Clinical Reasoning in Nursing 1

Abstract

This subject introduces students to the knowledge, skills and attitudes required to promote safety for patients across the lifespan, caring in practice, mindful communication, and the use of clinical reasoning in a simulated environment. Students will learn mindful communication, documenting subjective assessment date and the Clinical Reasoning Cycle. This subject … For more content click the Read More button below.

This subject introduces students to the knowledge, skills and attitudes required to promote safety for patients across the lifespan, caring in practice, mindful communication, and the use of clinical reasoning in a simulated environment. Students will learn mindful communication, documenting subjective assessment date and the Clinical Reasoning Cycle. This subject contains clinical simulation opportunities for the student to explore nursing practice.

Syllabus

This subject will cover the following topics: MODULE 1: INTRODUCTION TO SIMULATION LEARNING IN NURSINGThis module introduces students to the principles and practice of simulation, simulation learning, and simulated practice in nursing, including: The purpose of simulation, simulation learning, and simulated practice in nursing; The model of simulation used in … For more content click the Read More button below.

This subject will cover the following topics:

MODULE 1: INTRODUCTION TO SIMULATION LEARNING IN NURSING
This module introduces students to the principles and practice of simulation, simulation learning, and simulated practice in nursing, including: The purpose of simulation, simulation learning, and simulated practice in nursing; The model of simulation used in the Bachelor of Nursing; The types of simulation used in the Bachelor of Nursing; Purpose of pre-briefing and de-briefing; Student expectations during simulation, including communication and self-care.
MODULE 2: INTRODUCTION TO SAFETY IN PRACTICE AND CLINICAL REASONING
This module introduces students to the subject and a range of important principles, including: Introduction to the Clinical Reasoning Cycle, including the link between patient safety and clinical reasoning; an overview of each stage of the Clinical Reasoning Cycle; and an explanation of how the Clinical Reasoning Cycle will be scaffolded throughout the course; Introduction to the simulation learning environment, hand washing, and other basic skills.
MODULE 3: INFECTION CONTROL AND SAFETY IN PRACTICE
This module introduces students to the principles and practice of infection control and safety, in practice, including: Chain of infection; Infection control and patient safety; Hand hygiene; Standard and Additional Precautions - including personal protective equipment (PPE).
MODULE 4: INTRODUCTION TO COLLECTING CUES
This module introduces students to the principles and practice of collecting cues, including: Introduction to documentation in the clinical environment - paper-based and electronic medical records (EMR); Subjective vs objective data; Nursing terminology and assessment; Techniques to obtain subjective data across the lifespan and in different contexts: Introducing self to patient and family members, use of caring, mindful communication techniques, therapeutic communication, basic interviewing techniques, use of authentic presence and intentional touch, collecting assessment data to enable the development of helping, caring relationship that seeks to work from another's subjective frame of reference.
MODULE 5: MOBILISATION AND SAFETY IN PRACTICE
This module introduces students to the principles and practice of mobilisation and safety in practice, including: Vulnerability people and mobility; Immobility and safety in practice including complications of immobility; Falls and safe practice; Techniques for safe mobilisation; Relevant nursing terminology.
MODULE 6: COLLECTING AND PROCESSING BASELINE CUES 1
This module introduces students to the principles and practice of collecting and processing baseline cues, including: Collection of data - introduction to 'Alert, Verbal, Pain, Unresponsive' (AVPU), Glasgow Coma Scale (GCS), and Mental State Assessment (MSE); Introduction to the clinical significance of abnormal findings across the lifespan; Escalating care; Documentation.
MODULE 7: COLLECTING AND PROCESSING BASELINE CUES 2
This module introduces students to the principles and practice of collecting and processing baseline cues, including: Collection of data - respiratory Rate and SpO2; Introduction to the clinical significance of abnormal findings across the lifespan; Escalating care; Documentation.
MODULE 8: COLLECTING AND PROCESSING BASELINE CUES 3
This module introduces students to the principles and practice of collecting and processing baseline cues, including: Collection of data - heart rate & blood pressure across the lifespan; Introduction to the clinical significance of abnormal findings; Escalating care; Documentation.
MODULE 9: COLLECTING AND PROCESSING BASELINE CUES 4
This module introduces students to the principles and practice of collecting and processing baseline cues, including: Collection of data- temperature and blood glucose level across the lifespan; Introduction to the clinical significance of abnormal findings; Escalating care; Documentation.
MODULE 10: COLLECTING AND PROCESSING BASELINE CUES 5
This module introduces students to the principles and practice of collecting and processing baseline cues, including: Collection date - urine output and urinalysis across the lifespan; Introduction to the clinical significance of abnormal findings; Escalating care; Documentation.
MODULE 11: COLLECTING AND PROCESSING BASELINE CUES 6
This module introduces students to the principles and practice of collecting and processing baseline cues, including: Collection of data - pain assessment across the lifespan; Introduction to the clinical significance of abnormal findings; Escalating care; Documentation.
MAJOR SIMULATIONS: MAJOR SIMULATION 1
Introduction of self to patient, obtaining of basic subjective assessment data and assisting the patient to sit out of bed (Week 6). Major Simulation 2: Communication, infection control, collecting selected objective assessment data and responding appropriately to an abnormality (Week 11).

Enrolment restrictions

Bachelor of Nursing

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 your role as a nurse. While there are times that you may consider the multidisciplinary team in these scenarios, your focus will be nursing and the nursing interventions implemented to care for or support the patient.

There are many different simulation approaches used in the School, 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 employing 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.