NURBN2028-Nursing Transitioning Into Bachelor – Nursing Assignment Help

Assignment Task

Task

Learning Outcomes:

Knowledge:
 

K1. Develop comprehensive health assessment and management skills including clinical reasoning process and its use in planning nursing care across the lifespan and in different contexts.
K2. Analyse professional nursing practice, including professional, legal and ethical frameworks, and the implications for health care professionals’ relationships with consumers and other healthcare providers.
K3. Describe the individual and social determinants of physical and mental health and illness to provide culturally safe nursing care.
K4. Demonstrate understanding of human anatomy and physiology applied to health.
K5. Explore principles of research and evidence-based practice for professional nursing practice.

Skills:
 

S1.Demonstrate achievement of basic nursing care skills.
S2.Demonstrate academic integrity, academic study skills for transition to university studies.
S3.Develop reflective critical thinking skills.
S4.Develop effective therapeutic communication and group work skills.
S5.Develop a comprehensive understanding of clinical practice in Australia.

Application of knowledge and skills:

A1.Use a health assessment framework and techniques to assess a person’s essential care needs and develop individual nursing care plans.
A2.Critically examine topics and use academic resources to develop plans for enquiry for team and independent learning.
A3.Review concepts of mental health nursing
A4. chieve nursing graduate attributes, practice standards, and successfully complete Clinical assessment tool. 

Module 1: Academic Integrity Module and Academic Study Skills (Compulsory) developing a more sophisticated understanding of what learning consists of and adopting deep approaches to learning; learning to negotiate assessment systems and techniques; writing skills, information and library skills; intellectual property, referencing, plagiarism in higher education.

Module 2: Professional, Legal and Ethical Decision Making in Person-Centred Care (Compulsory) – Apply professional legal and ethical principles, concepts and frameworks for nursing practice. The module provides students with advance knowledge and skills related to professional nursing practice in Australia. It emphasises the key structural aspects of Australian Health Care Systems and their interrelationships, regulatory bodies, national professional standards, contemporary healthcare models of practice, including decision-making frameworks and health informatics. (NMBA standards of Practice for Nurses, Code of Conduct, Code of Ethics, NSQHS standards).

Module 3: Comprehensive Nursing Health Assessment and Management – comprehensive nursing health assessment, foundational nursing care skills including clinical reasoning, individual care plans and nursing care management including basic nursing skills.

Module 4: Introduction to Evidence in Practice – developing a more sophisticated understanding of what nursing knowledge consists of by confronting students with knowledge and skills including: how to assess trustworthiness of information and databases; how to search, read and analyse scholarly papers and books; differentiating levels of evidence; questioning current practice and formulating research questions.

Module 5: Communication and Interdisciplinary Practice – learning how to be a productive member of nursing and multi-disciplinary healthcare team and be able to use nursing discourse in learning endeavours including application of clinical reasoning, therapeutic communications and group dynamics and processes.

Module 6: Anatomy and Physiology for Nurses – key concepts, gross anatomy, cell structure and function, respiratory and circulatory systems, acid-base, osmosis, blood grouping, haemostasis, digestive system and metabolism.

Module 7: Revision of Mental Health Nursing concepts Revision Mental Health Act (2014), Consumer focussed recovery-led care. Common mental health illness.

Module 8: Determinants of Health – individual, social and emotional determinants of physical and mental health; including, age, gender, culture, and cultural safety.

Values:
 

V1. Appreciate an enabling elective course to create a seamless entry pathway and transition into Bachelor of Nursing studies by bridging the gap and ensuring academic success and achievement of nursing skills capabilities
 

V2. Understand and appreciate nursing as a discipline

Planned Student Learning:

A 15-credit point course typically involves a minimum of 150 hours of learning, that may include scheduled (timetabled) and unscheduled, flexible and selfpaced activities. The scheduled hours of student learning will be experienced primarily through on-campus and/or online engagement opportunities with peers and teaching staff. For approximately every hour of scheduled or directed activity, a minimum of two hours of student directed learning is expected.Unscheduled, flexible and self-paced activities do not require a set day, time or location and require students to work independently. These will include established learning activities, associated independent learning, background reading/research and completion of assessment. Students are expected to access electronic research databases and use computers to facilitate their learning.

Assessment Task 1. Written Assessment Overview:
 

Aim: This work is designed to develop capacity to identify, research and critically analyse the contemporary issues and the evolving roles in nursing industry. To develop and demonstrate skills related to understanding and interpreting scholarly articles and sources in the nursing field.

Assessment Task 1. Written Assessment Overview:

Aim:

This work is designed to develop capacity to identify, research and critically analyse the contemporary issues and the evolving roles in nursing industry. To develop and demonstrate skills related to understanding and interpreting scholarly articles and sources in the nursing field.

Topic:

Discuss the leadership development in nursing and its impacts on nursing practice and/or healthcare transformation. 

In this essay, you are required to:

identify a leadership role in nursing industry and discuss its impacts on nursing practice and/or meeting the changing face and challenges of health care.You must be able to incorporate information from a variety of sources and synthesize that information in order to respond appropriately as a nursing professional. Your primary audience for this analytical paper is your teaching team, your fellow nursing students, and professionals in the field. Your writing should be clear and comprehensible to academic audiences outside the field of nursing.

Assessment Task 1 (Part A) – Annotated Bibliography and Essay Plan.

In the body paragraph, critically analyse your selected articles and include the following five parts (recommend using the “Annotated Bibliography helpsheet” in Moodle as your guide):
 

1.Citation information (using APA 7th Edition referencing style)
2.Author’s viewpoint or purpose for writing the article
3.Summary of research findings
4.Evaluation of the usefulness of the study and any limitations
5.Reflection on usefulness of article for the nursing profession and your essay

Annotated Bibliography Writing Style: annotated bibliography is a piece of formal academic writing and follows the general rules for all academic writing.

• Arrange each annotation in alphabetical order according to author
• Write in a SINGLE paragraph
• Write in full sentences using academic writing style (objective & formal): observe the writing style of the articles you are reading as a model for your own writing style
• Use transition words (e.g. furthermore, moreover, however, therefore)
• Be concise – mention only significant details in your summary
• Do NOT repeat information (e.g. the title) that is already in your citation
• Do NOT cross reference: do not use any in-text references as you are only writing about a single text

Essay Plan Structure:

Students are required to follow the “Essay Plan Template” provided in Moodle by filling in the relevant information under the
headings provided.

Learning activity 1 : Case study analysis on mandatory notification:

Aim :

The case studies below are intended to help you understand when you may (or may not) need to make a mandatory notification.This should be read in conjunction with the Guidelines on mandatory notifications about registered health practitioners (the guidelines) .The key role of the National Boards and AHPRA is to protect the public. The 15 National Boards regulating health practitioners in Australia are responsible for registering practitioners and students, setting the standards that practitioners must meet, and managing notifications (concerns) about the health, conduct or performance of practitioners.
Note : AHPRA works in partnership with the National Boards to implement the National Registration and Accreditation Scheme under the Health Practitioner Regulation National Law, as in force in each state and territory (the National Law).

Question 1. Identify the relevant sections of the guidelines and how these apply to the scenario.

Question 2. Based on the guidelines that you have identified in Question 1, outline and explain your course of action.

Case study 1.

Lisa is a graduate registered nurse who works at a hospital with Sally, a senior registered nurse. Lisa thinks Sally is a good nurse who cares about her patients and often helps Lisa with practice decisions. Lisa knows firsthand that Sally drinks at the local pub quite a lot after shifts, but recently she has smelt alcohol on Sally’s breath when she begins her shifts. Sally seems slower when making rounds and pays less attention to Lisa and the other staff under her supervision. On a recent shift, Lisa heard Sally slurring her speech and looking unsteady on her feet, before finding her asleep in a chair in an unoccupied patient room. Lisa is unsure if she is required to make a mandatory report about Sally.

Case study 2.

Judy is a registered nurse in her early sixties who works in a busy regional hospital and has seen her GP, Peter, for most of her adult life. Peter has recently diagnosed Judy with early onset Alzheimer’s disease. He referred Judy to a specialist who confirmed his diagnosis. Judy’s symptoms so far have been forgetfulness and difficulty in focusing. Judy has always been a very articulate person but is starting to have trouble finding the right words for things.
Judy is in the mild cognitive decline phase but does not yet have dementia, which she may not experience for several years. Peter has advised her to consider retirement in the near future, due to her symptoms of forgetfulness and difficulty in communicating precisely. Judy talks about her condition with Mary, a clinical nurse. However, Judy does not want to retire and insists that she can continue working through this stage of her illness. Mary is unsure if she is required to make a mandatory notification about Judy’s condition.

Learning activity 2 : Case study analysis on graduate attributes and nursing professionalism

Aim: This work is designed to develop capacity to understand and apply the NMBA’s professional standards and the Graduate attributes, therby ensuring our graduates are capable of contribution to society, are employment ready, and socially and ethically aware.

Part A: Graduate attributes.
 

Q1: Referring to the table below, discuss which graduate attribute(s) is/are essential for helping you to have a successful transition to RN practice.

Part B: Nursing Professionalism – Case study.

Peter is a newly graduated registered nurse at a rural health care facility.Peter was working when an intimate examination of a patient was required. The patient was an Aboriginal woman. While Peter explained to the woman why the examination was required he did not ask the woman if she was comfortable with him conducting the examination.The woman was uncomfortable with Peter conducting the examination; however, she felt that she had no choice. The woman’s family is intended to lodge a complaint to the manager of the facility about Peter conducting the examination because he had not taken her personal and/or cultural preferences into account.

Referring to the case study,
 

Q2: Discuss which principle(s) of code of conduct for nurses has/have been breached.

Q3: Discuss which standard(s) for the RN practice has/have not been met.

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