NURS13125 - The Nurse as Educator
Term 1 - 2017


All details in this unit profile for NURS13125 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Education is fundamental to the nursing role. The aim of this unit is to provide you with an understanding of the basic concepts associated with their role as educator. You will be provided with an opportunity to explore theories and principles of learning as they apply to a variety of practice settings. The unit will focus on resources and strategies for use in the development, implementation and evaluation of the diverse range of educational activities undertaken by the professional nurse.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Pre-requisites

Students must have completed 96 credit points and NURS12158 Clinical Nursing Practice 3 or NURS13126 Critical Care Nursing

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Presentation and Written Assessment 40%
2. Written Assessment 60%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

On successful completion of this unit, you will be able to:
  1. Examine the theory and practice of adult learning in the context of professional nursing.
  2. Assess factors that impact on the process of education in professional nursing.
  3. Explore inclusive educational initiatives for nurses in the clinical setting.
  4. Evaluate and reflect on the educational process.

The learning outcomes are linked to the Australian Nursing and Midwifery Accreditation Standards for registered nurses and the Nursing and Midwifery Board of Australia competencies.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Presentation and Written Assessment
2 - Written Assessment

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Communication
2. Problem Solving
3. Critical Thinking
4. Information Literacy  
5. Team Work        
6. Information Technology Competence        
7. Cross Cultural Competence
8. Ethical practice

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Presentation and Written Assessment
2 - Written Assessment        

Textbook Information

There are no required textbooks. Note:

Nil textbook required.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorFran Corcoran (f.corcoran@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Introduction to unit

  • Education in nursing
  • Types of education in professional practice

Complete activities as outlined in NURS13125 Moodle site - Module One

Week 2 13-03-2017

Adult Learning Theory

Complete activities as outlined in NURS13125 Moodle site - Module Two

Week 3 20-03-2017

Learning in the clinical setting

  • Consider factors that impact on learning including;
  • Client - sensory deficits, culture etc
  • Nurse - time, cost etc
  • Environment

Complete activities as outlined in NURS13125 Moodle site - Module Three

Week 4 27-03-2017

Teaching and Learning methods

  • Formal methods including face-to-face, online and simulation.

Complete activities as outlined in NURS13125 Moodle site - Module Four

Week 5 03-04-2017

Teaching and Learning methods

  • Mentoring and Preceptorship

Complete activities as outlined in NURS13125 Moodle site - Module Five

Vacation Week 10-04-2017

Have a break

Week 6 17-04-2017

Needs analysis

  • How and when to conduct a needs analysis (big ans small)

Complete activities as outlined in NURS13125 Moodle site - Module Six

Assessment One - Written and presentation due

Presentation and Written Assessment Due Friday (21 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Planning education

  • Setting impacts
  • Selecting teaching method
  • Resources

Complete activities as outlined in NURS13125 Moodle site - Module Seven

Week 8 01-05-2017

Delivering and assessing education

  • Effective teaching practices
  • Effective assessment - formative and summative

Complete activities as outlined in NURS13125 Moodle site - Module Eight

Week 9 08-05-2017

Evaluating education

  • How and when to evaluate
  • Completing the education cycle

Complete activities as outlined in NURS13125 Moodle site - Module Nine

Week 10 15-05-2017

Education with peers

  • Journal clubs, case studies and bedside teaching

Complete activities as outlined in NURS13125 Moodle site - Module Ten

Week 11 22-05-2017

Self education

  • Managing your professional development requirements

Complete activities as outlined in NURS13125 Moodle site - Module Eleven

Week 12 29-05-2017

Unit review

Complete activities as outlined in NURS13125 Moodle site - Module Twelve

Assessment Two - written due

Written Assessment Due Friday (02 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

Unit Coordinator

Fran Corcoran

(07) 4726 5336

f.corcoran@cqu.edu.au

Working days Monday, Tuesday and Wednesday

1 Presentation and Written Assessment

Assessment Title Presentation and Written Assessment
Task Description

Client education session

This assessment gives you the opportunity to demonstrate your understanding of the key aspects of client education in the clinical context. This assessment has two parts. Part One: critically analyse the client education video provided for this purpose on the NURS13125 Moodle site. Part two: Use your insights from the analysis in Part One to create a video for your own client education session.

Part A – Written assessment 25%

Review the video of client education on deep breathing and coughing exercises under the assessment section of the Moodle site.

In a 1000 word report answer the following:

  1. Discuss the adult learning principles used in the video and provide two examples of how the client education could be improved.
  2. Discuss at least two factors have impacted on the education session provided. Consider both client factors (for example sensory deficits or cultural considerations) and clinical environment.
  3. Discuss at least two ways that the nurse could have/did use inclusive practices in the education session.
  4. Provide a brief overall analysis of the education session and discuss at least two ways that this session could be improved.

Important - In each question you must support your discussion with reference to the current literature. A minimum of two references per question and a minimum of eight references for the written report in total.

Referencing requirements

For this assessment you will use APA 6th edition.

Sources of evidence must be current, relevant and credible.

Current sources include:

  • Journal articles no older than 2011
  • Text books no older than 2008
  • Websites must be government, academic or professional nursing or education bodies. If websites include the date, they should be no older than 2011

Relevant and credible sources include:

  • Journal articles, textbooks and websites clearly relevant to the topic as per the assessment task
  • Journal articles must be from peer-reviewed professional journals
  • Textbooks must be nursing or education focussed
  • Websites must be relevant to the discipline of nursing or education

Formatting requirements

  • Title page (As a minimum includes, unit name and code, assessment title, student name and ID number, word count)
  • size 12 font
  • double spaced
  • unit code in header
  • page number, student name and ID number in footer

Layout

This written assessment is in simple four question format, you do not need an introduction or conclusion. You are encouraged to use headings and subheadings to streamline your work and improve its readability.

Part B – 15%

Using your critical analysis from part A as a guide, create and submit a 5-7 minute video for the following client education session.

Bill is a 73 year old male who has just returned from theatre following a Right Total Knee Replacement. As a part of his post-operative care you need to teach him deep breathing and coughing exercises.

Your video will include you teaching deep breathing and coughing exercises to Bill. In particular you need to focus on:

  1. The implementation of adult learning principles
  2. Consideration for the client and environment factors

Please note: Do not include written overlay in your video. This should be an unedited recording of your teaching.

The rubric for marking is available on the NURS13125 Moodle site.

Assessment Due Date Week 6 Friday (21-Apr-2017) 11:45 PM AEST
Return Date to Students Week 9 Friday (12-May-2017)
Weighting 40%
Assessment Criteria

Assessment One marking rubric

Part A – 25% of total unit mark HD 85 – 100% D 75 – 84% C 65 – 74% P 50 – 64% F < 50% Mark
Adult learning theory (ALT) A comprehensive analysis of the ALT used in the video and highly developed recommendations for improvement are presented. Discussion is supported by current, relevant and credible evidence A well-developed analysis of the ALT used in the video and well-developed recommendations are presented. Discussion is supported by current, relevant and credible evidence A good analysis of the ALT used in the video and good recommendations for improvement are presented. There are some areas that could be expanded on. Discussion is supported by current, relevant and credible evidence A sound understanding of the ALT used in the video is shown with at least two simple recommendations made for improvement. Discussion is supported by current, relevant and credible evidence ALT not discussed or not correct. Areas for improvement in ALT not discussed or insufficient in discussion or insufficient supporting evidence /15
Impacting factors Multiple impacting factors are comprehensively discussed. Discussion is supported by current, relevant and credible evidence Multiple impacting factors are very well discussed. Discussion is supported by current, relevant and credible evidence A minimum of two impacting factors are well discussed. Discussion is supported by current, relevant and credible evidence A minimum of two impacting factors are discussed and supported by current, relevant and credible evidence Impacting factors are not discussed or insufficient in discussion or insufficient supporting evidence /15
Inclusive practice Inclusive practice concepts are comprehensively explored and strongly linked with video as example. Discussion is supported by current, relevant and credible evidence Inclusive practice concepts are very well explored and strongly linked with video as example. Discussion is supported by current, relevant and credible evidence. Inclusive practice concepts are well explored and linked with video as example. Discussion is supported by current, relevant and credible evidence A minimum or two inclusive practice concepts are discussed. Discussion is supported by current, relevant and credible evidence Inclusive practice concepts are not discussed or insufficient in discussion or insufficient supporting evidence. /10
Analysis and improvement recommendations A brief complete analysis of client education session is provided. Improvement recommendations are highly developed. Discussion is supported by current, relevant and credible evidence A brief complete analysis of client education session is provided. Improvement recommendations are well developed. Discussion is supported by current, relevant and credible evidence A brief analysis of client education session is provided. Improvement recommendations are developed. Discussion is supported by current, relevant and credible evidence A brief analysis of client education session is provided. At least two improvement recommendations are made. Discussion is supported by current, relevant and credible evidence Analysis and improvement recommendations are not discussed or insufficient in discussion or insufficient supporting evidence. /10
Communication, Presentation and referencing Meets formatting guidelines. Written communication is clear, concise and fluent and of very high standard. Correct use of APA Meets formatting guidelines. Written communication is clear and concise and of high standard. Correct use of APA Meets formatting guidelines. Written communication is of good standard but needs development. Correct use of APA, with minor formatting errors. Meets formatting guidelines. Written communication is of satisfactory standard but needs development. Correct use of APA with some formatting errors Formatting requirements are not met. Writing is not clear Incorrect use of APA /10
Part B – 20% of total unit mark HD 85 – 100% D 75 – 84% C 65 – 74% P 50 – 64% F < 50% Mark
Adult learning theory Applies a strong understanding of Adult Learning Theory. Multiple opportunities taken to apply adult learning theory in practice. Applies a very good understanding of Adult Learning Theory. Multiple opportunities taken to apply adult learning theory in practice. Applies a good understanding of Adult Learning Theory. Some opportunities taken to apply adult learning theory in practice. Applies a satisfactory understanding of Adult Learning Theory. Some opportunities taken to apply adult learning theory in practice. Application of Adult Learning Theory is not shown. /15
Client and environment impacting factors Demonstrates a strong understanding of how to modify client education sessions in regards to impacting factors of client and environment. Demonstrates a very good understanding of how to modify client education sessions in regards to impacting factors of client and environment. Demonstrates a good understanding of how to modify client education sessions in regards to impacting factors of client and environment. Demonstrates a satisfactory understanding of how to modify client education sessions in regards to impacting factors of client and environment. Does not demonstrate an understanding of how to modify client education sessions in regards to impacting factors of client and environment. /10
Communication Language, pace and volume highly suitable to situation. Therapeutic communication used. Language, pace and volume very well suited to situation. Therapeutic communication used. Language, pace and volume well suited to situation. Therapeutic communication used. Language, pace and volume satisfactory for situation. Therapeutic communication used. Language, pace and volume not suitable to situation Therapeutic communication not used. /10
Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Examine the theory and practice of adult learning in the context of professional nursing.

2. Assess factors that impact on the process of education in professional nursing.

3. Explore inclusive educational initiatives for nurses in the clinical setting.

4. Evaluate and reflect on the educational process.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



2 Written Assessment

Assessment Title Written Assessment
Task Description

Nursing In-service Education Plan – 2000 words

This assessment gives you the opportunity to demonstrate your understanding of all the components of the teaching and learning cycle including needs analysis, planning, delivery, assessment and evaluating of education. You are required to develop an education plan for a nursing in-service session using the provided template (available under the assessment tab on Moodle).

For this plan you will need to articulate your approach for each of the areas below and provide justification for your choice using current and relevant evidence. Use the template as a guide for what areas need to be addressed and examples to assist.

Your education plan must include the following areas

Introduction and Setting 150 words 1 reference minimum
Needs analysis 200 words 2 references minimum
Learning Outcomes 150 words 1 reference minimum
Teaching method and resources 500 words 2 references minimum
Assessment method and resources 500 words 2 references minimum
Evaluation plan 500 words 2 references minimum

Important - In each area you must support your discussion with current relevant and credible literature.

Referencing requirements

For this assessment you will use APA 6th edition.

Sources of evidence must be current, relevant and credible.

Current sources include:

  • Journal articles no older than 2011
  • Text books no older than 2008
  • Websites must be government, academic or professional nursing or education bodies. If websites include the date, they should be no older than 2011

Relevant and credible literature include:

  • Journal articles, textbooks and websites clearly relevant to the topic as per the assessment task
  • Journal articles must be from peer-reviewed professional journals
  • Textbooks must be nursing or education focussed
  • Websites must be relevant to the discipline of nursing or education

Formatting requirements

  • Title page (As a minimum includes, unit name and code, assessment title, student name and ID number, word count)
  • size 12 font
  • double spaced
  • unit code in header
  • page number, student name and ID number in footer

Layout

This written assessment must include

  • As a minimum all sections as provided in the temple on the NURS13125 Moodle site.
  • Table of contents and
  • Appendices (clearly labelled).

You are encouraged to use headings and subheadings to streamline your work and improve its readability. You may also use dot points and numbering as appropriate.

The resources are to be included as appendices and are not included as a part of your word count. They should be numbered in the order they appear in the main body of your assessment.

Assessment Due Date Week 12 Friday (02-Jun-2017) 11:45 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
Weighting 60%
Assessment Criteria

Assessment Two marking rubric

Assessment Two 60% of total unit mark HD 85 – 100% D 75 – 84% C 65 – 74% P 50 – 64% F < 50% Mark
Introduction and Setting Introduction to education plan is comprehensive. Setting details are clear and complete. Discussion is supported by current, relevant and credible evidence Introduction to education plan is very well developed. Setting details are clear and complete. Discussion is supported by current, relevant and credible evidence Introduction to education plan is well developed. Setting details are mostly complete. Discussion is supported by current, relevant and credible evidence Introduction to education plan is satisfactory. Setting details are mostly complete. Discussion is supported by current, relevant and credible evidence Introduction and/or setting are not discussed or insufficient in discussion or insufficient supporting evidence /10
Needs analysis A clear and comprehensive needs analysis plan is discussed which is strongly supported by current, relevant and credible evidence A clear and very well developed needs analysis plan is discussed which is strongly supported by current, relevant and credible evidence A well-developed needs analysis plan is discussed which is supported by current, relevant and credible evidence A satisfactory needs analysis plan is discussed which is supported by current, relevant and credible evidence Needs analysis is not discussed or insufficient in discussion or insufficient supporting evidence /10
Learning Outcomes Learning outcomes are SMART and very highly linked to education plan requirements. Discussion is supported by current, relevant and credible evidence Learning outcomes are SMART and highly linked to education plan requirements. Discussion is supported by current, relevant and credible evidence Learning outcomes are SMART and well linked to education plan requirements. Discussion is supported by current, relevant and credible evidence Learning outcomes are SMART and satisfactorily linked to education plan requirements. Discussion is supported by current, relevant and credible evidence Learning outcomes are not discussed or insufficient in discussion or insufficient supporting evidence /10

Teaching method and resources Teaching method chosen is very highly suited to learning outcomes and setting requirements. Rationale of teaching method demonstrates a comprehensive understanding adult learning theory and best practice. Resources are of very high quality and attached as an appendix. Discussion is supported by current, relevant and credible evidence Teaching method chosen is highly suited to learning outcomes and setting requirements. Rationale of teaching method demonstrates a very well developed understanding adult learning theory and best practice. Resources are of very high quality and attached as an appendix. Discussion is supported by current, relevant and credible evidence Teaching method chosen is well suited to learning outcomes and setting requirements. Rationale of teaching method demonstrates a good understanding adult learning theory and best practice. Resources are of very good quality and attached as an appendix. Discussion is supported by current, relevant and credible evidence Teaching method chosen is suited to learning outcomes and setting requirements. Rationale of teaching method demonstrates a satisfactory understanding adult learning theory and best practice. Resources are of satisfactory quality and attached as an appendix. Discussion is supported by current, relevant and credible evidence Teaching method is not discussed or insufficient in discussion or insufficient supporting evidence. Resources not included (appendices) /20
Assessment method and resources Assessment method chosen is very highly suited to learning outcomes and setting requirements. Rationale of assessment method demonstrates a comprehensive understanding adult learning theory and best practice. Resources are of very high quality and attached as an appendix. Discussion is supported by current, relevant and credible evidence Assessment method chosen is highly suited to learning outcomes and setting requirements. Rationale of assessment method demonstrates a very well developed understanding adult learning theory and best practice. Resources are of very high quality and attached as an appendix. Discussion is supported by current, relevant and credible evidence Assessment method chosen is well suited to learning outcomes and setting requirements. Rationale of assessment method demonstrates a good understanding adult learning theory and best practice. Resources are of very good quality and attached as an appendix. Discussion is supported by current, relevant and credible evidence Assessment method chosen is suited to learning outcomes and setting requirements. Rationale of assessment method demonstrates a satisfactory understanding adult learning theory and best practice. Resources are of satisfactory quality and attached as an appendix. Discussion is supported by current, relevant and credible evidence Assessment method is not discussed or insufficient in discussion or insufficient supporting evidence. Resources not included (appendices) /20
Evaluation plan A comprehensive and very highly relevant evaluation plan is discussed. Plan incorporates best practice and shows a very highly developed completion to the teaching cycle. Discussion is supported by current, relevant and credible evidence A very well developed and highly relevant evaluation plan is discussed. Plan incorporates best practice and shows a very highly developed completion to the teaching cycle. Discussion is supported by current, relevant and credible evidence A well developed and relevant evaluation plan is discussed. Plan incorporates best practice and shows a well-developed completion to the teaching cycle. Discussion is supported by current, relevant and credible evidence A satisfactory evaluation plan is discussed. Plan incorporates best practice and shows a satisfactory completion to the teaching cycle. Discussion is supported by current, relevant and credible evidence Evaluation plan is not discussed or insufficient in discussion or insufficient supporting evidence. Resources not included (appendices) /20
Communication, Presentation and referencing Meets formatting guidelines. Written communication is clear, concise and fluent and of very high standard. Correct use of APA Meets formatting guidelines. Written communication is clear and concise and of high standard. Correct use of APA Meets formatting guidelines. Written communication is of good standard but needs development. Correct use of APA, with minor formatting errors. Meets formatting guidelines. Written communication is of satisfactory standard but needs development. Correct use of APA with some formatting errors Formatting requirements are not met. Writing is not clear Incorrect use of APA /10
Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Examine the theory and practice of adult learning in the context of professional nursing.

2. Assess factors that impact on the process of education in professional nursing.

3. Explore inclusive educational initiatives for nurses in the clinical setting.

4. Evaluate and reflect on the educational process.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy




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