to breaches of such policy and
regulations. Details may be found at http://www.cuhk.edu.hk/policy/academichonesty/

With each assignment, students will be required to submit a signed declaration that they are
aware of these policies, regulations, guidelines and procedures. In the case of group
projects, all students of the same group should be asked to sign the declaration, each of
whom is responsible should there be any plagiarized contents in the group project,
irrespective of whether he/she has signed the declaration.

For assignments in the form of a computer-generated document that is principally text-

based and submitted via VeriGuide, the statement, in the form of a receipt, will be issued
by the system upon students' uploading of the soft copy of the assignment. Assignments
without the properly signed declaration will not be graded by teachers. Only the final
version of the assignment should be submitted via VeriGuide.

Please remove the cover page, assignment title and reference list before uploading the
soft copy of your assignment to VeriGuide.

When there are discrepancies between the hard copy and the soft copy submitted to
veriguide, marking will be based on the hard copy. Minor discrepancies like
grammatical mistakes can be tolerated. For major discrepancies, students are
required to re-submit the assignment to veriguide.

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Declaration form to be included in the assignments submitted

I am submitting the assignment for:

□ an individual project or
□ a group project submitted on behalf of all members of the group. All members of the group are
required to sign this declaration to indicate their authorization for the submission.

I/We declare that the assignment here submitted is original except for source material explicitly
acknowledged, the piece of work, or a part of the piece of work has not been submitted for more
than one purpose (i.e. to satisfy the requirements in two different courses) without declaration, and
that the submitted soft copy with details listed in the <Submission Details> is identical to the hard
copy(ies), if any, which has(have) been / is(are) going to be submitted. I/We also acknowledge that
I am/we are aware of University policy and regulations on honesty in academic work, and of the
disciplinary guidelines and procedures applicable to breaches of such policy and regulations, as
contained in the University website http://www.cuhk.edu.hk/policy/academichonesty/. In the case
of a group project, we are aware that each student is responsible and liable to disciplinary actions
should there be any plagiarized contents in the group project, irrespective of whether he/she has
signed the declaration and whether he/she has contributed directly or indirectly to the plagiarized
contents.

It is also understood that assignments without a properly signed declaration by the student
concerned and in the case of a group project, by all members of the group concerned, will not be
graded by the teacher(s).

___________________ ___________________
Signature(s) Date

___________________ ___________________
Name(s) Student ID(s)

___________________ ___________________
Course code Course title

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The school policy on late submission

Assignments should be submitted by 17:00 on 14 December 2020. The due date should be adhered

to and any requests for extension must be made in writing to the Course Coordinator concerned at

least two days prior to the due date. Assignments submitted late without Course Coordinator’s prior

consent will normally be subject to a 10% penalty for each calendar day that is late. All late

submissions should be handed to staff of the General Office in hard copy during office hours. Soft

copy sent to teaching or administrative staff by email will not be regarded as having submitted the

assignment.

Details should be referred to the policy on “Written Assignments” and “Policy on Late Submission

of Assignments” as stipulated in the Student Programme Handbook (2020-2021) of the Bachelor of

Nursing Programme.

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The Chinese University of Hong Kong
Faculty of Medicine
The Nethersole School of Nursing
Bachelor of Nursing Programme (2020-2021)

NURS3157 Clinical Practice III

Assessment Guidelines

Clinical competency assessment in Clinical Practice III consists of motivation marks (10%), PBL
in specialty nursing (40%), primary health care activity (50%).

1. Motivation Marks (10%) (Appendix I)

This is to motivate students’ active participation and learning in the PBL and online simulation
workshops. This assessment contributes to 10% of the total marks of the course. Participation
in each online simulation workshop will account for 1 mark for each session (total 4 sessions).
Students who actively participate in the PBL presentation will account for 3 marks for each
session (total 2 sessions). Please refer to Appendix I for the marking criteria.

2. Problem-based learning in specialty nursing (40%) (Appendix IIa - IIc)

There are two online real-time PBL workshops to foster students’ critical thinking and
consolidate knowledge in specialty nursing. Two case scenarios on specialty nursing including
accident and emergency nursing, and operating theatre nursing will be included in the
workshops.

In Workshop 1, an introduction on PBL and briefing on two case scenarios will be conducted.
Students are expected to discuss among the groups to get a better understanding of the case
scenarios of the two nursing specialties. Students will have discussion on the PBL of specialty
nursing, facilitated by the assigned tutor. Students are expected to prepare and submit their
Presentation PowerPoint to the Blackboard of NURS3157 and send to the assigned tutor on or
before 17:00 one day before the presentation.

In Workshop 2, each subgroup of students will have their PBL presentation on the assigned
speciality nursing. The presentation will account for 40% of the course marks.

3. Reflective writing on Primary Health Care Activity (50%) (Appendix IIIa & IIIb)
This assessment contributes to 50% of total marks of the course. Students are expected to
reflect on the learning experience related to the participation in the primary health care activity
(Appendix IIIa). After each phone visit, student are required to complete a log sheet to record
the feelings and insights. Completion and submission of all the four log sheets on or before the
deadline will account for 10% of total marks of the course (2.5 marks per each log sheet).
Students are required to submit a 1000-word reflective essay (40%). In the reflective essay,
students are required to describe the selected learning experience, critically analyse the
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experience in relation to primary health care activity, identify the learning gained from the
experience and discuss the implication for future nursing practice. References from literature
are needed to support the discussion.

Suggested content:
Introduction (optional)
Description of experience
- A summary of the experience containing relevant information of what to reflect.
Reflection
- Critically analyze the experience in relation to primary health care.
- Identify learning issues gained from the experience
- Implication for future nursing practice
Conclusion (optional)

Policy on written assignments:

a. According to the University’s policy, assignments without the signed receipt issued by the
Veriguide will not be graded. Assignments will be marked only until students provide the
receipt. From the assignment due date to the date the receipt is submitted, the assignment
is regarded as late submission.
b. Text beyond 10% of the word limit will not be assessed.
c. Students found to have committed the offence of plagiarism shall not be allowed to sit for
a supplementary examination.

Submission date:
The essay should be submitted to Blackboard with a cover page, a reference list and four log
sheets of phone visits, before 17:00 on 14 December 2020.

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Appendix I
The Chinese University of Hong Kong
Faculty of Medicine
The Nethersole School of Nursing
Bachelor of Nursing Programme (2020-2021)

NURS3157 Clinical Practice III

Guidelines for motivation marks

This assessment contributes 10% of the total marks of this course. It aims to motivate students’
learning and participation in the real-time online PBL workshops. Students’ performance will be
assessed by the following criteria:

1. Participation in the online simulation workshops

2. Active participation in PBL workshops

Areas of assessment
1. Participation in four online simulation workshops (1 mark for each
4%
session)
2. Active participation in two PBL workshops (3 marks for each
6%
session)
Total 10%

Remarks: Marks will be deducted for student who is late or lack of participation in the presentation.
Zero mark will be given to the student who is absent for any reason.

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Appendix IIa
The Chinese University of Hong Kong
Faculty of Medicine
The Nethersole School of Nursing
Bachelor of Nursing Programme (2020-2021)
NURS3157 Clinical Practice III
Guideline for problem-based learning in specialty nursing

Learning outcomes
Upon completion of the PBL workshops, students will be able to:
1. Develop plans of care based on health assessment and principles supported by research.
2. Demonstrate competence in safe and efficient performance of nursing skills in various
clinical specialties, and in the preparation and aftercare for investigative procedures.
3. Deepen critical decision-making skills in the provision of client-centered care.
4. Deepen the integration of the knowledge from applied behavioral and social science in the
provision of client care.
5. Establish beginning ability to identify research topics from theoretical knowledge and
practical experience.
6. Further develop critical thinking and clinical judgment from theoretical knowledge and
practical experience.

Two real-time online PBL workshops in specialty nursing will be conducted. Students will form
into groups of 6 to 7 students, mainly according to their clinical group in NURS3157. Below is the
suggested content for the two workshops.

Workshop 1
- Group tutors will provide an introduction on PBL and the two case scenarios on specialties of
accident and emergency nursing and operating theatre nursing.
- Students will have small group discussion on both case scenarios guided by the tutor. Guiding
questions will be provided in the case scenarios.
- Each subgroup of students will be assigned with work on one case scenario.
- At the end of the workshop, students are expected to share their discussion and raise questions
to stimulate thinking and self-directed learning.
- Below are the steps of problem-based learning:
a. Read through the case scenario, clarify any words or concepts that you do not understand.
b. Identify facts (critical case facts, persons, activities, contexts) from the case scenario and
draw the concept map in the table provided (Appendix IIb).
c. Identify knowledge gap and learning issues (What are the things that are not as expected,
or as they should be? What further information/ knowledge needed to address? How is this
information useful to support/ reject the hypothesis/ problem statement?)
d. Set hypotheses/ problem statements based on the supporting data/ information. Students
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are suggested to set one to two hypothesis/ problem statements for clinical reasoning,
information searching and presentation in the workshop two.
e. Set and prioritize the learning goals and objectives and then formulate an action plan
(identifying feasible action alternatives, selecting a course of action, implementation
planning, plan for evaluating the implementation progress, determine the resources and
distribution of work within group).
- Each group is expected to formulate the concept map and complete the case study worksheet
(Appendix IIIb). Representative(s) from each small group report key points from their
discussion (the concept map and case study worksheets)
- The presentation file (THREE files per each subgroup, including PowerPoint, the concept map
and the case study worksheet) should be uploaded to the Blackboard of the course and send a
copy to the respective tutor on or before 17:00 one day prior to presentation

Workshop 2 (PBL group presentation)

- Each subgroup will have 25 minutes for the presentation (20 minutes for sharing the findings/
results of the case study and 5 minutes for Q&A).
. The presentation file is expected to organize in ~20 PowerPoint slides. The group number,
names of students should be indicated on the first page of the presentation file.
a. The suggested content of the case study presentation:
i. Work performed in respect to the steps of PBL
• Concept map – identified facts of the case
• Information on the case study worksheet
– Knowledge gap / learning issues identified
– Hypothesis/ problem statement
– Learning goals and objectives
– Source of information and distribution of work among group members
ii. The information synthesized
• Solutions to the problem/ situation
• Support or reject the hypothesis/ problem statement based on the searched
information/ evidence

Marking criteria (refers to Appendix IIc)

1. Preparation
- Deep and critical analysis of the given case scenario.
- Collect the information from an extensive range of sources and perspectives.
- Effective contribution to the development of concepts and arguments.
2. Content
- Comprehensive and precise content.
- Well-integrated knowledge and supported with evidence from the literature, with the
application to nursing.
3. Organization and presentation
- Logical flow and fluent presentation with appropriate use of audio-visual aids.

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Appendix IIb
Case Study Worksheet
Group Number:
Name of Student: Student Number:
1.
2.
3.
4.
5.
6.
7.

Problem statement/ Supporting Data/ Learning Action Plan

Hypothesis Information Objectives/ (Responsible Person/
Learning Issues Resources)

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Concept Map

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Appendix IIc

The Chinese University of Hong Kong

Faculty of Medicine
The Nethersole School of Nursing
Bachelor of Nursing Programme (2020-2021)

NURS3157 Clinical Practice III

PBL presentation comment sheet

Student ID: _________________________ Date: _________________________

Preparation

- Analysis of the topic

- Source of information

- Development of concepts

Content of presentation
- Integration of knowledge with evidence support

- Application of the specialty knowledge to nursing practice

Organization and presentation

Grade: _______________________ Assessor: _____________________________

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Appendix IIIa

The Chinese University of Hong Kong

Faculty of Medicine
The Nethersole School of Nursing
Bachelor of Nursing Programme (2020-2021)

NURS3157 Clinical Practice III

The Primary Health Care Activity

Learning outcomes
Upon completion of the course, students will be able to:
1. Demonstrate the ability to perform comprehensive and focus assessment of clients with
medical conditions, who undergo surgery or who have emergency health problems.
2. Develop plans of care based on health assessment and principles supported by research.
3. Demonstrate effective communication with clients, their families, and health care team
members.
4. Deepen critical decision-making skills in the provision of client-centered care.
5. Demonstrate the ability to communicate assessment, care planning, implementation and
evaluation data by documentation.
6. Deepen the integration of the knowledge from applied behavioral and social science in the
provision of client care.
7. Further develop critical thinking and clinical judgment from theoretical knowledge and
practical experience.
8. Understand the uniqueness and characteristics of private hospitals and non-subsidized health
care institutions.

Description of the activity

Students will work in a group of three. They are required to self-identify a client aged 65 or above,
living in the community and having at least one chronic disease. Four online training lectures will
be provided to students via Blackboard of NURS3157. Students are required to conduct four phone
visits to the client, with about 30 minutes per call. The content will be about chronic disease
management and its related education. The phone visits should be conducted evenly after students
have learnt the relevant content of each lecture. Students are required to demonstrate profession
attitudes, integrate the professional knowledge and use effective communication skills during the
interaction with the client. Students are required to document the health assessment findings,
intervention plan and evaluation of the intervention in the log sheets, after each phone call. Upon
the completion of all the phone calls, students are advised to send a greeting card to the client.

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Students should submit an individual reflective essay (together with log sheets) and upload to
Blackboard on or before 14 December 2020. The schedule of the learning activities are as follows:

Schedule of learning activities

Schedule
28/9-4/10/2020 Online survey on intergenerational relationship and health (Pre- questionnaire)
http://cuhk.au1.qualtrics.com/jfe/form/SV_4Me1O9X3MljLsc5

Online Lecture Themes Content of lectures

Theme 1: Introduction - Ageing challenges
- Narrative Medicine
- Social support
5-16/10/2020
- Communication skills
- Dos and Don’ts
Phone visit 1 + log sheet
Theme 2: Disease management - Deteriorating Health
Outcomes
- Infection Control
- Chronic Diseases
19-30/10/2020 Management and
Intervention
- Drug management

Phone visit 2 + log sheet

Theme 3: Psychosocial Health Management - Elderly Characteristics
- Living Situation
- Mental Health Challenge
2-13/11/2020 - Narrative Medicine
- Crisis Management
- Emotional Support
Phone visit 3 + log sheet
Theme 4: Healthy setting – Healthy home - Healthy Lifestyle (Dietary
and Physical Activity)
- Healthy Setting
16-27/11/2020
- Community Resources
Support
Phone visit 4 + log sheet
28/11- Online survey on intergenerational relationship and health (Post-questionnaire)
2/12/2020 http://cuhk.au1.qualtrics.com/jfe/form/SV_4Me1O9X3MljLsc5

14 December 2020: Submission of reflective essay and log sheets

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Appendix IIIb

The Chinese University of Hong Kong

Faculty of Medicine
The Nethersole School of Nursing
Bachelor of Nursing Programme (2020-2021)

NURS3157 Clinical Practice III

Reflective essay comment sheet

Student ID: _________________________ Date: _________________________

a. Description of the learning experience relevant to primary health care activity.

b. Demonstrate the ability to analyse the experience critically, gain relevant learning experience
in relation to the described learning experience and implication to nursing practice.

c. Demonstrate logical flow of content, clear expression of views and ideas with reference support.

Grade: _______________________ Assessor: _______________________________

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Appendix IV

Online Peer Assessment System: User Guide

The peer assessment of individual contribution is an additional exercise to weight the group
mark so that each student gets an individual mark which reflects their own contribution.
Please note that the range of adjusted scores within the group is normally within 10% of
the group mark. It is important that you spend time to complete the peer assessment. Try
to be objective and unbiased.
Step 1
Login Online Peer Assessment System at https://apps2.nur.cuhk.edu.hk/OPAS by using your
Computer ID and CWEM Password.
Remarks:
(i) For data security, this link can only be accessed by computers using CUHK network. If you
are using a computer at home or other places, please connect the website by using Virtual
Private Network (VPN). Guidelines on setting up a VPN client can be found at
https://www.cuhk.edu.hk/itsc/network/vpn/vpn.html.
(ii) You will be logged out automatically after staying in the System for 30 minutes. Please finish
your evaluations within 30 minutes.
Step 2
 Select a course code.
 Evaluate the contribution of each group member.
 Give comments, if any.
 Click “Next”.
Step 3
 Check whether the marks are correct.
 If you wish to modify the marks, click “Back”. If the marks are correct, click “Submit”.
Remarks:
(i) Before submission, you can click “Print” to print out the confirmation page for your own
record.
(ii) You cannot modify any marks after submission.
Step 4
Click “Logout” or “Back to main page”.

Step 1 Step 2 Step 3 Step 4

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