NURS11165 - The Profession of Nursing

General Information

Unit Synopsis

The 21st-century nursing profession is a product of historical and contemporary, socio-political and cultural influences. You will explore these while considering legal and ethical frameworks, the role of professional governing bodies and governance while beginning to investigate the profession of nursing. You will explore the personal skills, inherent requirements and attributes required in the profession and consider what your personal journey towards becoming a registered nurse will require.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisite:

Must be enrolled in CL91 Bachelor of Nursing or CG41 Start Uni Now

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2024

Term 1 - 2024 Profile
Brisbane
Online
Rockhampton
Term 2 - 2024 Profile
Online
Rockhampton
Term 1 - 2025 Profile
Brisbane
Online
Rockhampton
Term 2 - 2025 Profile
Online
Rockhampton

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Online Quiz(zes) 40%
2. Reflective Practice Assignment 60%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 1 - 2023 : The overall satisfaction for students in the last offering of this course was 59.14% (`Agree` and `Strongly Agree` responses), based on a 20.88% response rate.

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.

Source: Student email
Feedback
I thoroughly enjoyed the content provided and the assessment pieces, specifically assessment one and two. I have gained a lot of knowledge historically and new found respect for the influence we have as RNs (perhaps others possessed this knowledge before, but it was really eye opening).
Recommendation
Continue with the objectives and format of the Assessments which focus on the historical and contemporary nursing practice.
Action Taken
The first assessment continued to address historical and contemporary nursing. Students felt that there were too many questions to address within the specified word limit.
Source: Student email
Feedback
The feedback provided on my assessments was very informative, providing constructive points on how to improve and although my individual communication with you all was limited, each response was positive (i feel well received)
Recommendation
Continue with the expert moderation model to maintain the quality of marking students' assessments by the allocated markers.
Action Taken
Expert moderation continues to be used. Markers were provided with examples of the amount of feedback anticipated, as well as examples of constructive feedback.
Source: Student email
Feedback
Communication regarding assessment feedback or queries feels very disorganised. I have waited almost 2 weeks for a response and still nothing as yet. I understand that this is a busy time but an indication of what the response timeframe and process is would be very helpful. Did not feel supported during the first couple of weeks of Term as it was difficult to contact coordinators with questions.
Recommendation
Spoke with students during the ZOOM session regarding this issue. At the commencement of term, all unit coordinators were teaching residential school and would respond in the evening. Apologised for the issue and emails were responded to on a daily basis in the evening after residential schools.
Action Taken
Our team strived to promptly address all emails and messages, ensuring a response within two business days. Furthermore, we implemented an electronic Q&A for each assessment, aimed at aiding students in identifying if their query had previously been posed, without the inconvenience of having to scour through forums or Teams posts.
Source: ZOOM session feedback
Feedback
The students enjoyed the unit and the coverage of the legal aspects of nursing. Enjoyed linking the standards and codes to specific case studies and saw how they all interrelated with each other.
Recommendation
Incorporate relevant case studies for group work to further imbed the importance of understanding the codes and standards in nursing practice. This will build a solid foundation of knowledge to allow scaffolded learning through years 2 and 3.
Action Taken
Less case studies and coroner's cases were used this term but other scenarios and case studies were used to try and demonstrate how standards and codes link to each other.
Source: Student email
Feedback
Thank you for the support I received throughout the term. I have had a difficult time due to sickness and family stuff. Without your support, I would not have made it through the term.
Recommendation
Continue to be student-focused to improve both the unit and student outcomes. Demonstrating empathy and compassion as a teacher is an important aspect of our position as it improves communication between the unit coordinators and the students so they do not feel afraid or embarrassed approaching us. Working with such a great teaching team also improves the delivery and student/teacher relationships.
Action Taken
Continue to be student-focused to improve both the unit and student outcomes.
Source: SUTE unit comments
Feedback
This unit was fantastic for linking the governing standards to both nursing scenarios and the weekly learning material to demonstrate and enable me to understand how essential they are to the profession of nursing. I found group work in the lectures frustrating as others (not all) would not turn their cameras on or participate in the activities. This resulted in the same people always sharing their thoughts and reporting back to the class. This made attending workshops less enjoyable and less of a learning experience than what it could have been if everyone had participated.
Recommendation
Using relevant case studies allows the student to see how the codes and standards apply to their nursing practice. During ZOOMs the students were to work in groups to answer questions. Some students found the group work frustrating as other students would turn their cameras off and not participate. The lecturers would work between groups to ensure the participation of all students however due to the ZOOm group layout the lecturer cannot view every group from their screen. ZOOM sessions will continue and the lecturers will continue to monitor participation.
Action Taken
Continue to demonstrate how the governing standards link to the content being discussed.
Source: Students (email, anonymous feedback, and face to face feedback).
Feedback
We have gathered feedback from students expressing a desire for a more engaging and interactive learning experience, as opposed to the conventional lecture-based format. This valuable insight underscores the need for us to explore and implement more dynamic and participatory educational materials to enhance student engagement and learning outcomes.
Recommendation
In response to the identified challenges, we have implemented a novel teaching strategy for this term’s Unit, aptly named “Learning on the Run”. This innovative approach encompasses a series of concise “snapshot” videos, each lasting no more than 15 minutes. This method is designed to deliver key information in manageable segments, facilitating efficient learning and comprehension for our students.
Action Taken
In Progress
Source: Students (email, anonymous feedback, and face to face feedback).
Feedback
At the onset of the term, some students expressed confusion regarding the unavailability of certain readings in the e-reading list. It appears that they were unaware of the prescribed textbook for the course despite its mention in the Unit Profile. This highlights the need for clearer communication about course materials and requirements to ensure students are fully informed and prepared.
Recommendation
The unit coordinators addressed the issue throughout the term through various channels. They communicated with students via email, held discussions during workshops, and made announcements to all students.
Action Taken
In Progress
Source: Students (email, anonymous feedback, and face to face feedback).
Feedback
Students have expressed that they encountered difficulties in writing assessments and citing credible references for this Unit. This challenge is compounded by the fact that the subject designed to teach them these skills is scheduled for their second year. This feedback underscores the need to reconsider the curriculum structure or provide additional support in these areas earlier in the program. This could help ensure students are adequately equipped with the necessary skills from the outset of their academic journey.
Recommendation
The Unit Coordinators have proactively offered advice and guidance on writing techniques. Additionally, the Academic Learning Centre (ALC) has provided crucial support concerning assessments. Plans are in place to engage in discussions with the School of Nursing, Midwifery, and Social Sciences to further address this matter. This collaborative approach aims to enhance our students' learning experience and academic success.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Analyse historical and contemporary factors that continue to influence the image, status and nature of nursing practice.
  2. Investigate the role of professional governing bodies in relation to professional nursing practice, patient safety and governance.
  3. Assess the four major bioethical principles and how they are applied in health care.

Content in this unit incorporates a number of professional nursing requirements

Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice

Thinks critically and analyses nursing practice

Engages in therapeutic and professional relationships

Maintains the capability for practice

Comprehensively conducts assessments

Develops a plan for nursing practice

Provides safe, appropriate and responsive quality nursing practice

Evaluates outcomes to inform nursing practice

Nursing and Midwifery Board of Australia (NMBA) Code of Conduct

Legal compliance

Person-centred practice

Cultural practice and respectful relationships

Professional behaviour

Research in health

Health and wellbeing

International Council of Nurses Code of Ethics for Nurses

Nurses and People

Nurses and Practice

Nurses and the Profession

Nurses and Co-workers

National Safety and Quality Health Service Standards

Clinical governance

Partnering with consumers

Communicating for safety

Patient Safety Competency Framework

Person-centred care

Therapeutic communication

Cultural competence

Teamwork and collaborative practice

Evidence-based practice

Preventing, minimising and responding to adverse events

Aged Care Quality Standards

Consumer dignity and choice

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Online Quiz(zes) • • •
2 - Reflective Practice Assignment • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
3 - Critical Thinking •
4 - Information Literacy •
8 - Ethical practice • •
9 - Social Innovation •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10