Units

---

Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

The nurse practitioner must demonstrate advanced knowledge of human science, in addition to extended skills in clinical examination and diagnostic reasoning pertaining to their role. This unit encompasses the clinical examination skills that are central to extended nursing practice. Prior to undertaking this unit, it is assumed that, as a minimum, you possess a good working knowledge of the anatomy and physiology of all human organ systems, in addition to an understanding of pathophysiology commensurate with your current advanced nursing practice role. You will build on these skills to develop diagnostic reasoning and adjunctive interpretation skills.

Aims

The aim of this unit is to prepare you to:

1. Conduct advanced comprehensive and holistic health assessments relevant to a specialist field of nursing practice;



2. Request diagnostic investigations within a clearly-defined nurse practitioner scope of practice; and



3. Develop a high level of competence in clinical decision-making that incorporates, congruent with the Nurse Practitioner scope of practice, judicious requesting and interpretation of laboratory and radiological tests.

Objectives

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

1. Demonstrate the ability to conduct advanced comprehensive and holistic health assessments relevant to a specialist field of nursing practice;



2. Demonstrate ability and confidence to order diagnostic investigations within a clearly defined nurse practitioner scope of practice;



3. Develop a high level of competence in clinical decision making that incorporates judicious ordering, interpreting of laboratory tests and imaging and referral mechanisms in accordance within the Nurse Practitioner scope of practice;



4. Demonstrate a sound scientific knowledge base for clinical decision making in extended nursing practice; and



5. Demonstrate ability and confidence in the synthesis and interpretation of clinical and investigative findings leading to diagnosis and differential diagnosis.

Content

The content in this foundation unit is generic to all nurse practitioner specialty models in that it focuses on the scientific bases, processes and procedures for advanced concepts in clinical decision-making. Content deals with the skills and principles of:

• Health assessment, with a specific focus on pattern recognition and diagnostics;


• Requesting and interpreting laboratory tests;


• Requesting and interpreting radiological investigations; and


• Differential and provisional diagnoses.

Successful completion of this unit contributes to attainment of the following course values, ANMC Nurse Practitioner Standards, QUT Capabilities and Australian Learning and Teaching Council expectations:

• Course values:




1. Safe, competent advanced practitioners who strive towards excellence in the delivery of holistic, evidence-based nursing care for all people in the settings in which they practise; and


2. Inquiring practitioners who value intellectual curiosity, the active pursuit of new knowledge and its incorporation within the provision of high quality nursing care.




• ANMC Competency Standards:




1. Dynamic practice that incorporates the application of high-level knowledge and skills in extended practice across stable, unpredictable and complex situations; and


2. Professional efficacy whereby practice is structured in a nursing model and enhanced by autonomy and accountability.




• QUT Graduate Capabilities:




1. Knowledge and skills pertinent to a particular professional area;


2. Critical, creative and analytical thinking and effective problem-solving;


3. Effective communication in a variety of contexts and modes including written and oral communication; and


4. Capacity for life-long learning, including searching for and critically evaluating information from a variety of sources.




• Australian Learning and Teaching Council Threshold Learning Outcomes for Health Graduates:




1. Retrieve, critically evaluate and apply evidence in the performance of health-related activities;


2. Deliver safe and effective collaborative care; and


3. Reflect on current skills, knowledge and attitudes and plan for ongoing personal and professional development.

Approaches to Teaching and Learning

This unit is delivered in flexible mode, with all teaching and learning activities open to both internal and external students. You will receive a series of seminars, delivered either on-line or face-to-face, plus a list of suitable readings and text books. The seminar series will provide a framework for learning activities and encourage critical analysis through a structured program of learning.

A range of approaches to teaching and learning is used to promote knowledge and skills in assessment and diagnosis. You will be encouraged to think critically about the appropriate use of various health assessment frameworks for clinical examination; health assessment techniques; and the determination of differential, provisional and definitive diagnoses.

These activities will be embedded in:

• A compulsory residential component;


• A seminar series delivered either in on-line format or face-to-face. Audio recordings and PowerPoint files of the seminars will also be available online;


• An online teaching page, which will provide access to web-based resources, all unit content, a communication forum for students and staff to discuss unit content, and a frequently-asked questions area;


• Skill demonstration; and


• Assessment items.

Assessment

There are two assessment items in this unit with equal weighting.These items are spaced throughout the semester to provide an opportunity for feedback on students' learning at key points as they progress through the unit. A structured approach to grading that provides detailed feedback will be used.

Assessment name: Case Study (4,000 words)
Description: The case study enables students to apply theoretical and conceptual understanding of advanced health assessment techniques and diagnosis to a selected client in their clinical specialty.
Weighting: 50% (formative)
Relates to objectives: 2-5.
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: Week 7

Assessment name: Examination (Theory)
Description: Central examination - 2 hours.
Weighting: 50% (summative)
Relates to objectives: 1-5.
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: Examination period

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Seidel. H., Ball, J., Dains, J., & Benedict, G. (2012). Mosby's guide to physical examination (7th ed.). Mosby, St Louis.

Talley, N., & O'Connor, S. (2010). Clinical examination: A systematic guide to physical diagnosis (6th ed.). Churchill Livingston, Sydney.

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 18-Feb-2013