Off Campus Unit
This unit served as a work-integrated learning experience, allowing me to develop practice skills by completing elements of learning in off-campus health care contexts. Positioned at the introductory stage of my course, it built on all preceding units. I was expected to draw on the knowledge and skills gained in previous units to enhance my practice. Active encouragement was given to apply learning from those earlier units to the nursing skills taught in this unit. Concurrently, this unit was a requisite for the on campus unit, facilitating the simulated application of theory to practice. The application of the NMBA Registered Nurse Standards for Practice, National Health Priority Areas, Aged Care Quality Standards, and National Safety and Quality Health Service Standards was crucial to my nursing practice.
Experiential learning was central to this unit, where I spent time in an off-campus healthcare environment with a focus on aged care. Preparation for this unit involved reviewing concepts explored in previous units to facilitate their application to practice. I prepared for the off-campus experience through simulated clinical situations and small group, clinical-skill-based practice activities that incorporated a range of healthcare technologies.
I was also directed to revisit safe practice principles, quality use of and administration of medicines, drawing on the learning activities and resources from the on campus unit. A peer learning community of practice was utilized to encourage active collaboration and provide additional support and social engagement during placement off campus. Clinical supervisors facilitated and supported the transfer of knowledge and skills to the real-world context, aligning with the requirements to satisfactorily complete the Australian Nursing Standards Assessment Tool (ANSAT). Learning experiences included a focus on promoting the implementation of evidence-based, scientific knowledge, communication, critical inquiry, digital literacy, and intra- and interprofessional collaboration as an ethical, socially inclusive, and culturally safe practitioner.
On Campus Unit
This unit used a blend of face to face and online activities to develop key knowledge and skills. I participated and collaborated with peers in tutorials to explore a range of clinical situations and the related nurse role. Learning experiences provide opportunities to develop and practice multimodal communication skills. In particular, I developed skills for collaborative practice and communication by working in small group activities in tutorials. Use of the clinical reasoning cycle framework and key components: Assessment, Planning, Implementation and Evaluation (APIE), will underpin the critical inquiry across the range of learning activities.
This beginning level unit aims to establish cognitive skills in clinical reasoning which inform provision of nursing practice. Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice emphasised are: thinks critically and analyses nursing practice (ST1); engages in therapeutic and professional relationships (ST2); maintains the capability for practice (ST3); develops a plan for nursing practice (ST5); evaluates outcomes to inform nursing practice (ST7). National Safety and Quality Health Service Standards addressed at an introductory level are: preventing and controlling healthcare associated infections; medication safety; patient identification and procedure matching; clinical handover; preventing and managing pressure injuries; preventing falls and harm from falls. This unit directly links to subsequent Integrated Nursing Practice units. Course themes emphasised are: evidence-based practice, scientific foundations of practice, and person-centred care.
see https://www.qut.edu.au/courses/bachelor-of-nursing for full unit information
Learning outcomes
Apply knowledge of the key NMBA Registered Nurse Standards for Nursing Practice, National Safety and Quality Health Service Standards and national health priorities to enable effective clinical decision making, planning and action
Apply the underpinning knowledge of anatomy, physiology and pathophysiology to support evidence-based decisions for planning and action
Apply clinical reasoning and decision making frameworks and beginning level communication skills to the development of foundational person-centred care plans for individuals across the lifespan.
Demonstrate evidence-based practice, clinical reasoning, and decision making to provide culturally safe, quality, person-centred care consistent with the NMBA Registered Nurse Standards for Practice and the National Safety and Quality Health Service Standards at a novice level of practice.
Safely and accurately perform medication calculations and demonstrate safe administration of medicines in both the simulated environment and the clinical practice setting.
Demonstrate beginner level provision of safe, appropriate, and responsive quality nursing care for consumers, families, and the broader community.
Projects - Off Campus Unit
Project One
Med+Safe.
The test questions centered on calculations and the development of knowledge and skills associated with medication administration and the quality use of medicines.
I provided evidence of successfully completing the required test in the Med+Safe application during the invigilated school-based assessment period.
Project Two
Placement performance.
During my assigned clinical placement, I was assessed on my ability to demonstrate a range of knowledge, skills, and attributes concerning the provision of safe, quality, person-centred care. My performance in assessments was evaluated in accordance with the NMBA Registered Nurse Standards for Practice, utilizing the Australian Nursing Standards Assessment Tool (ANSAT). It was necessary for me to demonstrate satisfactory achievement of the seven standards and their related criteria at this level. I had to achieve each criterion of the ANSAT satisfactorily, and 100% attendance was mandatory during the off-campus clinical placement.
Projects- On Campus Unit
Project One
A series of online quizzes to complete throughout the semester. The quizzes will be multiple choice, assess your knowledge of content covered in the unit and will be completed online.
Project Two
Research Project. Apply an active inquiry approach to conduct research to compare the care of a child and older adult in relation to a given care situation.
Project Three
End of semester exam. Written examination of short answer questions.
Overall Grading
Mark: 74
Grade: 5
Grade Description: Credit