Overview
This unit will provide advanced knowledge and skills in nursing assessment and care planning. You will learn how to apply a clinical reasoning process and an Aboriginal and Torres Strait Islander health assessment model in order to prioritise and perform holistic nursing care for individuals, families and groups. You will critically examine common risk screening tools and clinical pathways used in practice, to organise and perform safe and effective nursing care. You will evaluate early warning systems and health assessment instruments through evidence-based research and by analysing practice and policy documents. You will consider best practice implications for medication administration, wound care and contemporary nursing psychomotor skills. There are online workshops you will be required to attend. There is a compulsory on campus activity you will have to attend. You will also undertake 160 hours of work-integrated learning which you will undertake after week 12. This will allow you to demonstrate responsible nursing practice under the supervision of a Registered Nurse. Work-integrated learning may be delayed due to travel restrictions and local healthcare service policy.
Details
Pre-requisites or Co-requisites
Co-requisites - NURS20161 and NURS20160 Students must be enrolled in CH79 Graduate Certificate in Nursing (Re-Entry)
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 12-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 25 hours of study per week, making a total of 300 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback
Formative assessment opportunities
Provide additional, online, formative assessment opportunities with specific reference to the Safety in Practice assessment, multiple choice quiz component.
- Construct and adapt an evidence-informed and culturally safe nursing care plan based on patient assessment data with consideration of people from Aboriginal, Torres Strait Islander and other culturally or linguistically diverse backgrounds
- Communicate with patients, families and healthcare teams, adhering to legal and professional standards
- Evaluate medications used in Australia and their uses in different client groups
- Prioritise and plan the safe administration of medications to a variety of patients
- Apply the Nursing and Midwifery Board of Australia's Registered Nurse Standards for Practice in the safe and effective care of individuals, families and the community whilst in the work-integrated learning context.
The unit learning outcomes are linked to the Nursing and Midwifery Board of Australia's "Registered Nurses Standards for Practice".
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Online Quiz(zes) - 0% | |||||
| 2 - On-campus Activity - 0% | |||||
| 3 - Professional Practice Placement - 0% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - First Nations Knowledges | |||||
| 9 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |
| 1 - Online Quiz(zes) - 0% | |||||||||
| 2 - On-campus Activity - 0% | |||||||||
| 3 - Professional Practice Placement - 0% | |||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom capacity (web cam and microphone)
- Laptop/Computer
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
f.earl@cqu.edu.au
m.wedding@cqu.edu.au
s.ohlin@cqu.edu.au
Week 1
Begin Date: 04 Mar 2024Module/Topic
This week we will review clinical reasoning, ABCDE/ primary assessment and the general principles of documentation.
Chapter
Please refer to week 1 content in Moodle.
In an effort to reduce the cost to students, there is no textbook associated with this Unit. In the event that a free, online resource link does not work, please let the Unit Coordinator know.
Events and Submissions/Topic
Read all the orientation materials (if you have not done so already).
Learn how to use Zoom for online workshop
Also, please be aware of the following:
- Review due date for pre-Work Integrated Learning checks
- Review uniform requirements and order appropriate items for Assessment 2 (Residential School) and Assessment 3 (WIL/ Clinical Placement)
Week 2
Begin Date: 11 Mar 2024Module/Topic
This week we will explore infant anatomy & physiology, including the infant health assessment. Principles of medication management and infection prevention/ control will be explored.
Chapter
Please refer to Moodle content corresponding to the appropriate week.
Events and Submissions/Topic
Please ensure all learning has been completed for the week prior to attending the corresponding online workshop/s.
Week 3
Begin Date: 18 Mar 2024Module/Topic
This week we will explore the physiology of the child and the child health assessment with a particular focus on asthma. We will also review the identification and response to "at risk" children. We will also build/ refresh our knowledge regarding clinical handover and asthma.
Chapter
Please refer to Moodle content corresponding to appropriate week.
Events and Submissions/Topic
Please ensure all learning has been completed for the week prior to attending the corresponding online workshop/s.
Week 4
Begin Date: 25 Mar 2024Module/Topic
This week is a continuation of week 3.
Chapter
Please refer to Moodle content corresponding to appropriate week.
Events and Submissions/Topic
Census date falls within this week - this is the last day to withdraw without financial or academic penalty. Please see the CQU academic calendar for further details
Please ensure all learning has been completed for the week before attending the corresponding online workshop/s.
Week 5
Begin Date: 01 Apr 2024Module/Topic
This week we will review the anatomy and physiology of the adolescent with special consideration to mental health. We also revise patient assessment beyond ABCDE and progress notes.
Chapter
Please refer to Moodle content corresponding to appropriate week.
Events and Submissions/Topic
Please ensure all learning has been completed for the week prior to attending the corresponding online workshop/s.
Vacation Week
Begin Date: 08 Apr 2024Module/Topic
Break Week
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 15 Apr 2024Module/Topic
Pregnancy & Women's health.
Pregnancy is a time of change for women and families. This unit will review and build upon your knowledge of the physiological and psychosocial changes which occur during pregnancy.
Chapter
Please refer to Moodle content corresponding to appropriate week.
Events and Submissions/Topic
Assessment 1 occurring - see Moodle for further information.
Week 7
Begin Date: 22 Apr 2024Module/Topic
This week is a continuation of week 6.
Chapter
Events and Submissions/Topic
Assessment 1 occurring - see Moodle for further information.
Please ensure all learning has been completed for the week before attending the corresponding online workshop/s.
If not already, begin preparation for Assessment 2 - Residential School.
Week 8
Begin Date: 29 Apr 2024Module/Topic
We continue our lifetime healthcare progression into adult health.
Chapter
Please refer to Moodle content corresponding to the appropriate week.
Events and Submissions/Topic
Please ensure all learning has been completed for the week prior to attending the corresponding online workshop/s.
Continue preparations for Assessment 2 - Residential School.
Week 9
Begin Date: 06 May 2024Module/Topic
Health and ageing.
Elderly people have the right to live meaningful and fulfilling lives and have their basic rights (including healthcare) met.
Nonetheless, this time of life can come with its challenges as physical body changes with the ageing process. In this module, we will consider these physiological changes with a focus on chronic disease.
Chapter
Please refer to Moodle content corresponding to the appropriate week.
Events and Submissions/Topic
Please ensure all learning has been completed for the week prior to attending the corresponding online workshop/s.
Continue preparations for Assessment 2 - Residential School.
Week 10
Begin Date: 13 May 2024Module/Topic
This week is a continuation of week 9.
Chapter
Please refer to Moodle content corresponding to the appropriate week.
Events and Submissions/Topic
No workshop this week.
Finalize preparation for Assessment 2 - Residential School.
Week 11
Begin Date: 20 May 2024Module/Topic
No learning content this week
Review, refresh and finalize arrangements for residential school and practical placement.
Chapter
No Moodle content for this week.
Events and Submissions/Topic
- Ensure that you are ready for Assessment 2 - Residential School and Assessment 3 - Clinical Placement (WIL)
- Ensure that you adhere to the uniform requirements.
- Ensure that you are wearing your student name badge.
Week 12
Begin Date: 27 May 2024Module/Topic
Residential School - Cairns campus
You are required to attend one face-to-face residential school in Cairns. Depending on student numbers, this is most likely to occur in week 12 or 13 of the term.
Confirmation of residential school dates will be confirmed during week 5 - please see Moodle for further information.
Chapter
Please refer to relevant assessment item in Moodle.
Events and Submissions/Topic
Review/Exam Week
Begin Date: 03 Jun 2024Module/Topic
Residential School - Cairns campus
You are required to attend one face-to-face residential school in Cairns. Depending on student numbers, this is most likely to occur in week 12 or 13 of the term.
Confirmation of residential school dates will be confirmed during week 5 - please see Moodle for further information.
Chapter
Please refer to relevant assessment item in Moodle.
Events and Submissions/Topic
Clinical placement
Begin Date: 10 Jun 2024Module/Topic
Work Integrated Learning (WIL): After the successful completion of Assessment 2 - Residential School, students are eligible to commence clinical placement.
Not all placements will commence immediately post the above. Placement dates will be released after Census date.
Students who do not have their pre-WIL checks completed by the cut-off date will be unable to attend placement.
Chapter
Events and Submissions/Topic
- Ensure that you adhere to the uniform requirements (see assessment 3).
- Ensure that you are wearing your student badge.
- Ensure that you carry your pre-WIL checks with you on clinical placement. These can be requested by the facility.
- Discuss any concerns with the WIL team
1 Online Quiz(zes)
- have shown a reasonable attempt to complete the initial task
- be granted a re-attempt by your Unit Coordinator
- undertake the assessment task which you have failed and resubmit the revised work for marking within seven (7) consecutive days from your initial attempt
No re-attempt assessment extensions will be approved.
- have shown a reasonable attempt to complete the assessment task
- be granted a re-attempt by your Unit Coordinator
- undertake the assessment task which you have failed and resubmit the revised work for marking within seven (7) days from your initial attempt
No re-attempt assessment extensions will be approved.
Other
Quiz number 1 & 2 (Unit content) due date: 0945 (AEST) Tuesday 22nd August, 2023. Quiz number 3 (Medication calculations) due date - 1000 (AEST) Tuesday 29th August, 2023.
Up to 7 working days post submission
Weighting: Pass/ Fail.
The pass grade for Quiz 1 (Unit content) is 75%
The pass grade for Quiz 2 (Unit content) is 75%
The pass grade for Quiz 3 (Medication Calculations) is 100%.
- Construct and adapt an evidence-informed and culturally safe nursing care plan based on patient assessment data with consideration of people from Aboriginal, Torres Strait Islander and other culturally or linguistically diverse backgrounds
- Communicate with patients, families and healthcare teams, adhering to legal and professional standards
- Evaluate medications used in Australia and their uses in different client groups
- Prioritise and plan the safe administration of medications to a variety of patients
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
- Leadership
2 On-campus Activity
Aim: The aim of this assessment is to provide you with an opportunity to apply the knowledge and skills you have learnt, or refreshed over the term, to the simulated clinical environment.
Length: Five (5) day, on campus, face to face attendance at CQU Cairns, QLD
Weighting: Pass/ Fail
Instructions
You are required to attend a five (5) day, on-campus residential school in Cairns, which will occur at the end of term. Final dates for Residential School will be confirmed by Tuesday 2nd April, 2024 (week 5).
Until the dates of residential school are confirmed by CQU, please do not make any final arrangements, for example, book annual leave, arrange childcare, book flights/ accommodation etc.
This assessment consists of the following four (4) components:
1. Attendance
Task: 100% attendance is required, i.e., the full 5 days. An attendance sheet will be provided for you to sign each day.
2. Safety in Practice assessment
Length: Fifteen (15) minutes plus handover
Task: Under exam conditions, you will be required to accurately document assessment data provided, follow policy accordingly and answer three (3) multiple-choice questions. You will have fifteen (15) minutes to complete this component of the assessment. Once this is completed, based on your documentation and ability to follow policy, you will provide handover to a team leader. Please see the attached rubric for further information.
Due: Day two (2) of residential school
Feedback: Within one (1) day of the attempt
To achieve a pass grade for this unit, you are required to pass this component of the assessment. If you do not pass this component, you may be offered one (1) opportunity to re-attempt which is applicable to this component of the assessment only. A re-attempt is where you are given a second opportunity to demonstrate your achievement of one or more of the unit's learning outcomes before you can progress to new learning or participate in subsequent learning activities. You may be given the opportunity to re-attempt, however, you must...
- have shown a reasonable attempt to complete the initial assessment task
- be granted a re- attempt by your Unit Coordinator
- undertake the assessment task which you were initially unsuccessful in
No re-attempt assessment extensions will be approved.
If the Unit Coordinator allows you to re-attempt this component, you must re-attempt this within the time frames of Residential School.
3. Reflective Practice
Task: During your Residential School, you are required to reflect on your practice daily. However, on day four (4) of Residential School you will be required to formally reflect upon your practice via the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards of Practice as per the Residential School Observation Tool (please see below).
Due: End of day four (4) of Residential School
4. Residential School Observation Tool
Task: During Residential School, your clinical practice will be assessed over the entire five days under the NMBA Standards for the Registered Nurse via the Residential School Observation Tool (see below).
Feedback: Returned to students on day five (5) of Residential School
Requirements - Uniform
During Residential School students are required to always present in appropriate CQU uniform, which includes an appropriate name badge displayed on the lapel of the upper garment.
Please click here to view and purchase the current uniform from the CQU bookshop, together with the ‘Blue Re-Entry Tag’ (which attaches to the arm sleeve of the scrub top - see picture/s via link).
All students are advised to purchase at least two (2) shirts and two (2) pants to facilitate minimum laundering standards during residential school (and placement). Due to high demand, all students are encouraged to order these items as early as possible.
Submission
You are required to upload your Safety in Practice assessment rubric and your Residential School Observation Tool, as one document, into 'Assessment 2' in Moodle. You will have three (3) working days to complete this.
Marking Criteria
Please refer to the Safety in Practice assessment rubric and the Residential School Observation Tool for further information. To be successful, you must achieve a pass in each of the assessment items above.
Safety in Practice assessment due on day 2 of Residential School; Residential School Observation Tool Reflections due on day 4 of Residential School.
Ten (10) working days post submission.
Residential School Observation Tool
| Student Name: | Student ID: | ||
| Unit code: | Date: |
Key
| à | Area requiring further development. Additional feedback/examples and strategies for further development must be noted overleaf. |
| ü | Within scope, behavior observed to a consistent, safe, and satisfactory standard, with only occasional cues required. This is the passing standard. |
| S | Student self-reflection of behaviour |
| F | Residential School Facilitator feedback on observed student behaviour |
In addition to achieving a pass in your Safety in Practice assessment and 100% attendance, to receive an overall pass grade, you are required to consistently demonstrate the below behaviours to the appropriate standard throughout residential school, i.e., achieve a tick from the Facilitator in each area noted below.
| S | F | |
| 1. Thinks critically and analyses nursing practice | ||
| · I have attended each day in a punctual manner, and in appropriate uniform, with my ID badge clearly displayed. | ||
| · I have behaved in a professional and ethical manner. For example, I have been observed to always interact professionally with my colleagues, patients and CQU staff. | ||
| · Within scope, I can demonstrate an appropriate level of theoretical knowledge and understanding. I can then apply this to the care that I deliver in the simulated environment. | ||
| 2. Engages in therapeutic and professional relationships | ||
| · I can communicate clearly and effectively in both the written and verbal context. This also means I can change the way I communicate appropriate to the context, for e.g., with patients versus staff. | ||
| · I can demonstrate the ability to use clear and accurate health care terminology. For example, I use appropriate health care terminology in my practice, which can be clearly understood by my colleagues. | ||
| 3. Maintains the capability for practice | ||
| · I have come to residential school appropriately prepared, which includes attending with all the materials required as per the check list provided. | ||
| · I reflect upon my practice regularly and actively listen to feedback provided from peers and CQU staff. I then incorporate these reflections and feedback into my practice. | ||
| · I can provide evidence base rationales for the care I choose to deliver or omit. This means that I can clearly explain ‘why’ I have chosen to assess, plan, deliver and evaluate the care I deliver or omit. | ||
| · I have a notebook to write things down I might need to reference to /follow up on/ research further. I then undertake this research and return to apply this to practice appropriately. | ||
| 4. Comprehensively conducts assessments | ||
| · Within scope, I can conduct accurate assessments within the simulation environment. This includes demonstrating appropriate technique and completing assessments within appropriate time frames. | ||
| · I am also able to accurately analyze, interpret and prioritize assessment findings. I can communicate these findings to my patient/s and discuss these with my colleagues appropriately. | ||
| 5. Develops a plan for nursing practice | ||
| · I can use my assessment data, and evidence-based practice, to construct a plan of care for my patient/s. | ||
| 6. Provides safe, appropriate, and responsive quality nursing practice | ||
| · I can provide health care interventions at a safe and appropriate standard. For example, the 5 moments of hand hygiene and the 6R’s of medication administration. | ||
| · I understand that if I am ever unsure, it is always best to stop what I am doing and seek further clarification. | ||
| 7. Evaluates outcome to inform nursing practice | ||
| · I record and communicate patient outcomes as appropriate. For example, I document appropriate data clearly in patient charts, complete progress notes and provide an accurate handover in ISBAR format. |
| Student name (print): Signature: Date: |
| Facilitator name (print): Signature: Date: |
| Written reflection (dot points): |
|
What have I done well?
|
|
How can I continue to improve?
|
|
What steps am I going to take to continue to improve between now and my placement?
|
|
Facilitator feedback (If applicable please also use additional page/s as required):
|
Safety in Practice Assessment Rubric
| Student Name: | Student Number: | Date: | ||
| Learning outcome | Assessment criteria | Achieved (Pass) | Yet to achieve | |
| Construct and adapt an evidence-informed and culturally safe nursing care plan based on patient assessment data with consideration of Aboriginal and Torres Strait Islander peoples and other culturally and linguistically diverse backgrounds. | 1. Based on the assessment data provided, the student accurately and correctly demonstrates documenting observation data in accordance with CEWT/ Q-ADDS guidelines. | |||
| 2. Based on the above, the student applies and correctly follows the principles / protocols of the CEWT / Q-ADDS to the patient scenario. | ||||
| 3. Student demonstrates communicating any changes /concerns regarding the patient condition in ISBAR format to an appropriate staff member. .. All appropriate information is included, and verbal communication is clear and completed in a timely manner. | ||||
| Evaluate medications used in Australia and their uses in different client groups. Prioritise and plan the safe administration of medications to a variety of patients. | 4. Student correctly answers three (3) written multiple-choice questions in relation to safe, evidence-based medication management | |||
| Additional assessor feedback (if required): | ||||
| Student feedback (if required): | ||||
| Student name (print): Signature: Date: | ||||
| Assessor name (print): Signature: Date: | ||||
- Construct and adapt an evidence-informed and culturally safe nursing care plan based on patient assessment data with consideration of people from Aboriginal, Torres Strait Islander and other culturally or linguistically diverse backgrounds
- Evaluate medications used in Australia and their uses in different client groups
- Prioritise and plan the safe administration of medications to a variety of patients
- Knowledge
- Cognitive, technical and creative skills
- Research
3 Professional Practice Placement
Please see the Clinical Placement (Work Integrated Learning) portal in Moodle for information regarding the mandatory pre-clinical (WIL) checks which are required prior to attending clinical placement. Please note there are strict deadlines in regard to when these checks are due and therefore, all students are encouraged to begin collating this evidence as soon as possible.
Aim: To provide you with the opportunity to apply theory to practice in a real-life clinical setting.
Weighting: Pass/ Fail
Length: 160 clinical hours (4 weeks)
Due Date: Final assessment documentation is due at the end of your Clinical Placement (Work Integrated Learning)
Instructions
After the successful completion of Assessment 2, you will be ready to commence your Clinical Placement (Work Integrated Learning).
This is a 160-hour clinical placement, undertaken in one clinical setting.
Please note: you are expected to attend placement for 40 hours per week and work any shift allocated by the facility. This means that for the duration of your placement you must be available to complete shifts comprising of mornings, lates and night duty, across seven (7) days (inclusive of public holidays as applicable).
Please see the Clinical Placement Resource Manual for further information regarding this assessment.
Assessment
1. Attendance record and signed letter of introduction
You are required present your signed letter of introduction to an appropriate staff member on the first day of your placement. This staff member is required to sign the letter also.
At the end of each shift, you are also required to record your clinical hours on the CQU attendance record which will be provided to you. This attendance needs to be verified/ countersigned every shift by the Preceptor/ Supervisor you have worked with.
Your signed letter of introduction and attendance record need to be uploaded at the end of your placement in the appropriate section of your summative ANSAT in SONIA (see below).
2. Reflective practice
Whilst you are encouraged to reflect on your practice daily, you are required to submit formal reflections at the formative and summative assessment points in alignment with the CQU Australian Nursing Standards Assessment Tool (ANSAT) assessment points (please see the below).
Additionally, whilst on placement, you are also required to attend a weekly online Zoom meeting with your Online Clinical Mentor (see Student Clinical Placement Resource Manual for further information).
3. CQU Australian Nursing Standards Assessment Tool (ANSAT)
Throughout the placement, your clinical practice will be assessed under the NMBA Standards for the Registered Nurse via the CQU ANSAT. Access to this assessment tool is online via the CQU SONIA app.
Assessment via the CQU ANSAT will occur at a formative (mid-way) and summative (final) assessment point.
You will receive an email from the Work Integrated Learning (WIL) team on the Tuesday of week 2 (formative) and week 4 (summative) of your placement. Please open this email and follow the instructions to access your formative and summative reflection points and the CQU ANSAT.
Please see the instructions provided in Moodle for further information regarding the process of completing your online reflections and the CQU ANSAT.
Requirements
· Uniform – please see the information provided in Assessment 2 - Residential School
· Zoom access for weekly online meetings with your Online Clinical Mentor
· Computer/ email access to receive and complete assessments
Reflections and CQU ANSAT completed online via SONIA. Formative ANSAT assessment is due at 80 hours of clinical placement; summative ANSAT assessment, signed letter of introduction and attendance record is due at 160 hours of clinical placement.
Outcome will be available within 10 working days from submission of appropriate documents into SONIA
ANSAT formative and summative assessment criteria (including student reflections)
Scoring Key
| 1 | Unsafe; Continuous verbal &/or physical direction required; Not achieving minimum acceptable level of performance within scope; Demonstrates behaviours infrequently or rarely. |
| 2 | Frequent verbal &/or physical direction required; Demonstrates behaviours inconsistently; Needs guidance to be safe; Requires closesupervision. |
| 3 | Occasional supportive cues required; Demonstrates behaviours consistently to a satisfactory & safe standard; This is the passing standard. |
| 4 | Infrequent supportive cues required; comfortable & performs above the passing standard; Practices at a safe standard; Consistent, reliable and confident. |
| 5 | Supportive cues rarely required; well above the passing standard; Demonstrates greater independence on practice with a high safety priority; Exhibits a level of excellence/sophistication. |
*Note: students must achieve a 3 across all areas to be considered for progression at the end of placement. A rating 1 or 2 indicates that the descriptor statement is yet to be achieved, i.e., the student is yet to present as ready for progression*
| Assessment Items | Assessor to circle one number | ||||
| 1. Thinks critically and analyses nursing practice | |||||
| · Complies and practices according to relevant legislation and policy | 1 | 2 | 3 | 4 | 5 |
| · Uses an ethical framework to guide decision making and practice | 1 | 2 | 3 | 4 | 5 |
| · Demonstrates respect for individual and culture (including Aboriginal and Torres Strait Islander) preferences and differences | 1 | 2 | 3 | 4 | 5 |
| · Sources and critically evaluates relevant literature and research evidence to deliver quality practice | 1 | 2 | 3 | 4 | 5 |
| · Maintains the use of clear and accurate documentation | 1 | 2 | 3 | 4 | 5 |
| 2. Engages in therapeutic and professional relationships | |||||
| · Communicates effectively to maintain personal and professional boundaries | 1 | 2 | 3 | 4 | 5 |
| · Collaborates with the health care team and others to share knowledge that promotes person centered care | 1 | 2 | 3 | 4 | 5 |
| · Participates as an active member of the healthcare team to achieve optimum health outcomes | 1 | 2 | 3 | 4 | 5 |
| · Demonstrate respect for a person’s rights and wishes and advocates on their behalf | 1 | 2 | 3 | 4 | 5 |
| 3. Maintains the capability for practice | |||||
| · Demonstrates commitment to life-long learning of self and others | 1 | 2 | 3 | 4 | 5 |
| · Reflects on practice and responds to feedback for continuing professional development | 1 | 2 | 3 | 4 | 5 |
| · Demonstrates skills in health education to enable people to make decisions and take action about their health | 1 | 2 | 3 | 4 | 5 |
| · Recognises and responds appropriately when own or other’s capability for practice is impaired | 1 | 2 | 3 | 4 | 5 |
| · Demonstrates accountability for decisions and actions appropriate to their role | 1 | 2 | 3 | 4 | 5 |
| 4. Comprehensively conducts assessments | |||||
| · Completes comprehensive and systematic assessments using appropriate and available sources | 1 | 2 | 3 | 4 | 5 |
| · Accurately analyses and interprets assessment data to inform practice | 1 | 2 | 3 | 4 | 5 |
| 5. Develops a plan for nursing practice | |||||
| · Collaboratively constructs a plan informed by the patient/client assessment | 1 | 2 | 3 | 4 | 5 |
| · Plans care in partnership with individuals/significant others/health care team to achieve expected outcomes | 1 | 2 | 3 | 4 | 5 |
| 6. Provides safe, appropriate and responsive quality nursing practice | |||||
| · Delivers safe and effective care within their scope of practice to meet outcomes | 1 | 2 | 3 | 4 | 5 |
| · Provides effective supervision and delegates care safely within their role and scope of practice | 1 | 2 | 3 | 4 | 5 |
| · Recognise and responds to practice that may be below expected organisational, legal or regulatory standards | 1 | 2 | 3 | 4 | 5 |
| 7. Evaluates outcome to inform nursing practice | |||||
| · Monitors progress toward expected goals and health outcomes | 1 | 2 | 3 | 4 | 5 |
| · Modifies plan according to evaluation of goals and outcomes in consultation with the health care team and others | 1 | 2 | 3 | 4 | 5 |
| Student reflection: (This is to be completed prior to assessor comments). |
| What am I doing well? (please provide examples) |
| What can I improve? (please provide examples) |
| What steps am I going to take in order to improve over the remainder for my placement? (dot points may be helpful here) |
- Communicate with patients, families and healthcare teams, adhering to legal and professional standards
- Evaluate medications used in Australia and their uses in different client groups
- Prioritise and plan the safe administration of medications to a variety of patients
- Apply the Nursing and Midwifery Board of Australia's Registered Nurse Standards for Practice in the safe and effective care of individuals, families and the community whilst in the work-integrated learning context.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
