Assignment Task:
Unit Description:
This unit will enable students to develop knowledge and skills for person-centred, evidence-based nursing care of individuals experiencing episodic health alterations or illness that require surgery. The principles of surgical nursing that underpin best practice will be demonstrated by the use of evidence-based case studies. Roles of the surgical nurse across a variety of health settings, and within the context of multi-disciplinary care, will be explored across the patient journey. The content contained within this unit will inform nursing students’ future clinical practice across a variety of settings.
LEARNING OUTCOMES
The Bachelor of Nursing (BN), Bachelor of Nursing (Enrolled Nurse/Diploma entry) Bachelor of Nursing/Bachelor of Business (BNBADM) and Bachelor of Nursing/Bachelor of Paramedicine (BNBP) courses are professional programs that require the development of particular attributes for accreditation purposes.
On successful completion of this unit, you should be able to:
1. demonstrate knowledge of pathophysiology to manage common issues in surgical nursing; (GA4, 5)
2. outline the biopsychosocial, spiritual and cultural factors that impact on the person’s surgical experience; (GA1, 4, 5)
3. apply the Roper-Logan-Tierney Model of Nursing across the lifespan, to the principles of surgical nursing across the care continuum; (GA1, 4, 5, 9)
4. implement the Levett-Jones’ Clinical Reasoning Cycle across a range of settings, to plan safe, evidence-based, culturally sensitive, person-centred nursing care for common health alterations in surgical nursing; (GA3, 4, 5, 8, 9)
LEARNING AND TEACHING STRATEGY AND RATIONALE
This unit requires students to undertake 150 hours of focused learning to achieve the unit learning outcomes. Learning associated with this unit incorporates face to face teaching activities (lectures and tutorials), online activities, preparation and generation of assessment items and self-directed study. Students are expected to take responsibility for their individual learning and to participate actively within group activities. The tutorial classes are designed for student participation an application of content to clinical case studies. Completion of pre-reading materials and lecture content are a requirement for tutorials in order, for you to get the most out of the interactive class activities. Your weekly in-class participation is designed to enhance your learning and application of the theory to practice.
Assessment policy and procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge.
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy and the Academic Misconduct Procedures are available from the website. Please read them, and note in particular that cheating, plagiarism, collusion, recycling of assignments and misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and can include being excluded from the course.
