Essay case history review

401015 Health Variations 3

School of Nursing and Midwifery | Spring 2017

LEARNING GUIDE

Undergraduate – Nursing

401015 – Health Variations 3 Learning Guide – Spring 2017

©School of Nursing and Midwifery Page 2 of 31 University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K

Table of Contents ......................................................................................................................................................................................................................2 Table of Contents ....................................................................................................................................................................................2

1 Introduction to the unit .............................................................................................................................. 3 1.1 Unit Details .....................................................................................................................................................................................3 1.2 Handbook summary ....................................................................................................................................................................3 1.3 Staff ..................................................................................................................................................................................................3 1.4 Essential requirements ............................................................................................................................................................... 4 1.5 Changes to unit as a result of student feedback ................................................................................................................. 4

2 Assessment Information ............................................................................................................................. 5 2.1 Course level learning outcomes .............................................................................................................................................. 5 2.2 Learning Outcomes..................................................................................................................................................................... 6 2.3 Engaging with the unit ................................................................................................................................................................ 7 2.4 Assessment summary ................................................................................................................................................................. 7 2.5 To pass this unit ........................................................................................................................................................................... 8 2.6 Assessment details ..................................................................................................................................................................... 9

Assessment 1: Concept Map and Guided Question Response ......................................................................................... 9 Marking criteria and standards: Assessment 1 – “Concept Map and Guided Response” ............................................... 12 Assessment 2: Online MCQ ........................................................................................................................................................... 20 Assessment 3: End of session examination ............................................................................................................................... 21

2.7 Submission requirements ........................................................................................................................................................ 22 Extension of due date for submission ........................................................................................................................................ 23 Resubmission .................................................................................................................................................................................... 23 Special consideration...................................................................................................................................................................... 23

3 Teaching and learning activities ............................................................................................................ 24 4 Learning resources ................................................................................................................................... 26

4.1 Essential library resources ...................................................................................................................................................... 26 4.2 Literacy & numeracy resources ............................................................................................................................................. 28 4.3 Citing resources and referencing .......................................................................................................................................... 28

5 Important information ............................................................................................................................. 29 5.1 What is expected of you .......................................................................................................................................................... 29 5.2 What you can expect from the teaching team .................................................................................................................. 29

Staff responsibilities ........................................................................................................................................................................ 29 On-Line learning requirements .................................................................................................................................................... 29

5.3 Raising concerns ........................................................................................................................................................................ 30 5.4 Links to policy ............................................................................................................................................................................ 30 5.5 Links to other resources ........................................................................................................................................................... 31

401015 – Health Variations 3 Learning Guide – Spring 2017

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1 Introduction to the unit

1.1 Unit Details Unit Code and Unit Name: 401015 Health Variations 3 Teaching Session and Year: Spring, 2017. Credit Points: 10

1.2 Handbook summary This unit uses National Health Priority case histories to further develop knowledge of pathophysiology, pharmacology and nursing implications for people across the lifespan who may experience acute exacerbations of chronic conditions. A major focus will be related to the nursing management of chronic conditions involving the cardiovascular and renal systems. Nursing management involving acute exacerbations of chronic conditions affecting the respiratory and musculoskeletal system will also be reviewed. This unit provides theoretical underpinnings for Professional Practice Experience 4.

1.3 Staff

Position Contact Details

Unit Coordinator

Name: Steve Frost

Email: [email protected] Phone: (02) 4620 3415

Campus Coordinators

Campbelltown

Ms Liz Flannery

l.flannery@westernsydn ey.edu.au

(02) 4620 6166

Hawkesbury

Nicole McIntosh

n.mcintosh@westernsydn ey.edu.au

(02) 4570 1919

Parramatta

Ms Bronwyn Smith

[email protected] du.au

(02) 9685 9803

Teaching Staff Please refer to the unit vUWS site for a full list of teaching staff.

Contact Protocol

Your tutor is the point of first contact for students who have queries relating to the unit. If you are unable to contact your Tutor please contact your Campus Coordinator.

If the staff member is not available leave a telephone message, including your name and contact telephone number, alternatively, you can send an email. Email communication with academic staff must be via Western Sydney University student email accounts only. Emails sent from any non-Western Sydney University address will not receive a response. Student Email Accounts can be activated via the Western Sydney University Home page from Western Central.

Student Consultation

Tutors will advise of consultation times on the vUWS site or outside their offices or in the School of Nursing and Midwifery reception area. If you are unable to contact your tutor please contact your Campus Coordinator.

401015 – Health Variations 3 Learning Guide – Spring 2017

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1.4 Essential requirements Essential equipment Access to a computer and the internet is essential in order to be able to: access course materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See http://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/uwsonline _student_support for further information.

1.5 Changes to unit as a result of student feedback The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made:

• The submission times for the concept map and guided question assessment and online quiz have been changed so that they do not have to be prepared during the allocated clinical placement time.

401015 – Health Variations 3 Learning Guide – Spring 2017

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2 Assessment Information

2.1 Course level learning outcomes The following shows how this unit will contribute to completion of course level outcomes, Western Sydney University graduate attributes and the Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice.

401015 NMBA Revised Standards

Course Level Outcomes WS U 1

.1 1.2

1.3

1.4

1.5

1.6

1.7

2. 1

2. 2

2. 3

2. 4

2. 5

2. 6

2. 8

3. 1

3. 2

3. 4

3. 7

4 .1

4 .2

4 .3

4 .4

5. 1

5. 2

5. 3

5. 4

5. 5

6 .1

6 .2

6 .3

6 .4

6 .5

6 .6

7. 1

7. 2

7. 3

1. Demonstrate fulfilment of duty of care through coherent and detailed knowledge of nursing theory, nursing practice and the role and responsibilities of the registered nurse.

3

2. Demonstrate an ability to assess, plan, implement and evaluate safe, collaborative care within relevant legislative frameworks and professional scope of practice of self and others.

1, 3

, 4 , 5

3. Fulfil duty of care by safely and competently, performing nursing roles and functions that are consistent with professional standards for practice, boundaries of professional practice and organisational policies.

1, 5

5. Plan and coordinate holistic and evidence- based care using appropriate inquiry and research strategies as well as multiple technologies.

1, 3

9. Practise ethically and lawfully to ensure safe nursing practice that promotes dignity, comfort and recovery.

5

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2.2 Learning Outcomes The Health Variations 3 unit is part of the Bachelor of Nursing. The unit provides the foundation for developing comprehensive, coherent and connected knowledge in the nursing discipline and introduces and develops interaction skills which will be required by graduates in their work environments. Learning outcomes for the unit are outlined below. After successful completion of this Unit, students will be able to:

1. Explain the causes, pathogenesis, clinical manifestations and diagnostic procedures related to National Health Priority areas concerning acute exacerbations of chronic conditions arising in the cardiovascular, renal, respiratory and musculoskeletal body systems.

2. Discuss the implications for nursing practice in relation to caring for people with acute exacerbations of chronic conditions affecting the cardiovascular, renal, respiratory and musculoskeletal body systems.

3. Describe the nursing role and responsibilities in the use of appropriate pharmacological interventions related to acute exacerbations of chronic conditions arising in the cardiovascular, renal, respiratory and musculoskeletal body systems.

4. Provide evidence-based rationales for nursing strategies used to manage the needs of the person who has developed an acute exacerbation of a chronic condition affecting the cardiovascular, renal, respiratory and musculoskeletal body systems.

5. Implement information literacy skills to access and evaluate data relevant to provision of effective nursing management of people across the lifespan with an acute exacerbation of a chronic condition.

401015 – Health Variations 3 Learning Guide – Spring 2017

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2.3 Engaging with the unit

Activity How will teaching activities support achievement of learning outcomes?

Blended Learning Activity

Blended learning activities have been embedded throughout the unit content to enhance the student learning experiences through the use of tutorials, clinical practice units, audio visual material, small group work, and online quiz material. Access to a computer and the internet is essential in order to be able to: access course materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See http://www.westernsydney.edu.au/currentstudents/current_students/services_an d_facilities/uwsonline_student_support for further information.

Tutorial/ Workshop

A tutorial is a small group activity that enables you to have lecture content explained by the tutor if required. You will then be able to apply, explore and debate the content through interactive learning activities with other students.

Group Work Group work enhances student learning. Through planned group activities, and discussion with other students, you will have the opportunity to clarify your own thoughts and understandings of unit concepts. Group work also offers the opportunity to cooperate in a team situation and to learn skills that will assist you to work effectively in a health care team.

2.4 Assessment summary

ASSESSMENT NUMBER

ASSESSMENT ITEM AND DUE DATE LEARNING OUTCOMES

WEIGHTING

1. Concept Map and Guided Question Response. Word Count: 1500 words

Due Date: Week 5, Monday 14th August 2017 at 1700 hours.

1-5 40%

2. On line quiz 20 MCQ

Duration: 30 minutes

Opens 0900hrs Monday 18th September 2017 (week 10), and closes at 1700hrs Monday 25th September 2017 (week 11).

1-4 10%

3. Closed book examination - MCQ Duration: 2 hours

Due Date: During the formal Western Sydney University examination period.

1-4 50%

401015 – Health Variations 3 Learning Guide – Spring 2017

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2.5 To pass this unit • Achieve at least 50% when all assessment marks are totalled

AND • Complete and submit all assessment tasks at the required time and required academic standard

 You should note that, consistent with the Assessment Policy – Criteria and Standards-Based Assessment Policy, the final marks and grades are subject to determination of School and University Assessment and Progression Committees. Please see Assessment policy; http://policies.westernsydney.edu.au/view.current.php?id=00227.

Fail Non Submission Grade (FNS) The FNS grade will be awarded if you do not complete one or more of the mandatory assessment requirements listed in this Learning Guide or you do not officially withdraw from this unit. The following are some common examples of where an FNS grade is awarded: Did not · submit any assessment tasks · submit all of the mandatory assessment tasks · meet all of the specified attendance requirements · sit the final exam · complete all allocated clinical placement hours

The FNS grade will be awarded irrespective of whether you achieve 50 or greater overall in the unit, for example you may achieve 35FNS or 55FNS.

Reassessment Under special circumstances, as determined by the School of Nursing and Midwifery’s School Academic Committee, after unit results are entered for the semester, a unit may provide the opportunity for reassessment of a single assessment item to enable students the opportunity to improve their performance against the criteria and standards. Notification of reassessment, with the reassessment details, will be emailed to the student via their student scholar account during the semester break, providing students a set time period to respond. Students who fail to respond within the advised timeframe will risk losing their reassessment opportunity.

401015 – Health Variations 3 Learning Guide – Spring 2017

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2.6 Assessment details

Assessment 1: Concept Map and Guided Question Response Weighting: 40% Word count: 1500 words. Due Date: Week 5, Monday 14th August 2017 at 1700 hrs. Submission details: Refer to Submission Requirements (p.22) Marking Criteria and Standards: See pages 12 to 19.

Aim of assessment The purpose of this assessment is to enable students to:

1. Explain in visual format (concept map) the causes, pathogenesis, clinical manifestations, diagnostic procedures, management, course, prognosis, and prevention of left-sided heart failure (Learning outcomes 1 and 5).

2. Explain the underlying pathophysiology of the clinical manifestations of an acute exacerbation of chronic left-sided heart failure (Learning outcomes 1 and 5).

3. Discuss nursing strategies and evidence-based rationales to manage a patient with an acute exacerbation of chronic left-sided heart failure - acute pulmonary oedema (Learning outcomes 2, 4 and 5).

4. Describe the nursing role and responsibilities in the use of pharmacological interventions related to an acute exacerbation of chronic left-sided heart failure (Learning outcomes 3 and 5).

Details You are to develop a concept map for the topic left-sided heart failure and answer three questions related to an acute exacerbation left-sided heart failure. References are to include three (3) recent, relevant journal articles as well as textbook material and evidence-based resources.

401015 – Health Variations 3 Learning Guide – Spring 2017

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Concept Map (500 words)

• The concept map must be computer generated. • When researching the topic, use the pathophysiology template that is on the unit vUWS site to

assist you in organising your information. The template will also assist in identifying key concepts and their relationships.

• Concept boxes should have titles with relevant content summarised within the box. • The summarised content may be in point format and size 10 font (Arial or Times New Roman) may

be used on the concept map. • Concept boxes must be linked using lines and linking words/phrases to demonstrate logical

relationships between concepts. • For conciseness, numbers may be used to replace traditional APA referencing within concept

boxes. If you use numbers, you must include a reference list in numerical order, corresponding to your references immediately after the concept map.

• Critical thinking and creativity are essential components of the concept map. The map design needs to be visually stimulating.

Guided Questions (1000 words) Case study Mrs Brown, a 78 year-old female, was admitted to the Emergency Department at 6am after waking up with severe breathlessness. Her family informed you that the patient has a history of heart failure that had been diagnosed two years ago. On admission to the Emergency Department the clinical manifestations were:

• Severe dyspnoea • Respiratory rate of 24 breaths/minute • SpO2 85%, on room air • BP 170/95mmHg • Pulse rate of 120 beats/minute • Auscultation of lungs identifies bilateral basal crackles

Mrs Brown was connected to an ECG monitor that showed atrial fibrillation. A diagnosis of acute exacerbation of chronic left-sided heart failure was made. Question 1. (500 words) (Learning outcome 1 and 5) Explain the pathogenesis causing the clinical manifestations with which Mrs Brown presented. Question 2. (200 words) (Learning outcomes 2, 4 and 5) Discuss two high priority nursing strategies to manage Mrs Brown and provide evidence-based rationales for these strategies. Question 3. (300 words) (Learning outcome 3 and 5) Two of the drugs that were given to Mrs Brown were IV furosemide and sublingual glyceryl trinitrate.

a. Discuss the mechanism of action of these two drugs, and relate to the underlying pathogenesis of an acute exacerbation of chronic left-sided heart failure. And,

b. Describe the nursing implications (monitoring for and responding to adverse effects, and evaluating therapeutic effect) when administering these two drugs to a patient with an acute exacerbation of chronic left-sided heart failure.

401015 – Health Variations 3 Learning Guide – Spring 2017

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When answering questions:

• Responses are to use full sentences, paragraphs, correct spelling and grammar. • The word limit for the guided questions is 1000 words. Use your computer to total the number of

words used. In-text citations will be included in the additional 10% of the word count. If you exceed the word limit by more than 10% the marker will stop marking.

• Provide a reference list in APA 6th Edition style with a minimum of 6 academic references which could include journal articles, textbooks, government websites and reports, and creditable organisational websites such as the Heart Foundation (https://www.heartfoundation.org.au/).

• Appropriate resources must be selected and accurately used. The cited references must support your discussion or explanation.

• Formatting to follow that as listed on page 20 of Learning Guide. • Ensure that your concept map and guided questions are one document to upload through

Turnitin. There is a total word limit of 1500 words (Concept map 500, guided questions 1000). Use your computer to total the number of words used in your assignment. However, do not include the reference list at the end of your assignment in the word count. In-text citations will be included in the additional 10% word- count. If you exceed the word limit by more than 10% the marker will stop marking at 1500 words plus 10%.

Resources i. Examples may be available on the vUWS site. ii. There are a number of textbooks and resources available through the Western Sydney University

Library that may assist you. Please refer to the unit’s vUWS site for specific unit resources.

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Marking criteria and standards: Assessment 1 – “Concept Map and Guided Response”

Concept Map

Criteria Mark High Distinction Distinction Credit Pass Fail

Criteria 1 – Clearly, accurately and concisely summarises the key concepts (aetiology, pathogenesis, clinical manifestations, diagnosis, treatment, course, prognosis and prevention) of left-sided heart failure)

/15

Accurately, clearly and concisely summarises all key concepts with all information supported by appropriate authoritative sources.

Accurately, clearly and concisely summarises all the key concepts with information supported by appropriate authoritative sources. There are minor omissions from one or two of the key concepts.

Most of the key concepts accurately summarised but some relevant information has been omitted or lacks clarity. Information is supported by relevant sources.

One or two concepts have been omitted or a number of key concepts lack clarity and conciseness. Sources of information may not always evident.

Minimal information included with omissions, lack of clarity. Sources of information not always evident. (6-9.)

Most concepts poorly or inaccurately summarised. Significant omissions of relevant information with sources either not identified, unclear or predominantly non- credible sources.

(0-5.5)

13-15 11.5-12.5 10-11 7.5-9.5 ≤7

Criteria 2 – Clearly and accurately demonstrates the relationships/links between the concepts.

/5

The relationships between all concepts are accurately, clearly and logically demonstrated using arrows/lines and linking words/statements.

Relationships between most concepts are accurately and clearly demonstrated using arrows/lines and linking words/statements.

Relationships between concepts are generally identifiable but some links may be incomplete or lack clarity.

Some links are clear and accurate but a number may be incomplete and/or clarity and logic is difficult to identify easily.

Links between most concepts lack accuracy, clarity and logic.

4.5-5 4 3.5 2.5-3 ≤2

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Concept Map

Criteria Mark High Distinction Distinction Credit Pass Fail

Criteria 3 – Presents the concept map in a manner that the layout and organisation of data stimulate, capture and maintain the attention of the reader with the appropriate use of colour and graphics.

/5

The layout and organisation of the map is exceptionally clear and professional using graphics and colour effectively.

The layout and organisation of the map is clear with appropriate use of colour and graphics.

Concept map generally well organised and visually stimulating.

The layout of the map is adequate but lacks clarity and visual stimulation.

The layout of the map is poor with lack of clarity and organisation and fails to capture attention.

4.5-5 4 3.5 2.5-3 ≤2

Health Variations 3 – 401015 Learning Guide – Spring 2017

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Guided Questions

Criteria Mark High Distinction Distinction Credit Pass Fail

Guided Question 1 –

Demonstrates comprehensive and detailed knowledge of the pathogenesis of an acute exacerbation of left-sided heart failure, and relates the clinical manifestations to the pathogenesis.

/20

Analyses information from a discerning selection of sources and provides an accurate and clear explanation of the pathogenesis causing the clinical manifestation of the patient in the case study.

The explanation is developed in a logical sequence and incorporates all manifestations presented in the case study.

The discussion is clearly and accurately supported by appropriate sources.

Analyses information from a discerning selection of sources and accurately explains the pathogenesis causing the clinical manifestations of the patient in the case study.

Mostly synthesises the information effectively in own words and in a logical sequence including all manifestations presented by the patient.

The discussion is clearly and accurately supported by appropriate sources.

Analyses information from relevant sources and generally provides an accurate explanation of the pathogenesis causing the clinical manifestations of the patient in the case study.

The explanation is mostly developed in a logical sequence but there may be one or two omissions of significant information or all manifestations are accurately explained but there is little logical development in the discussion.

The discussion is clearly and accurately supported by appropriate sources.

Using information from relevant references provides a basic description of the pathogenesis of an acute exacerbation of left- sided heart failure with some links to the clinical manifestations presented by the patient in the case study.

There may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow of the process.

The discussion is mostly supported by appropriate sources.

Using one or two references gives a superficial description of the pathogenesis of an acute exacerbation of left-sided heart failure with a number of significant inaccuracies, repetition or lack of clarity. Has not accurately related the clinical manifestations to the pathogenesis. (4-9.5)

Information predominantly copied or quoted from inappropriate sources such as non- authoritative web sites, Wikipedia, encyclopaedias or dictionaries with little evidence of understanding.

The sources of information are not accurate and clearly evident. (0-3.5)

17-20 15-16.5 13-24.5 10-12.5 ≤9.5

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Guided Questions

Criteria Mark High Distinction Distinction Credit Pass Fail

Guided Question 2 -

Demonstrates ability to prioritise nursing care for a patient with an acute exacerbation of left-sided heart failure, using current evidence to explain the rationales and justifies nursing strategies.

/10

Accurately identifies two high priority nursing strategies used to manage a patient with an acute exacerbation of left- sided heart failure and based on current evidence accurately and clearly explains the rationales.

The discussion is clearly and accurately supported by appropriate sources.

Accurately identifies two high priority nursing strategies used to manage a patient with an acute exacerbation of left- sided heart failure and states accurate rationales based on current evidence.

The discussion is clearly and accurately supported by appropriate sources.

Identifies two high priority nursing strategies to manage a patient with an acute exacerbation of left-sided heart failure and provides accurate rationales for the management but not clearly evidence based.

The discussion is clearly and accurately supported by appropriate sources.

Identifies two nursing strategies to manage a patient with an acute exacerbation of left- sided heart failure and provides basic rationales for the strategies but are not evidence-based.

The discussion is mostly supported by appropriate sources.

Does not accurately identify two nursing strategies to manage a patient with an acute exacerbation of left-sided heart failure and provides little or inaccurate explanation of rationales.

Information predominantly copied or quoted from inappropriate sources.

The sources of information are not accurate and clearly evident.

8.5-10 7.5-8 6.5-7 5-6 ≤4.5

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Guided Questions

Mark High Distinction Distinction Credit Pass Fail

Guided Question 3a –

Demonstrates knowledge of the mechanism of action of furosemide and glyceryl trinitrate relating to the underlying pathogenesis of an acute exacerbation of left- sided heart failure.

/10

Analyses information from a discerning selection of sources and comprehensively and accurately discusses the mechanism of action of furosemide and glyceryl trinitrate, relating accurately to the underlying pathogenesis of an acute exacerbation of left-sided heart failure.

The discussion is clearly and accurately supported by appropriate sources.

Analyses information from a discerning selection of sources and accurately discusses the mechanism of action of furosemide and glyceryl trinitrate relating to the underlying pathogenesis of an acute exacerbation of left-sided heart failure.

The discussion is clearly and accurately supported by appropriate sources.

Accurately explains the mechanism of action of furosemide and glyceryl trinitrate generally relating to the underlying pathogenesis of an acute exacerbation of left-sided heart failure. However, the response may lack some relevant information or clarity.

The discussion is clearly and accurately supported by appropriate sources.

Provides a basic explanation of the mechanism of action of furosemide and glyceryl trinitrate.

The answer may not be clearly related to the pathogenesis of an acute exacerbation of left- sided heart failure, contain some inaccuracies or lack clarity.

The discussion is mostly supported by appropriate sources.

The mechanism of action of furosemide and glyceryl trinitrate is incomplete or inaccurate with little or no relationship to the underlying pathogenesis of an acute exacerbation of left-sided heart failure.

Information predominantly taken from inappropriate sources.

The sources of information are not accurate and clearly evident.

8.5-10 7.5-8 6.5-7 5-6 ≤4.5

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Guided Questions

Mark High Distinction Distinction Credit Pass Fail

Guided Question 3b - Demonstrates knowledge of nursing implications (monitoring for and responding to adverse effects and evaluating therapeutic effect) when administering furosemide and glyceryl trinitrate to a patient with an acute exacerbation of left- sided heart failure.

/5

Identifies major adverse effects of furosemide and glyceryl trinitrate, and comprehensively and accurately discusses how to monitor for and respond to each adverse effect. Link between each adverse effect and nursing response is evident.

Accurately explains how to evaluate the therapeutic effect of each drug with links between the action of the drug and therapeutic effect evident

The discussion is clearly and accurately supported by appropriate sources.

Identifies major adverse effects of furosemide and glyceryl trinitrate, and accurately discusses how to monitor for and respond to most adverse effects. Links between the adverse effect and response are mostly evident.

Accurately explains how to evaluate the therapeutic effect of each drug with links between the action of the drug and therapeutic effect evident.

The discussion is clearly and accurately supported by appropriate sources.

Identifies adverse effects of furosemide and glyceryl trinitrate, and discusses how to monitor for and respond to adverse effects. Responses to adverse effects may be generalised rather than related to each specific adverse effect.

Explains how to evaluate the therapeutic effect of each drug with links between the action of the drug and therapeutic effect evident.

Response may lack some relevant information or clarity in explanation.

The discussion is clearly and accurately supported by appropriate sources.

Identifies adverse effects of furosemide and glyceryl trinitrate, and includes some generalised discussion on monitoring for and responding to adverse effects. Links between adverse effect and nursing response not generally evident.

Basic explanation of evaluating therapeutic effect. Answer does not clearly indicate how to evaluate if drug is effective.

Answer may contain minor inaccuracies, omissions and lack of clarity.

The discussion is mostly supported by appropriate sources.

Identifies some adverse effects. May include some discussion of nursing implications but answer contains inaccuracies, omissions and lacks clarity.

The sources of information are not accurate and clearly evident.

4.5-5 4 3.5 2.5-3 ≤2

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Academic Writing

Mark High Distinction Distinction Credit Pass Fail

Language use

Writes in a clear and succinct academic style using correct grammar, spelling, and punctuation

/5

Writes in an advanced style exhibiting highly coherent and logical flow of ideas. Organisation of material exhibits an advanced level of clarity. No errors in spelling, grammar, punctuation or sentence construction.

Writes clearly and succinctly with a coherent, logical flow of ideas exhibiting advanced clarity. No errors in spelling, punctuation, grammar or sentence construction.

Writes clearly and satisfactory use of language enables effective flow of ideas. Minor, infrequent errors in spelling, punctuation, grammar and sentence construction that do not impede flow of ideas.

Writing is reasonably clear, but at times the effective flow of ideas and meaning is hindered. Minor, frequent errors in spelling, punctuation, grammar and sentence construction sometimes impedes the flow of ideas.

Writes in an elementary style with very basic use of language and poor articulation of ideas. It may be verbose, convoluted or difficult to read. Organisation of material and main points is unclear. The errors in spelling, punctuation, grammar and sentence construction impede meaning.

4.5-5 4 3.5 2.5-3 ≤2

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Academic Writing

Mark High Distinction Distinction Credit Pass Fail

Referencing and in-text citations

A minimum of six recent references including journal articles, textbooks, government reports, or creditable organisational websites. All sources of information clearly evident and accurately acknowledged applying conventions of in- text referencing for APA style. A complete reference list is correctly formatted according to APA style. /5

Referencing technique is flawless and follows APA convention both in- text and in the reference list.

Uses a selection of appropriate references. Evidence of cited sources is always clear and accurate.

Referencing technique follows APA convention but contains infrequent minor errors.

Uses a selection of appropriate references. Evidence of cited sources is always clear and accurate.

Referencing technique follows APA convention but contains infrequent errors. Uses at least the minimum number of required references

Evidence of cited sources clear and accurate.

There may be frequent minor errors in APA referencing convention in in-text referencing and/or the reference list. Uses at least the required number of required references. Use of cited sources not always clearly evident.

There may be absent or incorrect use of APA referencing technique. Does not use the minimum number of required references, or uses predominantly inappropriate or non- authoritative sources. Sources of information not correctly acknowledged.

4.5-5 4 3.5 2.5-3 ≤2

Please Note: Although these marking criteria give a mark out of 80, the student’s mark for this assessment will be calculated to an equivalent mark out of 40.

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Assessment 2: Online MCQ Weighting: 10%

Quiz

Activation Date Closing Date

Monday, 18th September, 0900hrs (week 10)

Monday, 25th September, 1700hrs (week 11)

Submission details The online quiz will be available under the assessment icon on the unit vUWS site. The quiz will open from 0900 hours Monday 18th September 2017 (week 10) and closes 1700 hours on Monday 25th September, 2017 (week 11). You will have 30 minutes to complete the quiz and may attempt the quiz only once. You are strongly encouraged to complete the quiz early in the availability period to avoid unforeseen difficulties.

Technical difficulties If you experience a technical problem whilst attempting the on-line quiz, please contact the IT Helpdesk (https://uws.service-now.com/Portal/) at the time of the technical difficulty so that the problem can be rectified. Make sure to retain the confirmation email from the IT Helpdesk as evidence for special considerations applications. No claims of technical difficulties will be considered after the closing of the quiz date has passed.

Details Please note the web-based quiz assessment is comprised of 20 multiple choice questions and will consist of content covered in weeks 1-4.

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Assessment 3: End of session examination Weighting: 50% Duration: 2 hours Due Date: Western Sydney University formal examination period

Aim of assessment The aim of this examination is to assess student’s understanding of the topics and applications of the unit.

Details This MCQ examination is a closed book exam. This will comprise 100 multiple choice questions.

 Note: The exam includes all the material covered from the tutorial notes and online lectures.  Note: Resubmission of assessment items will not normally be considered.  Note: Dictionaries and translators a will not be allowed into the examination room.

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2.7 Submission requirements All assignments must be submitted by the due date and time as specified in this document. Complete your assignment and submit your electronic copy as per the instructions below; (do not submit an assignment via Australia Post):

Format

All assignments are to be typed.

Typing must be according to the following format. Required format:

Length: as designated by assignment

3 cm left and right margins

Double Spaced

Font: Arial or Times New Roman

Font size: 12pt

All borrowings from other sources must be properly referenced and a reference list must be included at the end.

Each assessment item will direct you to one of the submission options below:

Step Electronic submission - Electronic copy only

1. Students are to submit an electronic copy of your assignment. Students are not required to submit the original hard copy of their assessment on campus.

2. Submit your assessment electronically through the “Turnitin” link on the unit vUWS site.

3. Students are to upload the assignment with the following title; Surname_Firstname_assignment title.

4. Your assessment must be submitted in .doc or docx. format.

5. This assessment is marked online; no paper copy will be accepted. Marks, comments and the marking criteria will be released online. If you do not receive your marked assignment when all others have been returned, it is your responsibility to contact the unit coordinator for assistance.

6. Feedback

Feedback will be provided in accordance with the marking criteria for your assessment described in the subject outline for your unit.

Further instructions for Turnitin: http://library.westernsydney.edu.au/main/sites/default/files/pdf/Turnitin_Student_Instructio ns.pdf

 Note: In some cases, the tutor or lecturer may not be the marker for the given assignment

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Extension of due date for submission

Extensions are only granted in exceptional circumstances.

Extension forms submitted via the [email protected] email address will not be processed.

To apply for an extension of time: 1. Locate an application form via the Western Sydney University homepage or copy the following link:

http://www.westernsydney.edu.au/currentstudents/current_students/forms 2. Scroll down to ‘Form categories’. Select ‘Assessment’. 3. Select ‘Request for Extension’ link. 4. Print and complete the form and scan to your computer along with any supporting documentation

(links to cloud storage sites will not be accepted) 5. Application forms must be submitted to the Campus Co-ordinator

• Requests for extension may be submitted before the due date of the assignment and no later than 5:00pm two working days after the due date of an assignment or other assessment task including web-based quizzes

• Appropriate, supporting documentation must be submitted with the application • An application for an extension does not automatically mean that an extension will be approved • Assessments will not be accepted after the marked assessment task has been returned to students • Where an extension is approved the new due date for submission is calculated from the original

due date of the assessment and not from the date of the extension application, submission or approval.

Resubmission Resubmission of assessment items will not normally be granted if requested.

Special consideration It is strongly recommended that you attend all scheduled learning activities to support your learning. If you have suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented your attendance at class or your completion and submission of assessment tasks you may need to apply for Special Consideration via the Western Sydney University website http://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/special_co nsideration2 or the Student Centre. Special Consideration is not automatically granted. It is your responsibility to ensure that any missed content has been covered. Your lecturer will give you more information on how this must be done.

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3 Teaching and learning activities The timetable related to unit activities can be found at https://tutorialregistration.uws.edu.au/apluso/timetable/#subjects

Please also see the following link for important dates related to unit activities: http://www.uws.edu.au/currentstudents/current_students/dates/2017_academic_year_dateline Weekly readings can be accessed via vUWS in the learning materials folder and the readings and resources link.

Week (beginning)

Weekly topic

Tutorial activities

Pre-tutorial learning activities

Week One

17 July

Acute myocardial infarction

Overview of Learning Guide.

Case study related to acute myocardial infarction.

Online activities related to myocardial infarction.

Week Two

24 July

Heart failure Case study related to an acute exacerbation of heart failure

Online activities related to heart failure.

Week Three

31 July

Hypertension Case study related to hypertension Online activities related to hypertension and atherosclerosis

Week Four

7 August

Stroke Case study related to stroke Online activities related to stroke

Week Five

14 August Clinical Placement

Assessment 1 due: Monday 14th August 2017 at 1700 hrs

Week Six

21 August Clinical Placement

Week Seven

28 August Clinical Placement

Week Eight

4 September Clinical Placement

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Week (beginning)

Weekly topic

Tutorial activities

Pre-tutorial learning activities

Week Nine

11 September

Intra Session Break

Week Ten

18 September

Leukaemia Tutorial related to leukaemia (Online quiz open Monday, 18th September at 0900hrs)

Online activities related to leukaemia

Week Eleven

25 September

Asthma Case study related to asthma (Online quiz closes Monday, 25th September at 1700hrs)

Online activities related to asthma

Week Twelve

2 October

Public Holiday – 2 October

Pulmonary embolism Case study related to pulmonary embolism.

Students who have a tutorial class on Monday may attend another class for this week.

Online activities related to pulmonary embolism.

Antithrombotic and fibrinolytic agents

Week Thirteen

9 October

Acute kidney injury Case study related to acute kidney injury Online activities related to acute kidney injury

Week Fourteen

16 October

Chronic kidney disease Case study related to chronic kidney disease Online activities related to chronic kidney disease

Week Fifteen

23 October

STUVAC

Week Sixteen

30 October

Formal Western Sydney University examination period

Week Seventeen

6 November

Formal Western Sydney University examination period

Week Eighteen

13 November

Formal Western Sydney University examination period

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4 Learning resources

4.1 Essential library resources Essential Texts

Bullock, S., & Manias, E. (2014). Fundamentals of pharmacology (7th ed.). Frenchs Forest, NSW: Pearson Australia.

Craft, J., Gordon, C., Tiziani, A., Heuther, S., McCance, K., Brashers, V., & Rote, N. (2015). Understanding pathophysiology (2nd ed.). Chatswood, NSW: Elsevier Australia.

Dempsey, J., French, J., Hillege S., & Wilson, V. (2014). Fundamentals of nursing and midwifery: A person-centred approach to care. Broadway, NSW: Lippincott Williams & Wilkins.

Jarvis, C. (2012). Physical examination and health assessment (6th ed.). St Louis, Mo: Elsevier/Saunders.

Lemone, P., & Burke, K. (2014). Medical-surgical nursing: Critical thinking in client care (2nd Australian ed.). Frenchs Forest, NSW: Pearson Australia.

Marieb, E. N., & Hoehn, K. (2016). Human anatomy and physiology (10th ed.). Boston, MA: Pearson.

Resources The following link provides access to the documents listed below. Code of ethics, conduct and competency standards for Nursing and Midwifery Nursing and Midwifery Board of Australia. (2008a). Code of ethics for nurses in

Australia. Retrieved from http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W D10%2f1352&dbid=AP&chksum=GTNolhwLC8InBn7hiEFeag%3d%3d

Nursing and Midwifery Board of Australia. (2008b). Code of professional conduct for nurses in Australia. Retrieved from http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W D10%2f1353&dbid=AP&chksum=Ac7KxRPDt289C5Bx%2ff4q3Q%3d%3d

Nursing and Midwifery Board of Australia. (2010). A nurse’s guide to professional boundaries. Retrieved from http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W D10%2f1347&dbid=AP&chksum=bes7sYtZAWnmggO%2fzV0uBQ%3d%3d

Nurses and Midwifery Board of Australia. (2016). Registered nurse standards for practice. Retrieved from http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W D16%2f19524&dbid=AP&chksum=R5Pkrn8yVpb9bJvtpTRe8w%3d%3d

Additional Reading List

Australian Lung Foundation. (2014). COPD-X. Concise guide for primary care. Retrieved from http://lungfoundation.com.au/wp- content/uploads/2014/11/LFA-COPD-XV3_0615_WEB.pdf

Curtis, K., Ramsden, C., & Lord, B. (2011). Emergency and trauma care for nurses and paramedics. Chatswood, NSW: Elsevier Australia.

Grossmann, S. (2013). Porth’s pathophysiology: Concepts of altered health states (8th ed.). Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams & Wilkins.

Hally, M. B. (2009). A guide for international nursing students in Australia and New Zealand. Chatswood, NSW: Elsevier Australia.

Heart Foundation. (2011). General practice. Retrieved from https://heartfoundation.org.au/for-professionals/clinical-information/gp- practice-resources

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Jenkins, G. W., Kemnitz, C. P., & Tortora, G.J. (2013). Anatomy and physiology

from science to life (3rd ed.). Hoboken, NJ: John Wiley & Sons. Lehne, R.A., Moore, L., Crosby,L., & Hamilton, D. (2012). Pharmacology for

nursing care (8th ed.). Philadelphia, PA: Elsevier .Retrieved from http://west- sydney- primo.hosted.exlibrisgroup.com/primo_library/libweb/action/search.do?vid=U WS-ALMA&fn=search&scp.scps=scope%3A%28%22UWS- ALMA%22%29%2Cprimo_central_multiple_fe&fctExcV=&rfnExcGrp=1&mulE xcFctN=facet_rtype&vl%28freeText0%29=Pharmacology+for+nursing+care

National Asthma Council Australia. (2015). Asthma management handbook. Melbourne, VIC: NACA. Retrieved from http://www.asthmahandbook.org.au/

NSW Health. (2013). Medication handling in NSW public health facilities (PD2013_043). North Sydney, NSW: Department of Health. Retrieved from http://www1.health.nsw.gov.au/pds/ActivePDSDocuments/PD2013_043.pdf

Van Leeuwen, A. M., Poelhuis-Leth, D. J., & Bladh, M. L. (2011). Davis’s comprehensive handbook of laboratory and diagnostic tests: With nursing implications (4th ed.). Philadelphia, PA: F.A. Davis Co.

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4.2 Literacy & numeracy resources The School of Nursing and Midwifery have qualified staff in the teaching of English language and literacy who are available to support all students in Professional Communication and Academic Literacy (PCAL) Skills on each campus. Contact details below. Please email for PCAL Support workshops, small group and individual appointments.

Campbelltown Campus [email protected]

Hawkesbury Campus [email protected]

Lithgow Campus [email protected]

Parramatta Campus [email protected]

Library You are encouraged to make good use of the resources offered by the Library. Library resources can be accessed via the Western Sydney University web site

4.3 Citing resources and referencing References must be correctly and adequately given in the American Psychological Association (APA) (6th ed.) referencing style as per the Western Sydney University (2016) American Psychological Association referencing style guide. Available from: https://library.westernsydney.edu.au/main/sites/default/files/cite_APA.pdf

When writing assignments, reports, research papers or theses, you must acknowledge quotations, information and ideas taken from other authors through a list of references. Full details of referencing systems can be found at: https://library.westernsydney.edu.au/main/guides/referencing-citation

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5 Important information

5.1 What is expected of you Study load For a 10 credit point unit, students are expected to study 10 hours per week for 14 weeks on that unit. For example, if class time totals 2 hours per week, then students are expected to study a further 8 hours per week outside of class time.

Attendance Students should attend all tutorials during the semester. Attendance at these learning activities assists you in seeking clarification and reinforces key concepts that contribute to the construction of assessment tasks. From our experience students who choose not to attend, place themselves at a higher risk of not achieving a pass grade.

5.2 What you can expect from the teaching team Academic staff carry out their teaching responsibilities under the authority of the Deputy Dean and Director of Academic Program. The responsibilities of staff are outlined below:

Staff responsibilities

• Assess students' work fairly, objectively and consistently and when in doubt consult with the unit coordinator or Academic course advisor.

• Provide students with appropriate, helpful and explanatory feedback on all work submitted for assessment.

• Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and examinations for students with special requirements and to seek assistance from the Disability Advisor and Counsellor where appropriate and needed.

• Ensure deadlines for the submission of examination papers to the Academic Registrar are met. • Immediately report to the unit coordinator any instances of student cheating, collusion and/or

plagiarism.

On-Line learning requirements Unit materials will be made available on the unit’s vUWS (E-Learning) site. Students are expected to consult vUWS at least twice a week, as all unit announcements will be made via vUWS. Teaching and learning materials will be regularly updated and posted online

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5.3 Raising concerns If you have a concern about this unit, please contact your lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are advised to contact your Director of Academic Program (see the online handbook to identify your Director of Academic Program and their contact details http://handbook.westernsydney.edu.au/hbook/). More information about resolving complaints is available on the Western Sydney University website. http://www.westernsydney.edu.au/complaints/complaints_management_and_resolution. The University also has a confidential Complaints Resolution Unit (see link above) Staff in that unit can provide you with advice on addressing your concerns within the School and, in some circumstances, they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit within a six-month timeframe. You may contact this unit of the University at any time however we would appreciate the opportunity to resolve the complaint in the first instance.

5.4 Links to policy The University has a number of policies that relate to teaching and learning, Important policies affecting students include:

• Student Code of Conduct Policy: http://policies.westernsydney.edu.au/view.current.php?id=00258

• Assessment Policy – Criteria and Standards-Based Assessment: http://policies.westernsydney.edu.au/view.current.php?id=00227

• Examinations Policy: http://policies.westernsydney.edu.au/view.current.php?id=00204 • Special Consideration Policy: http://policies.westernsydney.edu.au/view.current.php?id=00205 • Review of Grade Policy: http://policies.westernsydney.edu.au/view.current.php?id=00203 • Student Misconduct Rule Policy:

http://policies.westernsydney.edu.au/view.current.php?id=00304 • Enrolment Policy (includes a section on the Western Sydney University Student Email Account):

http://policies.westernsydney.edu.au/view.current.php?id=00019 • Bullying Prevention Policy and Guidelines:

http://policies.westernsydney.edu.au/view.current.php?id=00099 & http://policies.westernsydney.edu.au/view.current.php?id=00240

• Sexual Harassment Prevention Policy: http://policies.westernsydney.edu.au/view.current.php?id=00103

Breaches of the Student Misconduct Rule Policy can have very serious consequences. It is essential that you are familiar with this policy and how to avoid misconduct of any type.

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5.5 Links to other resources

Life at Western Sydney University

Find out about life outside the lecture theatre – news and events, services and facilities, career information and more!

http://www.westernsydney.edu.au/future/future_students_home/studen tlife

E-Learning Check your vUWS sites regularly for unit announcements and to keep up with online discussions. If you do not have access to vUWS please contact e-learning on http://elearning.westernsydney.edu.au

Student Support Services

Supporting, Connecting, Engaging, working together towards Success

Access a broad range of student support services for local and international students to enhance your experiences at Western Sydney University - https://www.westernsydney.edu.au/currentstudents/current_students/se rvices_and_facilities

If you have any personal issues that may impact your studies, you don’t have to deal with them on your own.

Contact Student Welfare Service, Counselling Service, Disability Service, or Student Advocate as early as possible.

Course and unit rules This site provides information on pre-requisites, co-requisites and other matters concerning how your course is structured.

http://www.westernsydney.edu.au/currentstudents/current_students/enr olment/course_and_unit_rules

Course inherent requirements

The home page link for the Inherent Requirements for the Bachelor of Nursing, Bachelor of Nursing (Advanced), Bachelor of Nursing (Graduate Entry) and Bachelor of Midwifery can be found at: http://www.westernsydney.edu.au/ir/inherent_requirements/bachelor_of _nursing_inherent_requirements

Student Services and Facilities

Services and facilities for current students is a unit that can offer students assistance in writing good exam essays. It offers a number of workshops that will support your learning and enable you to achieve success at university. These include: bridging programs, academic skills workshops, Peer Assisted Study Sessions (PASS)

Policies This site includes the full details of policies that apply to you as a Western Sydney University student.

https://policies.westernsydney.edu.au/masterlist.php

Ministry NSW Health http://www.health.nsw.gov.au/