Clinical Reasoning in Nursing 2

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Abstract

This subject builds on the content of Clinical Reasoning 1 (NRS163), and will form the foundation of the knowledge, skills and attitudes required to promote safety, healing and caring in practice, mindful communication, and the use of clinical reasoning to aid clinical decision-making across the lifespan.

Syllabus

This subject will cover the following topics: MODULE 1: COLLECTING CUES - ASSESSMENT FRAMEWORKS (WEEKS 1 AND 2)This module introduces students to the nursing assessment frameworks commonly used in a range of care environments, including:Overview of types and settings for assessment (comprehensive patient assessment, focused system assessments, head-to-toe assessments, risk … For more content click the Read More button below.

This subject will cover the following topics:

MODULE 1: COLLECTING CUES - ASSESSMENT FRAMEWORKS (WEEKS 1 AND 2)
This module introduces students to the nursing assessment frameworks commonly used in a range of care environments, including:
Overview of types and settings for assessment (comprehensive patient assessment, focused system assessments, head-to-toe assessments, risk assessments, primary/secondary/tertiary survey);
Primary/Secondary/Tertiary Survey in detail; Risk Assessments (pressure areas, falls, delirium); and
Documentation of assessment findings - Aged Care Mandatory Quality Indicator Program and Aged Care standards.
MODULE 2: NURSING CARE TO CREATE A HEALING & CARING ENVIRONMENT (WEEKS 3 AND 4)
This module introduces students to a range of important principles and practices related to the provision of nursing care that maintains patient comfort and dignity including:
The meaning and importance of maintaining patient comfort and dignity;
Hygiene (showering, washing in bed, changing linen, eye care, mouth care);
Pressure injury prevention Nutrition - assessing swallowing, food preferences, assisting with feeding;
Supporting the socio-cultural and spiritual needs of the patient, family or community, including Indigenous Australians and people with culturally and linguistically diverse background;
Introduction to inter-professional collaboration;
Documentation and handover; and
Implications of poor practice.
MODULE 3: CLINICAL REASONING: PROVIDING CARE IN THE ACUTE ENVIRONMENT (WEEK 5)
This module introduces students to a range of important principles and practices required for the planning and provision of care in the acute care environment, including:
Introduction to the acute care environment;
Introduction to the perioperative period, including pre and post-operative assessment and care for patients across the life span;
Using the clinical reasoning cycle to prioritise care;
Prevention of complications - deep breathing and coughing exercises, early mobilisation, spirometry, DVT prevention, delirium; and
Handover and documentation.
MODULE 4: FOUNDATIONS OF WOUND ASSESSMENT AND CARE (WEEK 6 AND 7)
This module introduces students to a range of important principles and practices required for basic wound assessment and care, including:
Introduction to the stages of wound healing;
Introduction to wound inflammation;
Impediments to wound healing;
Wound types and wound assessment;
Principles of wound care;
Dressing types; and
Wound care techniques.
MODULE 5: FOUNDATIONS OF MEDICATION ADMINISTRATION (WEEKS 8 AND 9)
This module introduces students to a range of important principles and practices required for the safe administration of medications, including:
Legal considerations - medication orders, relevant legislation, scope of practice;
Introduction to key pharmacological principles;
Introduction to lifespan considerations;
Medication orders and the National Medication Chart;
Medication calculations;
Oral and topical medication administration; and
Subcutaneous and intramuscular medication administration.

Enrolment restrictions

Bachelor of Nursing

Pre-requisite

Learning activities

Intensive School

At the compulsory intensive, students will undertake simulation learning experiences in the simulation spaces, which may be permanent ‘nursing labs’ each campus and/or other simulation learning spaces that replicate where nurses may work.

Each of the clinical case studies or health-related scenarios used to support the simulation learning experiences will focus on the role as a nurse. While there are times that there is consideration of the multidisciplinary team in the scenarios, the focus will be on nursing and the nursing interventions implemented to care for or support the patient.

There are many different simulation approaches used in the SNMIH, including peer-to-peer, task trainers, role playing, human patient simulators, actors and computer-based simulation.

Students may find the clinical case study or health-related scenario, used as part of the simulation learning experience, includes a hybrid approach that includes the lecturer / facilitator employs more than one type of simulation. To complete the whole scenario, students may move from one learning station to the next to finish the scenario.

Duration3 days

Learning resources

Additional resources required by students

Students attending compulsory intensive schools on Charles Sturt campuses will incur costs associated with travel, accommodation and required resources.