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Page 1 of 16 NRSG265_FINAL EUO_202160FACULTY OF HEALTH SCIENCESSchool of NURSING, MIDWIFERY AND PARAMEDICINENATIONALSEMESTER 2, 2021NRSG265: PRINCIPLES OF NURSING: MEDICALUNIT OUTLINECredit points: 10Prerequisites: NilNational Lecturer in Charge: Ms Mary HuynhOffice location: 403.4.28 Level 4, 8-14 Brunswick Street Fitzroy VICEmail: [email protected]Telephone: (03) 9953 3613Contact: Please contact your campus LIC via emailTeaching Team
UNIT RATIONALE, DESCRIPTION and AIMThe Registered Nurse plays a central role in the provision of health care and education for peoplewho experience both short- and long-term health alterations. Health alterations occur across a rangeof settings and it is a requirement that the nurse is able to provide care for people experiencing thesealterations. This unit is required by students to assist their ongoing development of theoreticalPage 2 of 16 NRSG265_FINAL EUO_202160knowledge, specifically in relation to medical nursing practice and assisting clients who manage theirlonger-term illness.The principles of medical nursing that underpin best practice will be demonstrated by the use ofevidence-based case studies. Roles of the medical nurse across a variety of health settings, andwithin the context of multi-disciplinary care, will be explored across patient journeys. The contentcontained within this unit will inform nursing students’ future clinical practice across a variety ofsettings.This aim of this unit is to support students in development of knowledge and skills for personcentred, evidence-based nursing care of individuals experiencing acute medical health alterations.Mode: This unit is offered in a mixed-mode format. This means the content will be deliveredboth face-to-face and online through on-campus tutorials, online lectures and guidedactivities, resource sessions, and self-directed study.Attendance pattern: Face-to-face on-campus tutorials, online lecture recordings, guided andself-directed online activities via weekly modules.Duration: This unit will be taught over 10 weeks; 8 weeks face-to-face attendance, and 2 weeksself-directed fully online. You should anticipate undertaking 150 hours of study for this unit, includingclass attendance, readings, online activities, assignment preparation and self-directed study acrossthe teaching period.LEARNING OUTCOMESOn successful completion of this unit, students should be able to:
demonstrate knowledge of pathophysiology to manage common health alterationsin medical nursing; (GA4, GA5)
outline the biopsychosocial, spiritual and cultural factors that impact on the personwith a medical health alteration; (GA1, GA4, GA5)
apply the Roper-Logan-Tierney Model of Nursing across the lifespan, to theprinciples of medical nursing; (GA1, GA4, GA5, GA9)
LO4 implement the Levett-Jones’ Clinical Reasoning Cycle across a range of settings, toplan safe, evidence-based, culturally sensitive, person-centred nursing care forcommon medical health alterations; (GA3, GA4, GA5, GA8, GA9)
apply quality use of medicines, non-pharmacological therapeutic interventions andcomplementary therapies in medical nursing; (GA1, GA3, GA4, GA5, GA7, GA8)
LO6 apply legal and ethical principles related to medical nursing. (GA3)GRADUATE ATTRIBUTESOn successful completion of this unit, students should have developed their ability to:
demonstrate respect for the dignity of each individual and for human diversity
apply ethical perspectives in informed decision making
think critically and reflectively
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demonstrate values, knowledge, skills and attitudes appropriate to the disciplineand/or professionwork both autonomously and collaboratively
locate, organise, analyse, synthesise and evaluate information
demonstrate effective communication in oral and written English language and visualmedia
NMBA REGISTERED NURSE STANDARDS FOR PRACTICEThe Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed inthis unit are:
NMBA Standards for Practice
1. Thinks critically and analyses nursing practice.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7
LO1, LO2, LO3, LO4,LO5, LO6
2. Engages in therapeutic and professional relationships.2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8
LO2, LO3, LO4
3. Maintains the capability for practice.3.1, 3.2, 3.3, 3.4, 3.7
LO1, LO2, LO3, LO4,LO5, LO6
4. Comprehensively conducts assessments.4.1, 4.2, 4.3, 4.4
LO2, LO3, LO4, LO5
5. Develops a plan for nursing practice.5.1, 5.2, 5.3, 5.4
LO2, LO3, LO4, LO5, LO6
6. Provides safe, appropriate and responsive quality nursingpractice.6.1
LO1, LO2, LO3, LO4,LO5, LO6
7. Evaluates outcomes to inform nursing practice.7.1, 7.2
LO1, LO3, LO4, LO5
CONTENTTopics will include:Medical nursing care• Principleso Alterations to health resulting from a medical conditiono Diagnostic procedureso Risk factors and comorbiditieso Biopsychosocial, spiritual and cultural considerationso Promoting independence and working collaboratively▪ Rehabilitation and habilitationo Safety and risk assessmentso Assessing for and managing deteriorationo Patient educationo Quality use of medicineso Continuity of careo Discharge planningo Tools for planning care (e.g. care pathways)o Legal and ethical issuesPage 4 of 16 NRSG265_FINAL EUO_202160• Nursing the patient with common medical conditionso Endocrine disorders▪ Type 1 Diabeteso Respiratory disorders▪ Chronic obstructive pulmonary disease▪ Community acquired pneumoniao Cardiac disorders▪ Ischaemic heart disease▪ Acute coronary syndromeso Sepsiso Neurological▪ Stroke▪ Chronic neurological problemso Renal▪ Renal and urological problems▪ Acute kidney disease and chronic kidney diseaseQUALITY ASSURANCE AND STUDENT FEEDBACKThis unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT)online surveys. Student feedback from NRSG265 (2020) has been used to directly inform this unitoffering; including unit content, teaching sessions, teaching modes and assessment tasks.SELT surveys are usually conducted at the end of the teaching period. Your practical andconstructive feedback is valuable to improve the quality of the unit. Please ensure you complete theSELT survey for the unit. You can also provide feedback at other times to the unit lecturers, coursecoordinators and/or through student representatives.LEARNING AND TEACHING STRATEGY AND RATIONALEModes of delivery in this unit include lectures, tutorials, online activities and self-directed study.Consistent with adult learning principles, the teaching and learning strategies used within these modesof delivery will provide students with foundational knowledge and skills relevant to professional nursingpractice. These strategies will also support students in meeting the aim, learning outcomes andgraduate attributes of the unit and the broader course learning outcomes. Learning and teachingstrategies will reflect respect for the individual as an independent learner. Students will be expectedto take responsibility for their learning and to participate actively with peers.Students at university need to operate effectively as self-sufficient learners who drive their ownlearning and access the learning supports they require. To guide students in their learning, feedbackis required to identify what is being done well, what requires additional work and to identify progresstoward required learning outcomes. Located in the second year of the programme, this theory unitincludes moderate face-to-face teaching hours and an increasing online component of learning tobuild life-long learning skills. Lectures are utilised to convey content and central principles whiletutorials deliver interactive and student-driven learning sessions which require an increasing relianceon students to extend their community of learners and increase self-reliance. Online materials providestudents with the opportunity to undertake directed, self-motivated study and continue to transition toindependent study and life-long learning.Optional weekly formative online quizzes for this unit will help students gauge their progress and guidetheir unit learning. The formative quiz follows the same format as the online quizzes used in first year,however, will not contribute to the students’ grade for this unit. First year quizzes were summative andconsequently contributed to students’ grades; second year quizzes are predominantly formative, doPage 5 of 16 NRSG265_FINAL EUO_202160not contribute to the final unit grade and are thus optional. The weekly quizzes are designed to assiststudents to reinforce sound study patterns and their transition toward independent study and life-longlearning.LECTURE CAPTURELectures for this unit will be pre-recorded and made available to students via the LEO learningmanagement system. There will also be ‘Zoom’ sessions in the lead-up to the first assessment taskand in the last week of classes to help students prepare for the second assessment task. Studentswill be notified with details of when these sessions will be held and where to find recordings of thesessions.SCHEDULEFor the most up-to-date information, please check your LEO unit and also note advice from yourlecturing and tutoring staff for changes to this schedule.
Introduction to the unit –national lecture (prerecorded)Introduction to the unit –campus-based resourcesession (pre-recorded)Endocrine Disorders – Part 1• Type 1 and 2 DiabetesMellitus• Hypoglycaemia, DKA, HHS• Pharmacology of diabetesmedication
Case Study 1Care of thepatient withType 1DiabetesMellitus: achild withnewlydiagnosedType 1diabetes
Module 1:Endocrine disorders• Diabetes Type 1vs Type 2• Insulin types• Drugs for Type 2diabetesQuiz
Endocrine Disorders – Part 2• Microvascular andmacrovascularcomplications of Type 1diabetes
Case Study 1(continued)Living withdiabetes forthe rest of yourlife: the longterm care of aperson withdiabetes
Module 2:Living with Diabetes• Long-termconsequences ofdiabetesQuiz
Respiratory Disorders – Part 1• Respiratory anatomy andphysiology• Asthma• Community acquiredpneumonia
Case Study 2Care of thepatient withdifficultybreathing: apatient withasthma.
Module 3:Care of the patientwith a lung condition• The differencebetween acuteand chronic lungconditions• Care of acuterespiratoryconditionsQuiz
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Respiratory Disorders – Part 2• COPD• Pharmacology of commonrespiratory medicationsAssessment task 1 overviewand preparation – nationallecture (pre-recorded)
Case Study 3Care of thepatient with achronicrespiratorycondition: apatient withCOPD.
Module 4:Living with chroniclung disease• Care of chroniclung conditions• ABGinterpretationand practicequestionsQuiz
Cardiac Disorders – Part 1• Cardiac anatomy andphysiology• Hypertension, IHD,ACS• Thrombus andcoagulation
Case Study 4Care of thepatient withCoronaryArteryDisease: apatient withischaemicheart disease.
Module 5:Living with CoronaryArtery Disease• Understandingischaemic heartdisease• Acuteconsequences ofmyocardialischaemiaQuiz
Cardiac Disorders – Part 2• Complications of MI(HF, APO)• Electrical disorders ofthe heart• Pharmacology ofcommon cardiacconditionsAssessment task 1 campusbased Q&A session• Live ‘zoom’ session• Time to be advised on LEO
Case Study 4(continued)Care of thepatient with anacuteexacerbationof CoronaryArteryDisease:a patient withischaemicheart disease.
Module 6:Life after an AMI• Acuteconsequences ofan AMI• Long-termconsequences ofan AMI.Quiz
Neurological Disorders – Part1 •Stroke• Epilepsy
Case Study 5Care of thepatientexperiencingan acuteneurologicalevent: apatient with anacuteneurologicalcondition.
Module 7:Living with theconsequences of astroke• Ischaemic strokevs haemorrhagicstroke• Acute stroke• Chronicconsequences ofstrokeQuiz
Neurological Disorders – Part2 •Rehabilitation of stroke• Pharmacology of commonneurological medications
Case Study 5(continued)Living with achronicneurologicalcondition: thelifelongconsequencesof stroke.
Module 8:Living with a chronicneurologicalcondition• Chronicneurologicalconditions (e.g.epilepsy,Parkinson’sdisease, MultipleSclerosis)Quiz
Assessment1 due –Tuesday 21stSeptember2021, at 9am
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UA Common Vacation
No pre-recorded lecture – alllecture content provided withinmodule 9Renal Disorders (via Module9)• Renal anatomy andphysiology• UTI• AKI, CKD
No face-toface tutorial –all tutorialactivities to becompletedwithin module9
Module 9:Renal disorders• Acute andchronic renalimpairment• Treatment ofrenal impairment• Living with renaldysfunctionQuiz
Unit review and assessmenttask 2 exam preparation –national (pre-recorded)Sepsis (via Module 10)• Causes• Pathophysiology• Management• Complications – shock,ARDS, MODS, DIC• Sepsis and MODS (CRS)
No face-toface tutorial –all tutorialactivities to becompletedwithin module10
Module 10:Sepsis• Sepsis: what it is,how to identify it,how to treat it,andconsequences ofsepsis.Quiz
Assessment2 due –CentralExaminationPeriod
ATTENDANCE REQUIREMENTS FOR THIS UNITAttendance at all lectures, practical classes and simulations is expected. Attendance records of allpractical and tutorial classes are maintained with a minimum of 80% attendance expected.Reasons why attendance is requiredIn class, you will be interacting with other students and developing skills which you will use in yourprofessional/clinical experience, working within a group or team is an essential skill for all healthcareworkers. Additionally, contributing to and learning from interactions in tutorials has been shown toincrease students’ understanding and improve student success. Lecturers monitor attendance andyour use of LEO so that we can support your learning. You are required to attend a minimum of 80%of classes in this unit. These are your responsibilities as an adult learner.To ensure that you benefit from the ACU learning experience and continue to achieve, you areencouraged to plan your week carefully and prioritise time to engage in learning activities. These mayinclude face-to-face tutorials, virtual tutorials and online learning activities, as scheduled. You shouldanticipate undertaking 150 hours of study for this unit, including class attendance, readings andassignment preparation.ASSESSMENT STRATEGY AND RATIONALEA range of assessment items consistent with University assessment requirements and policy will beused to ensure students achieve the unit learning outcomes and attain the graduate attributes.In this unit, there are two 50% assessment items, therefore the importance of each item is higher interms of achievement of unit learning outcomes and graduate attributes. Students’ transition fromthree lower weighted assessments to two more heavily weighted assessments is supported by mixedassessment styles. The oral assessment broadens students’ communication strategies. It engagesPage 8 of 16 NRSG265_FINAL EUO_202160students with the application of theory to practice, and is designed to facilitate an understanding ofthe impact of long-term illness. The examination enables students to demonstrate a sound knowledgebase in addressing content questions and an evolving understanding of this content to address theprocess related questions.These assessments are required to build student knowledge and skills which, by the conclusion ofthis programme, will enable the student to graduate as a safe and effective nurse.In order to pass this unit, you are required to achieve an aggregate score of 50% or more for theassessment tasks in the unit.The assessment tasks for this unit are designed for you to demonstrate your achievement of eachlearning outcome.ELECTRONIC SUBMISSION, MARKING AND RETURNElectronic submission, marking and return is being used for this unit. Assessment Task 1 will besubmitted and marked via LEO.
Assessment Task 1:Oral Presentation (Online– 10 minutes)This assessment enablesstudents to demonstrateunderstanding of the healthconsumer’s perspectiveregarding a medical healthalteration.
Tuesday 21st September2021, at 9am
LO1, LO2, LO3, LO4
GA1, GA3, GA4, GA5, GA8, GA9
Assessment Task 2:Written ExaminationEnables students todemonstrate a soundknowledge base inaddressing content andprocess questions relatedto medical nursing.
LO1, LO2, LO5, LO6
GA1, GA3, GA4, GA5, GA7, GA8
ASSIGNMENT 1 ORAL PRESENTATION (ONLINE)Due date: Tuesday 21st September 2021 at 9amLength and/or format: 10 minutes presentation and 10 PowerPoint Slides withaccompanied notes +/- 10%Purpose: The oral presentation assessment will engage students with theapplication of theory to practice and is designed to facilitate anunderstanding of the impact of long-term illness on the patient.This mode of assessment aims to broaden students’communication strategies, which is a necessary skill in nursingand will enable the student to become a safe and effective nurse.Page 9 of 16 NRSG265_FINAL EUO_202160More details about this task is located on the NRSG265 LEOpage under the Assessment tile.Learning outcomes assessed: LO1, LO2, LO3, LO4How to submit: Students will record their presentation using PowerPoint, andsubmit their oral presentation recording and PowerPoint Slidesvia the Turnitin dropbox on LEO.Return of assignment: Grades and feedback will be made available through LEO inaccordance with ACU policy.Assessment criteria: This assessment task will be graded against a standardisedcriterion referenced rubric. Please follow the criteria closelyduring the planning and development of your assessment task(Appendix 1).FOR ALL ASSIGNMENTSPlease include the word count of your assignment on the front page of your assignment or in aheader. Please note that in-text citations are included in the word count whilst the reference list isnot included in the word count. Words that are more than 10% over the word count will not beconsidered for marking. Please see further information in the section below titled ‘Word Count’.
Due date:Weighting:Length and/or format:
During Central Examination Period50%2 hours. The examination consists of multiple choice and shortanswer questions.The 2-hour examination requires a sound knowledge base toanswer content questions and an understanding of this content toaddress the process related questions. The material covered inlectures, tutorials and online activities will provide the knowledge
base for this assessment. Please refer to the content section ofthe unit outline as well as all provided learning objectives as astarting point when studying for this assessment task.
Learning outcomes assessed:How to submit:Return of assignment:
LO1, LO2, LO5, LO6Completed papers will be collected by the exam invigilators.Examinations are not returned to students. However, studentswho wish to review their examination may apply to do so bymaking an appointment with the lecturer in charge of the unitfollowing the official release of student grades.The examination will be marked according to standardisedanswers produced by the national team.
Page 10 of 16 NRSG265_FINAL EUO_202160WORD COUNTWriting requires skill and being able to write within a specified word limit is an essential componentof professional and academic work. Reading and writing critically are fundamental skills whichdemonstrate an understanding and an ability to make judgements and solve problems, hence whyonly 10% of a word count should be direct quotes. That is, if the word count is 1500 words only 150of those words should be direct quotes. Word counts provide students with an indication of theamount of detail and work required for each assessment item.What is included in a word count?Essentially, all text within an assessment item from the introduction through to the conclusion iscounted in the word count. This includes all in-text citations, direct quotes and headings. The wordcount does not include the following:• Title page• Reference list• Appendices• Tables• Figures and legendsASSIGNMENTS SUBMITTED JUST BEFORE THE DUE DATE AND TIMEPlease note that if you submit your assignment, notice that the similarity index is high but do nothave time to revise your assignment before the due date has passed, then you are advised to:• contact the Lecturer in Charge and request that your assignment be removed.• revise the assignment, submit it within three days of the due date and incur a late submissionpenalty.• submit it into the regular drop box. Do not submit into the extension drop box.Please review the Academic Integrity and Misconduct policy if you choose not to do this.REFERENCINGThis unit requires you to use the APA (7th ed.) referencing system.See the ‘Academic referencing’ page of the Student Portal for more details.ACU POLICIES AND REGULATIONSIt is your responsibility to read and familiarise yourself with ACU policies and regulations, includingregulations on examinations; review and appeals; acceptable use of IT facilities; and conduct andresponsibilities. These are in the ACU Handbook, available from the website.A list of these and other important policies can be found at the University policies page of theStudent Portal.Assessment policy and proceduresYou must read the Assessment Policy and Assessment Procedures in the University Handbook:they include rules on deadlines; penalties for late submission; extensions; and special consideration.If you have any queries on Assessment Policy, please see your Lecturer in Charge.Please note that:(1) any numerical marks returned to students are provisional and subject to moderation;(2) students will not be given access to overall aggregated marks for a unit, or overall unit gradecalculated by Gradebook in LEO;and,Page 11 of 16 NRSG265_FINAL EUO_202160(3) students will be given a final mark and grade for their units after moderation is concluded andofficial grades are released after the end of semester.Academic integrityYou have the responsibility to submit only work which is your own, or which properly acknowledgesthe thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policyand the Academic Misconduct Procedures are available from the website. Please read them, andnote in particular that cheating, plagiarism, collusion, recycling of assignments andmisrepresentation are not acceptable. Penalties for academic misconduct can vary in severity andcan include being excluded from the course.TurnitinThe Turnitin application (a text-matching tool) will be used in this unit, in order to enable:• students to improve their academic writing by identifying possible areas of poor citation andreferencing in their written work; and• teaching staff to identify areas of possible plagiarism in students’ written work.While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is moreimportant. Information on avoiding plagiarism is available from the Academic Skills Unit.For any assignment that has been created to allow submission through Turnitin (check theAssignment submission details for each assessment task), you should submit your draft well inadvance of the due date (ideally, several days before) to ensure that you have time to work on anyissues identified by Turnitin. On the assignment due date, lecturers will have access to your finalsubmission and the Turnitin Originality Report.Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will beused as a means of submitting, marking and returning assessment tasks and so a text matchingpercentage will appear on your submission automatically.FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND TORRESSTRAIT ISLANDER STUDENTSEvery campus provides information and support for Aboriginal and Torres Strait Islander Students.Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.STUDENT SUPPORTIf you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have adisability/medical condition which may impact on your studies, you are advised to notify yourLecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.For all aspects of support please visit ACU Info section in the Student Portal.• Academic Skills offers a variety of services, including workshops (on topics such asassignment writing, time management, reading strategies, referencing), drop-in sessions,group appointments and individual consultations. It has a 24-hour online booking system forindividual or group consultations.• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to beinvolved with community projects.• The Career Development Service can assist you with finding employment, preparing aresume and employment application and preparing for interviews.• The Counselling Service is a free, voluntary, confidential and non-judgmental service opento all students and staffed by qualified social workers or registered psychologists.Page 12 of 16 NRSG265_FINAL EUO_202160• Disability Services can assist you if you need educational adjustments because of adisability or chronic medical condition; please contact them as early as possible.INHERENT REQUIREMENTS• To support your progression in this unit, students are directed to access the course inherentrequirements, on the link below, to understand the essential aspects of their course. If yourequire assistance to enable you to achieve the knowledge, skills and attitudes outlined in theinherent requirements, please speak with your academic and or a disability advisor forsupport.• www.acu.edu.au/inherent-requirementsONLINE RESOURCES AND TECHNOLOGY REQUIREMENTSThe LEO page for this unit contains further readings/discussion forums.https://leo.acu.edu.au/course/view.php?id=37947In addition, for this unit you will be required to use the following technologies:• Headset with microphone• Internet access is required for online learningTEXTS AND REFERENCESBrown, D., Edwards, H., Buckley, T., & Aitken, R. L. (Eds.). (2019). Lewis’s medical-surgicalnursing: Assessment and management of clinical problems. (5th ed.). Elsevier.Bullock, S., & Hales, M. (2019). Principles of pathophysiology. (2nd ed.). Pearson.Bullock, S., & Manias, E. (2017). Fundamentals of pharmacology. (8th ed.). Pearson.Holland, K., & Jenkins, J. (Eds.). (2019). Applying the Roper-Logan-Tierney model in practice. (3rded.). Elsevier.Forbes, H., & Watt, E. (2020). Jarvis’s physical examination and health assessment. (3rd Australianand New Zealand ed.). Elsevier.Levett-Jones, T. (Ed.). (2018). Clinical reasoning: Learning to think like a nurse. (2nd ed.). Pearson.https://ebookcentral.proquest.com/lib/acu/reader.action?docID=5220625Further referencesAs per LEO modulesPage 13 of 16 NRSG265_FINAL EUO_202160APPENDIX 1 – ASSESSMENT 1 ORAL PRESENTATION (ONLINE)
Oral and PowerPointslide introductions areexceptionally evident.Introduction outlines thetopic, the purpose, andcontextualises thecontent and thesequence of thepresentation.
Oral and PowerPointslide introductions areclearly evident.Introduction outlines thetopic, the purpose, thecontent and thesequence of thepresentation.
Oral and PowerPointslide introductions areevident.Introduction outlines thetopic, the purpose, andprofiles the content andthe sequence of thepresentation.
Oral and PowerPointslide introductions aresomewhat evident.Introduction basicallyoutlines the topic, thepurpose, and thecontent to be covered.
Oral and PowerPointslide introductions arepoorly evident.Introduction poorlyoutlines the topic, thepurpose, and thecontent to be covered.
There is no PowerPointintroduction.There is no oralintroduction.
Content in thepresentation exactlymatches the outlinepresented in theintroductory slide.All slides are logicallyorganised.Presentation ends withan insightful andrelevant conclusion.Duration is 10 minutes inlength (+/- 10%).
Content in thepresentation mostlymatches the outlinepresented in theintroductory slide.Most slides are logicallyorganised.Presentation ends withrelevant conclusion.Duration is 10 minutes inlength (+/- 10%).
Content in thepresentation generallymatches the outlinepresented in theintroductory slide.Slides are somewhatlogically organised.Presentation ends with amostly relevantconclusion.Duration is 10 minutes inlength (+/- 10%).
Content in thepresentation somewhatmatches the outlinepresented in theintroductory slide.Slides are reasonablyorganised.Presentation ends withsomewhat relevantconclusion.Duration is 10 minutes inlength (+/- 10%).
Content in thepresentation poorlymatches the outlinepresented in theintroductory slide.Slides are disorganised.Presentation ends withan irrelevant conclusion.Duration is more or lessthan 10 minutes inlength (+/- 10%).
No match between theintroductory slide andthe content of thepresentation.No evidence oforganisation.No conclusion provided.Duration is more or lessthan 10 minutes inlength (+/- 10%).
Presentation: Visualappearance,mechanics, spellingand grammar5%
Diagrams, images andtext are relevant andhave a highly effectivelevel of engagement andvisual appealthroughout.There are no errors withgrammar, spelling andpunctuation and themeaning is very clear.
Diagrams, images andtext are relevant andhave a strong level ofengagement and visualappeal throughout.There are no errors withgrammar, spelling andpunctuation and themeaning is clear.
Diagrams, images andtext are relevant andhave a satisfactory levelof engagement andvisual appealthroughout.There are some errorswith grammar, spellingand punctuation.However, the meaning isclear.
Diagrams, images andtext are relevant andhave a basic level ofengagement and visualappeal throughout.There are several errorswith grammar, spellingand punctuation. Theerrors detract somewhatfrom the meaning.
Diagrams, images andtext are not relevant,and are not visuallyengaging.There are substantialerrors with grammar,spelling andpunctuation. The errorsdetract significantly fromthe meaning.
No engagement and/orrelevance.Substantial errors ingrammar, spelling andpunctuation are suchthat the content does notmake sense.
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Presentation:Oratory SkillIncludes voicemodulation,pronunciation andclarity5%
Voice is exceptionallywell-modulated.The meaning is veryclearly discernible.Speaks with exceptionalconfidence on thecontent of presentation.
Voice is very wellmodulated.The meaning is clearlydiscernible.Speaks with greatconfidence on thecontent of presentation.
Voice is well-modulated.The meaning isgenerally discernible.Speaks with reasonableconfidence on thecontent of thepresentation.
Voice is somewhatmodulated.The meaning issomewhat discernible.Speaks with someconfidence on thecontent of thepresentation.
Minimal use of voicemodulation (monotone).The meaning is notclearly discernible.Speaks with minimalconfidence on thecontent of thepresentation.
Student is reading offthe slides directly withno voice modulation.The meaning is notdiscernible.Speaks with noconfidence on thecontent of thepresentation.
Content:Considers thepatient situation,using a conceptmap (Step 1 – CRC),and identifies thekey elements ofassessment for thepatient (Step 2 –CRC)20%
A comprehensiveconcept map about thepatient’s situation hasbeen provided.A comprehensive and indepth understanding ofthe pathophysiology isevident.High quality evidenceand examples arepresented.A comprehensiveassessment isconducted on the patientincluding current andnew information
A thorough concept mapabout the patient’ssituation has beenprovided.A thorough and in depthunderstanding of thepathophysiology isevident.Appropriate evidenceand examples arepresented.A thorough assessmentis conducted on thepatient including currentand new information.
A sound concept mapabout the patient’ssituation has beenprovided.A sound understandingwith adequate depth ofthe pathophysiology isevident.Evidence and examplesare presented of varyingquality.A sound assessment isconducted on the patientincluding current andnew information.
A basic concept mapabout the patient’ssituation has beenprovided.A basic understanding ofthe pathophysiology isevident. Sufficient depthis provided.Evidence and examplesare presented of varyingquality.A basic assessment isconducted on the patientincluding current andnew information.
A concept map withminimal detail about thepatient’s situation hasbeen provided.A minimal understandingof the pathophysiology isevident. Insufficientdepth is provided.Evidence and examplesare minimal.A minimal assessment isconducted on the patientincluding current andnew information.
No concept map hasbeen provided.No understanding of thepathophysiology isevident.No assessment hasbeen provided.
Content:Critically processesthe informationabout the patient(Step 3 – CRC)Uses thisinformation toidentify, prioritise,and justify the three(3) nursing issuesfor the patient (Step4 – CRC)25%
Provides acomprehensive analysisof the informationgathered about thepatient.Discusses three (3)relevant activities ofliving (ALs) that could beaffected in the patient,using the Roper-Loganand Tierney (RLT)model.
Provides a thoroughanalysis of theinformation gatheredabout the patient.Discusses three (3)relevant activities ofliving (ALs) that could beaffected in the patient,using the Roper-Loganand Tierney (RLT)model.Appropriately identifiesand prioritises three (3)
Provides a soundanalysis of theinformation gatheredabout the patient.Discusses three (3)relevant activities ofliving (ALs) that could beaffected in the patient,using the Roper-Loganand Tierney (RLT)model.Appropriately identifiesand prioritises three (3)
Provides a basicanalysis of theinformation gatheredabout the patient.Briefly discusses three(3) relevant activities ofliving (ALs) that could beaffected in the patient,using the Roper-Loganand Tierney (RLT)model.Appropriately identifiesand prioritises three (3)
Provides a minimalanalysis of theinformation gatheredabout the patient.Identifies but does notdiscuss three (3)relevant activities ofliving (ALs) that could beaffected in the patient,using the Roper-Loganand Tierney (RLT)model.
No analysis has beenattempted and provided.No identification ordiscussion of three (3)relevant activities ofliving (ALs).No appropriateidentification,prioritisation andjustification of three (3)nursing issues.
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Appropriately identifiesand prioritises three (3)nursing issues withcomprehensivejustification.
nursing issues withthorough justification.
nursing issues withsound justification.
nursing issues withbasic justification.
Inappropriately orincorrectly identifies andprioritises three (3)nursing issues withminimal or irrelevantjustification.
Content:Establishes three(3) goals related tothe chosen nursingissues, whichinclude specificoutcomes in aspecified timeframe (Step 5 –CRC)Outlines one (1)course of action foreach goal (Step 6 –CRC)20%
Appropriately identifiesthree (3) goals withcomprehensivediscussion of the desiredoutcome, within asuitable time frame.Provides an appropriatecourse of action for eachgoal identified.
Appropriately identifiesthree (3) goals withthorough discussion ofthe desired outcome,within a suitable timeframe.Provides an appropriatecourse of action for eachgoal identified.
Appropriately identifiesthree (3) goals withsound discussion of thedesired outcome, withina suitable time frame.Provides an appropriatecourse of action for eachgoal identified.
Appropriately identifiesthree (3) goals withbasic discussion of thedesired outcome, withina suitable time frame.Provides an appropriatecourse of action for eachgoal identified.
Does not identify three(3) appropriate goals,and/or does not providea discussion of thedesired outcome, withina suitable time frame.Inappropriate course ofaction for each goalidentified.
No goal has beenprovided.No course of action hasbeen outlined.
Content:Evaluates theeffectiveness of thegoals and actionswith relevance tothe patient’s care(Step 7 – CRC)Reflects on theprocess and newlearning (Step 8 –CRC)10%
Provides an appropriateevaluation of theeffectiveness of goalsand actions of action.Provides acomprehensivereflection whichestablishes what hasbeen learnt, what wentwell, and what couldhave been improved.
Provides an appropriateevaluation of theeffectiveness of goalsand actions of action.Provides a thoroughreflection whichestablishes what hasbeen learnt, what wentwell, and what couldhave been improved.
Provides an appropriateevaluation of theeffectiveness of goalsand actions of action.Provides a soundreflection whichestablishes what hasbeen learnt, what wentwell, and what couldhave been improved.
Provides an appropriateevaluation of theeffectiveness of goalsand actions of action.Provides a basicreflection whichestablishes what hasbeen learnt, what wentwell, and what couldhave been improved.
Does not provide anappropriate evaluation ofthe effectiveness ofgoals and actions ofaction.Does not provide anappropriate reflectionwhich establishes whathas been learnt, whatwent well, and whatcould have beenimproved.
No evaluation has beenprovided.No reflection has beenincluded.
Depth and breadth ofreading is evident.Credible, contemporaryand relevant referencesare used.
Breadth of reading isevident.Credible and relevantreferences are used.
Adequate andappropriate reading isevident.Relevant references areused.
Adequate reading isevident.Some references arerelevant.
Limited reading isevident.Most references are notcredible or relevant.
Arguments are notsupported by evidence.No credible or relevantreferences used.
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Accurate use of APAreferencing style on alloccasions.
Accurate use of APAreferencing style onmost occasions.
Accurate use of APAreferencing style onmost occasions.
Accurate use of APAreferencing style onmost occasions.
Many inaccuracies withthe APA referencingstyle.
Total marks – 100Weighting – 50%
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