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 role is underpinned by a service reform model that aims to improve the timeliness and access to health care of specific consumer groups. The addition of the nurse practitioner role to an existing or new health service will have many ramifications for the health service team and introduce new interdisciplinary work patterns. In this unit you will have the opportunity to gain the knowledge and skills necessary to play a key role in service reform specifically related to health service analysis, clinical leadership and service development.

Aims

The nurse practitioner is the most advanced clinical role in nursing. It entails autonomous and collaborative practice within complete episodes of care for patients or communities in a specific context of health care. As a potential nurse practitioner, you must therefore build your leadership competence and capability to become a key player and senior clinician in a specific health service. In response to this imperative, the aim of this unit is to provide learning opportunities enabling you to (a) scope the health service needs of specific consumer populations (b) develop the skills, knowledge and behaviours of a clinical leader and (c) critique existing research into nurse practitioner service models to design a nurse practitioner model relevant to your own clinical and service context.

Objectives

On successful completion of this unit you will have:

1. Knowledge of the principles and process of health service analysis;



2. The ability to identify elements for health service improvement based on a balance of population need, health service funding and workforce configuration;



3. The ability to integrate a nursing model of care into an extended clinical practice framework to develop a nurse practitioner service model;



4. The capacity to engage in clinical leadership through an understanding of clinical collaboration and a commitment to optimising service outcomes for your patient population; and



5. The skill and confidence to articulate a clearly defined nurse practitioner role and scope of practice, including extensions and parameters, relevant to your own specialty field and health service context.

Content

The unit is structured into three modules. The modules are designed to develop your theoretical and practical understanding of the nurse practitioner role and the significance and utility of this role in the contemporary health service environment. The unit modules are (a) Health Service Analysis (b) Clinical Leadership (c) Nurse Practitioner Role Development. As you work through these modules you will progressively build knowledge and skills related to contemporary theories of health service reform, analysis of the capacity of your own health service to meet changing consumer needs, and the actions and responsibilities of clinical leadership. This unit creates an important platform on which to build your clinical and professional growth as a nurse practitioner.

Successful completion of the Unit contributes to your attainment of the knowledge, values and skills relevant to specific competencies in the National Competency Standards for the Nurse Practitioner (ANMC 2004), QUT Graduate Capabilities and Australian Learning and Teaching Council expectations for health graduates:

• Course Values:




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


2. Caring practitioners who are sensitive to the human condition and individualise their own care accordingly;


3. Collaborative practitioners who work with clients, families and colleagues in the pursuit of optimal health and well-being; and


4. Professionally aware practitioners who are prepared to challenge the status quo to achieve optimal health outcomes.




• National Nurse Practitioner Competency Standards (ANMC 2004):




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


2. Clinical leadership that influences and progresses clinical care, policy and collaboration through all levels of health service.




• QUT Graduate Capabilities:




1. Knowledge and skills pertinent to practice as a Nurse Practitioner;


2. Advanced levels of critical, creative and analytical thinking and effective problem-solving;


3. Highly effective verbal and written communication;


4. An enhanced capacity for life-long learning;


5. The ability to work independently and collaboratively;


6. Enhanced self-reliance and leadership.




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




1. Assess individual and/or population health status and, where necessary, formulate and monitor management plans in consultation with patients/carers/communities;


2. Promote and optimise the health and welfare of individuals and/or populations;


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


4. 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 internal and external mode.

Both delivery approaches incorporate processes that are guided by a capability approach to teaching and learning. Capable people are those who know how to learn, are creative, work well with others and have a high degree of self-efficacy*. Accordingly, internal and external students will access a mix of didactic, seminar and self-directed learning to support their progress. You will be encouraged and supported to work in small groups to develop patterns and attitudes in collegial critique and support.

You will be supplied with a study guide that contains modules and readings. The prescribed readings are accessible through QUT library resources or provided through the course materials database (CMD). There is a on line unit learning management system (i.e. Blackboard) from where students can download the unit materials, read the answers to any frequently asked questions, read relevant notices, and access links to other relevant websites. If you do not have access to the internet, you will need to contact the unit coordinator at the beginning of the semester so that they can make arrangements to have any important information from the unit's Blackboard site mailed to you. Internet discussion forums and tele-tutorials may be utilised.

Students enrolled in the external mode will also be guided through the courses with detailed distance education learning materials. These include a unit information handbook, a study guide, a list of readings and weekly e-mail contact with the unit coordinator, lecturers or tutors as necessary. External students will have access on seminars using teleconference technology.

* Hase, S. and L. Davis. (1999). From competence to capability: The implications for human resource development and management. Association of International Management, 17th Annual Conference, San Diego.

Assessment

There are two assessments to be completed throughout the semester. Assessments are designed to evaluate your knowledge and application of knowledge in stable and complex situations and environments.Assessment will be spaced throughout the semester to provide the opportunity for feedback on learning at key points. You will be provided with feedback on each assessment item as you progress through the unit. A structured approach to assessment and marking will be applied to provide you with detailed feedback on your progress.

Assessment name: Analysis Report
Description: Analysis Report of Health Service
You will critically analyse the work setting in which you are currently employed and the demographic characteristics and trends of the consumer population. Your report will present a description and initial assessment of the health service's model of care delivery, identifying the strengths and weaknesses of the service; the current and future needs of the consumer population serviced by this health service. Your report will also include, a discussion of specific social factors that influence health generally and in your own field of practice; and, if relevant, how the health service needs have changed. Sources for research may include government reports, national and state health priorities, local health service reports, and specialty organisation data and contemporary literature in the field.
Relates to objectives: 1-5.
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: Week 6

Assessment name: Report
Description: Report on Nurse Practitioner Model Design
You will draw upon your work in Assessment 1, together with research of the literature, to design your own nurse practitioner model and scope of practice. The model will explicate the principles that inform the nurse practitioner service; its clinical goals and functions; and the details of collaborative relationships and arrangements. You will then present and discuss an evidence-based strategy for implementing the model.
Relates to objectives: 1-5.
Weight: 60%
Internal or external: Both
Group or individual: Individual
Due date: Week 13

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

Resource materials reflect the list of readings and additional readings students identify as relevant to their learning, and may also include:

ACT Government (2002). The ACT nurse practitioner project: Final report of the steering committee. ACT Department of Health, Canberra ACT.

Gardner, A., & Gardner, G. (2005). A trial of nurse practitioner scope of practice. Journal of advanced nursing 49 (2) 135 - 145.

Le Bon, B. (2000). Nurse practitioners: The future. Nursing Management 7:17-20.

Reveley, S. (2001). Clinical nurse specialists, nurse practitioners and levels of practice: What does it all mean? In: Reveley, S., Walsh, M., & Crumbie, A. (eds.). Nurse practitioners: Developing the role in hospital settings (pp.28-37). Butterworth-Heinemann, Oxford.

Williams, A. (2000). Nursing, medicine and primary care. Open University Press, Buckingham.

Risk assessment statement

As a student undertaking this unit you may be required to undertake accompanying clinical practice experience in your workplace. As such, you will be exposed to risks encountered in the practice of advanced nursing practice. Students undertaking clinical placement are required to follow the same health safety guidelines that apply to all staff in your workplace. In addition, measures to control exposure to risks include:

• Orientation to the health care agency


• Supervision by a clinical lecturers


• Appropriate theoretical and practical preparation

Emergency procedures
All facilities require that their health workers become familiar with local emergency procedures. It is your responsibility to locate fire exits, emergency procedures and complete CPR drill and fire safety as required.

Health status and immunisation requirements
It is strongly recommended that you will:

• Endeavour at all times to maintain your personal health at a high leve;l


• Are fit to work and have had a reasonable rest period between shifts;


• Review your current immunisation status; and


• Inform the Unit Coordinator, Strand Coordinator or Clinical Lecturer if you are aware of any personal condition that may present a risk to yourself or to clients, other students, health care agency staff or the general public while on clinical placement.

The management of your health facility has the right to send you home if, in their opinion, it is unsafe for you to work that day.

Confidentiality
As a student in the clinical area, you must treat all information regarding clients and their families with the utmost confidentiality. Information that is documented as part of your learning experiences must preserve client anonymity and confidentiality. Classroom discussion should also adhere to these principles.

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: 23-Jan-2013