NURS12155 - Medical-Surgical Nursing
Term 1 - 2017


All details in this unit profile for NURS12155 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

This unit takes a lifespan approach to the nursing management of individuals experiencing acute medical and surgical conditions. It will provide you with theoretical knowledge that will support Clinical Nursing Practice 2. You will build on your critical thinking and clinical reasoning skills through the development of knowledge with regards to nursing interventions required to provide safe nursing care to individuals and families in the medical and surgical setting.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Pre-requisites

NURS11161 Clinical Nursing Practice 1 or NURS11154 Foundations of Nursing Practice 2

BIOH11005 Introductory Anatomy and Physiology

Co-requisites for 2016 only and then revert to pre-requisites from 2017

NURS11158 Evidence Informed Nursing Practice or NHLT12001 Evidence Informed Practice

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
  • Bundaberg
  • Distance
  • Rockhampton

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. Written Assessment 50%
2. Written Assessment 50%

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.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Very positive comments in regards to course structure and content. Some suggestions raised in regards to changing modules to weeks and having a specific place on the site for the blackboard collaborate sessions. Therefore not having to find within the weekly content. Student feedback 1. Maintain same framework for Moodle site but rearrange into weekly mode. 2. Add section to keep all Blackboard Collaborate sessions in one area for ease of finding.
Assessment tasks not clear in the expectation and requirement. Students, markers, tutors and coordinators 1. Review assessment tasks and ensure clarity and succinctness. 2. Ensure marking criteria aligns with expectations of tasks. 3. Ensure task addresses the learning outcomes.
Requests for quizzes in each week that would attribute towards the overall marks and be counted as part of the assessments. Students (as they enjoyed the weekly quizzes but they where not part of the overall mark for the course). 1. Suggest maybe reflect on assessments used and consider part of the assessment to be weekly quizzes. 2. Also maybe review essay as an assessment task and run small case studies through the course in relation to the MaskEd character in the course to construct learning.
Echo 360 videos often not viewed and many problems with noise and volume for students Coordinator and students Review the need for these in the course; 1. Maybe 1 ISL weekly 2. Maybe utilise Zoom instead of Blackboard Collaborate to carry out weekly lectures and record.
On successful completion of this unit, you will be able to:
  1. Apply legal and ethical frameworks and evidence based practice principles to explore the complexity of person centred nursing care in the medical-surgical setting
  2. Examine the use of technology to inform person centred nursing care within the medical-surgical setting
  3. Discuss communication patterns and process required to inform person safety and quality within the medical-surgical setting
  4. Use cultural sensitvity principles to develop person centred nursing interventions and discharge planning relevant to the medical-surgical setting.

The learning outcomes are linked to the Australian Nursing and Midwifery Accreditation (ANMAC) Standards for registered nurses and the Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice.

Alignment of Assessment Tasks to Learning Outcomes

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

Prescribed Textbooks

Medical surgical nursing: Three Volume Set + MyNursingLab
Author/s: Lemone, P, Burke, K, Dwyer, T et al Year: 2017
Edition: 3rd edn Australian Publisher: Pearson Australia
City: Frenchs Forest State: NSW
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

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 CoordinatorColleen Mcgoldrick (c.mcgoldrick@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

Concepts in Nursing Practice

Please review Chapters 8 & 52 in your Lemone 3rd Ed. Med/Surg textbook prior to commencing this week's study

Community Care; Nursing care of people experiencing pain & nursing care of people in regional, rural and remote areas of Australia

You will be referred to further specific readings within your module in relation to specified learning needs.

Week 2 13-03-2017

Altered respiratory function

Please review Chapter 33- in your LeMone 3rd Ed. Med/Surg textbook prior to commencing this week’s study

A person-centred approach to assessing the Respiratory system


You will be referred to further specific readings within your module in relation to specified learning needs.

Week 3 20-03-2017

Altered cardiac function

Please review Chapter 28 in your LeMone 3rd Ed. Med/Surg textbook prior to commencing this week’s study

A person-centred approach to assessing the cardiovascular and lymphatic systems


You will be referred to further specific readings within your module in relation to specified learning needs.

Week 4 27-03-2017

Altered endocrine function

Please review Chapter 17-in your LeMone 3rd Ed. Med/Surg text book prior to commencing this week’s study

A person-centred approach to assessing the endocrine system


You will be referred to further specific readings within your module in relation to specified learning needs.

Week 5 03-04-2017

Altered reproductive function

Please review Chapter 46-in your LeMone 3rd Ed. Med/Surg textbook prior to commencing this week’s study. A person-centred approach to assessing the male and female reproductive systems and Ch. 50-Nursing care of people who have sexually transmitted infections


You will be referred to further specific readings within your module in relation to specified learning needs.

Vacation Week 10-04-2017
Week 6 17-04-2017

Altered movement and coordination

Please review Chapter Ch. 37 in your LeMone 3rd Ed. Med/Surg textbook prior to commencing this week’s study A Person-centred approach to assessing the Musculoskeletal System and Ch. 40 A person-centred approach to assessing the Nervous System


You will be referred to further specific readings within your module in relation to specified learning needs.

Written Assessment following an academic essay format. You as a student nurse will follow Molly through her medical journey and using critical thinking address her nursing care and management as her journey unfolds Due Tuesday (18 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Pre and intra-operative nursing

Please review Chapter 3 in LeMone 3rd Ed. Med/Surg textbook prior to commencing this week's study. Nursing care of people having surgery


You will be referred to further specific readings within your module in relation to specified learning needs.

Week 8 01-05-2017

Postoperative nursing including surgical wounds

You will be referred to further specific readings within your module in relation to specified learning needs.

Week 9 08-05-2017

Altered urinary function

Please review Chapter Ch. 27- A Person-centred approach to assessing the Renal System in your LeMone 3rd Ed. Med/Surg textbook prior to commencing this week’s study


You will be referred to further specific readings within your module in relation to specified learning needs.

Week 10 15-05-2017

Altered gastrointestinal function

Please review Chapters 20-24–related to the gastrointestinal system- in your LeMone 3rd Ed. Med/Surg textbook prior to commencing this week’s study.


You will be referred to further specific readings within your module in relation to specified learning needs.

Week 11 22-05-2017

Alterations of the visual, auditory and integumentary systems and nursing the person with burns

Please review Chapter 14, 15, 16, 44 & 45 in your LeMone 3rd Ed. Med/Surg textbook prior to commencing this week's study


You will be referred to further specific readings within your module in relation to specified learning needs.

Written Assessment following an academic essay format. You as a student nurse will follow Molly through her surgical journey and using critical thinking address her nursing care and management as her journey unfolds Due Monday (22 May 17) 11:45 PM AEST
Week 12 29-05-2017

Caring for the person with cancer and palliative care

Please review Chapter 4 & 13-in your LeMone 3rd Ed. Med/Surg textbook prior to commencing this week's study


You will be referred to further specific readings within your module in relation to specified learning needs.

Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Written Assessment following an academic essay format. You as a student nurse will follow Molly through her medical journey and using critical thinking address her nursing care and management as her journey unfolds
Task Description

Assessment 1 Expectations

Management of complex conditions in the elderly population is an ever increasing issue. It has an impact on patients, families and the healthcare system.
For this assessment, you are required to follow Molly through her medical admission and using critical thinking address the many issues Molly has to contend with.
You as the student nurse are required to manage Molly and her comorbidities ensuring patient-centred care. Please read the task description carefully.
Your essay should provide an overview of COPD and diabetes in relation to the scenario given. Demonstrate principles of communication and self-management concepts ensuring you are demonstrating an understanding of your knowledge and using critical discussion throughout. Your discussions should be related to Molly throughout.

Please note the following details:
• Title page-student name, student number, course code, term/year, name of course coordinator, name of assignment and due date for submission
• 2000 words +/- 10% including in-text referencing
• To refer to the marking criteria. It is expected that your essay will contain 10% of the total word count for your introduction, 10% of the word count for your conclusion. Therefore 1600 words should be divided equally between the tasks requested of you in your assessment piece
• Essay format includes an introduction, body paragraphs and conclusion. Use double line spacing, Times New Roman, size 12 font
• Include header with student name and number and a footer or page numbers
• Do not use headings. The essay must flow with good paragraph structure
• The inclusion of evidence-based clinical guidelines that may be accessed from websites is acceptable. It is preferred that you use academic, peer reviewed articles/journals. NB: Journal articles used must be less than 5 years old and textbooks less than 10 years old
• A Reference list that adheres to APA presentation guidelines and indicates that you have read widely must be included

IMPORTANT INFORMATION!
The CQUniversity Assessment Policy and Procedure (4.58) states:
• If a student does not submit an extension request or does not give sound reasons for a late request, a penalty of five percent (or equivalent) of the total available marks for the assessment will be deducted for each calendar day (full or part) the assessment task is overdue.
What this means for you. If you are having any issues or problems, make contact with the unit co-ordinator BEFORE the due date.
Finally, if you have any questions regarding this assessment item, please address your questions in the first instance to the Q&A Discussion Forum on the Moodle site. If it is of a personal nature, then, of course, please contact your unit coordinator directly.


Assessment Due Date Week 6 Tuesday (18-Apr-2017) 11:45 PM AEST
Tuesday 18th April 11.45 Australian Eastern Standard Time
Return Date to Students Week 9 Monday (08-May-2017)
Weighting 50%
Assessment Criteria
HD 85-100% D 75-84% C 65-74% P 50-64% F <50% Marks
Structure -15% 5% 4% 3% 2.5% >2.5%
Clear and succinct introduction that introduces the topic of COPD and diabetes and outlines the direction of the paper. (5%) Clear and appropriate introduction that introduces the topic of COPD and diabetes and outlines the direction of the paper. Appropriate introduction that introduces the topic of COPD and diabetes and outlines the direction of the paper. Introduction is apparent although consists only of a list of the contents of the paper. Topic of COPD and diabetes not clearly introduced. No recognisable introduction— the topic of diabetes is not introduced and/or there is no direction offered in respect of the paper. /15
Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) Clear and appropriate conclusion that outlines the main points and brings the argument to a close. Conclusion outlines most of the main points and brings some sense of closure. Conclusion apparent – outlines most of the main points and endeavours to bring the argument to a close –some incongruity. No recognisable conclusion – little reference to the main points does not offer a clear conclusion to the paper.
Consistently accurate with spelling, grammar, use of punctuation. Excellent presentation of assignment, double spaced with 12 point font. Organisation and structure is clear and concise. (5%) Generally accurate (1-3inaccuracies) with spelling, grammar, use of punctuation. A well-presented assignment, double spaced with 12 point font. Organisation and structure is clear Occasional inaccuracies (4-6) with spelling, grammar, use of punctuation. A well-presented assignment, double spaced with 12 point font. Organisation and structure is appropriate. Frequent inaccuracies (6-8) with spelling, grammar, use of punctuation. A well- presented assignment, double spaced with 12 point font. Organisation and structure allows misinterpretation of the meaning of the content. Many inaccuracies (>8) with spelling, grammar, use of punctuation. Poorly presented assignment, double spacing not used, 12 point font not used. Organisation and structure detract from the meaning of the content/or is irrelevant
Approach and Argument (70%) 13-14 11-12 10-11 7-9 >7
Comprehensively includes a detailed discussion and rationale for the nursing care of Molly in relation to her COPD and her diabetes whilst in hospital. (14%) Clear, coherent and convincing critical thought displayed. Relating all findings back to the scenario of Molly. (14%) Extensively includes a thorough discussion and rationale for the nursing care of Molly in relation to her COPD and her diabetes whilst in hospital. Well-developed critical thought evident. Relating most findings back to the scenario of Molly. Generally includes a reasonable discussion and rationale for the nursing care of Molly in relation to her COPD and her diabetes whilst in hospital. Critical thought developed and presented. Relating some findings back to the scenario of Molly. Demonstrates a limited discussion and rationale for the nursing care of Molly in relation to her COPD and her diabetes whilst in hospital. Perceptible critical thought. Minimal findings related back to the scenario of Molly. Not able to provide a discussion and rationale for the nursing care of Molly in relation to her COPD and her diabetes whilst in hospital. No critical thought. No relationship of finding to scenario of Molly. /70
Comprehensively includes a detailed discussion and rationale for use of medications in relation to Molly and her co morbidities. (consider communication principles) (14%) Clear, coherent and convincing critical thought displayed. Relating all findings back to the scenario of Molly. (14%) Extensively includes a thorough discussion and rationale for use of medications for use of medications in relation to Molly and her co morbidities. (consider communication principles) Well-developed critical thought evident. Relating most findings back to the scenario of Molly. Generally includes a reasonable discussion and rationale for use of medications for use of medications in relation to Molly and her co morbidities. (consider communication principles) Critical thought developed and presented. Relating some findings back to the scenario of Molly. Demonstrates a limited discussion and rationale for use of medications for use of medications in relation to Molly and her co morbidities. (consider communication principles) Perceptible critical thought. Minimal findings related back to the scenario of Molly. Not able to provide a discussion and rationale for use of medications for use of medications in relation to Molly and her co morbidities (consider communication principles) No critical thought. No relationship of findings to scenario of Molly.
Comprehensively includes a detailed discussion and rationale for self-management strategies and an awareness of educational, cultural and social issues in relation to Molly and her co-morbidities. Clear, coherent and convincing critical thought displayed. Relating all findings back to the scenario of Molly. (14%) Extensively includes a thorough discussion and rationale for self-management strategies and an awareness of educational, cultural and social issues in relation to Molly and her co-morbidities. Well-developed critical thought evident. Relating most findings back to the scenario of Molly. Generally includes a reasonable discussion and rationale for self-management strategies and an awareness of educational, cultural and social issues in relation to Molly and her co-morbidities. Critical thought developed and presented. Relating some findings back to the scenario of Molly. Demonstrates a limited discussion and rationale for self-management strategies and an awareness of educational, cultural and social issues in relation to Molly and her co-morbidities. Perceptible critical thought. Minimal findings related back to the scenario of Molly. Not able to provide a discussion and rationale for self-management strategies and an awareness of educational, cultural and social issues in relation to Molly and her co-morbidities. No critical thought. No relationship of findings to scenario of Molly.
Comprehensively includes a detailed discussion and rationale of 2 different types of technology that would assist in Molly’s care in hospital and with discharge planning to ensure safe and continuous management of her complex conditions. (14%) Clear, coherent and convincing critical thought displayed. Relating all findings back to the scenario of Molly. (14%) Extensively includes a thorough discussion and rationale of 2 different types of technology that would assist in Molly’s care in hospital and with discharge planning to ensure safe and continuous management of her complex conditions. Well-developed critical thought evident. Relating most findings back to the scenario of Molly. Generally, includes a reasonable discussion and rationale of 2 different types of technology that would assist in Molly’s care in hospital and with discharge planning to ensure safe and continuous management of her complex conditions. Critical thought developed and presented. Relating some findings back to the scenario of Molly. Demonstrates a limited discussion and rationale of 2 different types of technology that would assist in Molly’s care in hospital and with discharge planning to ensure safe and continuous management of her complex conditions. Perceptible critical thought. Minimal findings related back to the scenario of Molly. Not able to provide a discussion and rationale of 2 different types of technology that would assist in Molly’s care in hospital and with discharge planning to ensure safe and continuous management of her complex conditions. No critical thought. No relationship of findings to scenario of Molly.
Comprehensively includes a detailed discussion and rationale of the legal and ethical principles in relation to Molly and the completion of an advanced health directive (14%) Clear, coherent and convincing critical thought displayed. Relating all findings back to the scenario of Molly. (14%) Extensively includes a thorough discussion and rationale of the legal and ethical principles in relation to Molly and the completion of an advanced health directive Well-developed critical thought evident. Relating most findings back to the scenario of Molly. Generally, includes a reasonable discussion and rationale the legal and ethical principles in relation to Molly and the completion of an advanced health directive Critical thought developed and presented. Relating some findings back to the scenario of Molly. Demonstrates a limited discussion and rationale the legal and ethical principles in relation to Molly and the completion of an advanced health directive Perceptible critical thought. Minimal findings related back to the scenario of Molly. Not able to provide a discussion and rationale the legal and ethical principles in relation to Molly and the completion of an advanced health directive No critical thought. No relationship of findings to scenario of Molly.
Referencing-15% 5% 4% 3% 2.5% >2.5%
Consistently accurate with in-text peer reviewed and quality referencing to support and reflect all ideas, factual information and quotations. (5%) Generally integrates up to date peer reviewed and quality references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. Frequently integrates up to date peer reviewed and quality references to support and reflect ideas, factual information and quotations, with 3 to 5 exceptions. Occasionally integrates up to date peer reviewed and quality references to support and reflect ideas, factual information and quotations (6-10 exceptions). Fails to or infrequent attempts to integrate up to date peer reviewed and quality references to support and reflect ideas, factual information and quotations (>10). /15
Peer reviewed and quality references in reference list have been entered as per APA referencing style guide. Reference list in alphabetical order No errors identified in the reference list. Consistently accurate with in text referencing. (5%) Peer reviewed and quality references list in alphabetical order. Referencing is mostly consistent throughout with APA style of referencing (1-2 errors) with in text referencing Peer reviewed and quality references list in alphabetical order. References have been entered consistently throughout with APA style of referencing (3-5 errors) with in text referencing. Peer reviewed and quality references list in alphabetical order. References have been entered as per APA style of referencing is occasionally consistent with APA style. Frequent inaccuracies (6-10 errors) with in text referencing. Peer reviewed and quality references list not alphabetical order. APA referencing style is not used. Many inaccuracies (>10) with in text referencing
A minimum of 10 peer reviewed and quality references used. At least 7 journal articles with the others relevant websites. (5%) A minimum of 10 peer reviewed and quality references used. At least 6 journal articles with the others relevant websites. A minimum of 10 peer reviewed and quality references used. At least 5 journal articles with the other relevant websites. A minimum of 10 peer reviewed and quality references used. At least 4 journal articles with the others relevant websites. A minimum of 10 peer reviewed and quality references not used. The required number of journal articles not sourced. Relevant websites not used.
Total Marks
Referencing Style American Psychological Association (APA)
Submission Online

Submit via Moodle

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

1. Apply legal and ethical frameworks and evidence based practice principles to explore the complexity of person centred nursing care in the medical-surgical setting

2. Examine the use of technology to inform person centred nursing care within the medical-surgical setting

3. Discuss communication patterns and process required to inform person safety and quality within the medical-surgical setting

4. Use cultural sensitvity principles to develop person centred nursing interventions and discharge planning relevant to the medical-surgical setting.

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 following an academic essay format. You as a student nurse will follow Molly through her surgical journey and using critical thinking address her nursing care and management as her journey unfolds
Task Description

Assessment 2 expectations

This assessment relates to assessment 1 so you will need to revisit Molly’s background. Molly has been home from hospital for 4 weeks and has been scheduled for a left total knee replacement due to degeneration of her knee joint. She is due to have planned surgery in the following week.
For this assessment, you are required to follow Molly through her planned surgical admission and using critical thinking manage the issues that Molly encounters. Your essay will provide a critical discussion on pre-operative and post-operative care of Molly with her Total Knee Replacement and her other co-morbidities. Focusing on management of diabetes post-operatively. In addition to looking at the legal and ethical implications around surgery and the recognition of deterioration and how you as a student nurse would manage that scenario.

Please note the following details:
• Title page-student name, student number, course code, term/year, name of course coordinator, name of assignment and due date for submission
• 2000 words +/- 10% including in-text referencing
• To refer to the marking criteria. It is expected that your essay will contain 10% of the total word count for your introduction, 10% of the word count for your conclusion. Therefore 1600 words should be divided equally between the tasks requested of you in your assessment piece
• Essay format includes an introduction, body paragraphs and conclusion. Use double line spacing, Times New Roman, size 12 font
• Include header with student name and number and a footer or page numbers
• Do not use headings. The essay must flow with good paragraph structure
• The inclusion of evidence-based clinical guidelines that may be accessed from websites is acceptable. It is preferred that you use academic, peer reviewed articles/journals. NB: Journal articles used must be less than 5 years old and textbooks less than 10 years old
• A Reference list that adheres to APA presentation guidelines and indicates that you have read widely must be included


IMPORTANT INFORMATION!
The CQUniversity Assessment Policy and Procedure (4.58) states:
• If a student does not submit an extension request or does not give sound reasons for a late request, a penalty of five percent (or equivalent) of the total available marks for the assessment will be deducted for each calendar day (full or part) the assessment task is overdue.
What this means for you. If you are having any issues or problems, make contact with the unit co-ordinator BEFORE the due date.
Finally, if you have any questions regarding this assessment item, please address your questions in the first instance to the Q&A Discussion Forum on the Moodle site. If it is of a personal nature, then, of course, please contact your unit coordinator directly.




Assessment Due Date Week 11 Monday (22-May-2017) 11:45 PM AEST
Monday 22nd of May 11.45 Australian Eastern Standard Time
Return Date to Students Exam Week Monday (12-Jun-2017)
Please remember you may get your assessment 2 back with your mark, although your final grade will not be released until after Certification of Grades on the 7th of July
Weighting 50%
Assessment Criteria
HD 85-100% D 75-84% C 65-74% P 50-64% F <50% Marks
Structure -15%
Clear and succinct introduction that introduces the topic of TKR and co morbidities and outlines the direction of the paper. (5%) Clear and appropriate introduction that introduces the topic TKR and co morbidities and outlines the direction of the paper Appropriate introduction that introduces the topic of TKR and co morbidities and outlines the direction of the paper Introduction is apparent although consists only of a list of the contents of the paper. TKR and co morbidities not clearly introduced. No recognisable introduction— the topic of TKR and co morbidities is not introduced and/or there is no direction offered in respect of the paper. /15
, Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) Clear and appropriate conclusion that outlines the main points and brings the argument to a close. Conclusion outlines most of the main points and brings some sense of closure. Conclusion apparent – outlines most of the main points and endeavours to bring the argument to a close –some incongruity. No recognisable conclusion – little reference to the main points does not offer a clear conclusion to the paper.
Consistently accurate with spelling, grammar, use of punctuation. Excellent presentation of assignment, double spaced with 12 point font. Organisation and structure is clear and concise. (5%) Generally accurate (1-3inaccuracies) with spelling, grammar, use of punctuation. A well-presented assignment, double spaced with 12 point font. Organisation and structure is clear Occasional inaccuracies (4-6) with spelling, grammar, use of punctuation. A well-presented assignment, double spaced with 12 point font. Organisation and structure is appropriate. Frequent inaccuracies (6-8) with spelling, grammar, use of punctuation. A well- presented assignment, double spaced with 12 point font. Organisation and structure allows misinterpretation of the meaning of the content. Many inaccuracies (>8) with spelling, grammar, use of punctuation. Poorly presented assignment, double spacing not used, 12 point font not used. Organisation and structure detract from the meaning of the content/or is irrelevant
Approach and Argument (70%)
Comprehensively includes a detailed discussion of nursing assessments on admission in regards to Molly her conditions and her TKR with a rationale for each of these assessments. (14%) Extensively includes a thorough discussion of nursing assessments on admission in regards to Molly her conditions and her TKR with a rationale for each of these assessments. Generally includes a reasonable discussion of nursing assessments on admission in regards to Molly her conditions and her TKR with a rationale for each of these assessments. Demonstrates a limited discussion of nursing assessments on admission in regards to Molly her conditions and her TKR with a rationale for each of these assessments. Not able to provide a discussion of nursing assessments on admission in regards to Molly her conditions and her TKR with a rationale for each of these assessments.
Comprehensively includes a detailed discussion of the legal and ethical implications for Molly when obtaining an informed consent and the duty of care of the nurse. (14%) Extensively includes a thorough discussion of the legal and ethical implications for Molly when obtaining an informed consent and the duty of care of the nurse. Generally, includes a reasonable discussion of the legal and ethical implications for Molly when obtaining an informed consent and the duty of care of the nurse. Demonstrates a limited discussion of the legal and ethical implications for Molly when obtaining an informed consent and the duty of care of the nurse. Not able to provide a discussion of the legal and ethical implications for Molly when obtaining an informed consent and the duty of care of the nurse. /70
Comprehensively includes a detailed discussion of prioritising nursing assessments immediately post operatively, the management of a deterioration in Molly’s condition and the nurse’s role in responding to the deterioration. (14%) Extensively includes a thorough discussion of prioritising nursing assessments immediately post operatively, the management of a deterioration in Molly’s Condition and the nurse’s role in responding to the deterioration. Generally includes a reasonable discussion, of prioritising nursing assessments immediately post operatively, the management of a deterioration in Molly’s Condition and the nurse’s role in responding to the deterioration. Demonstrates a limited discussion of prioritising nursing assessments immediately post operatively, the management of a deterioration in Molly’s Condition and the nurse’s role in responding to the deterioration. Not able to provide a discussion of prioritising nursing assessments immediately post operatively, the management of a deterioration in Molly’s Condition and the nurse’s role in responding to the deterioration.
Comprehensively includes a detailed discussion of the pre and post-operative management of diabetes, the nursing interventions that will be required for Molly pre and post-operatively in order to manage her diabetes safely. (14%) Extensively includes a thorough discussion of the pre and post-operative management of diabetes, the nursing interventions that will be required for Molly pre and post-operatively in order to manage her diabetes safely. Generally includes a reasonable discussion of the pre and post-operative management of diabetes, the nursing interventions that will be required for Molly pre and post-operatively in order to manage her diabetes safely. Demonstrates a limited discussion, of the pre and post-operative management of diabetes, the nursing interventions that will be required for Molly pre and post-operatively in order to manage her diabetes safely. Not able to provide a discussion of the pre and post-operative management of diabetes, the nursing interventions that will be required for Molly pre and post-operatively in order to manage her diabetes safely.
Clear, coherent and convincing critical thought displayed. Relating all findings back to the scenario of Molly. (14%) Well-developed critical thought evident. Relating most findings back to the scenario of Molly. Critical thought developed and presented. Relating some findings back to the scenario of Molly. Perceptible critical thought. Minimal findings related back to the scenario of Molly. No critical thought. No relationship of findings to scenario of Molly.
Referencing - 15%
Consistently accurate with in-text peer reviewed and quality referencing to support and reflect all ideas, factual information and quotations. (5%) Generally integrates up to date peer reviewed and quality references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. Frequently integrates up to date peer reviewed and quality references to support and reflect ideas, factual information and quotations, with 3 to 5 exceptions. Occasionally integrates up to date peer reviewed and quality references to support and reflect ideas, factual information and quotations (6-10 exceptions). Fails to or infrequent attempts to integrate up to date peer reviewed and quality references to support and reflect ideas, factual information and quotations (>10). /15
Peer reviewed and quality references in reference list have been entered as per APA referencing style guide. Reference list in alphabetical order No errors identified in the reference list. Consistently accurate with in text referencing. (5%) Peer reviewed and quality references list in alphabetical order. Referencing is mostly consistent throughout with APA style of referencing (1-2 errors) with in text referencing Peer reviewed and quality references list in alphabetical order. References have been entered consistent throughout with APA style of referencing (3-5 errors) with in text referencing. Peer reviewed and quality references list in alphabetical order. References have been entered as per APA style of referencing is occasionally consistent with APA style. Frequent inaccuracies (6-10 errors) with in text referencing. Peer reviewed and quality references list not alphabetical order. APA referencing style is not used. Many inaccuracies (>10) with in text referencing
A minimum of 10 peer reviewed and quality references used. At least 7 journal articles with the others relevant websites. (5%) A minimum of 10 peer reviewed and quality references used. At least 6 journal articles with the others relevant websites. A minimum of 10 peer reviewed and quality references used. At least 5 journal articles with the other relevant websites. A minimum of 10 peer reviewed and quality references used. At least 4 journal articles with the others relevant websites. A minimum of 10 peer reviewed and quality references not used. The required number of journal articles not sourced. Relevant websites not used.
Total Marks
Referencing Style American Psychological Association (APA)
Submission Online

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

1. Apply legal and ethical frameworks and evidence based practice principles to explore the complexity of person centred nursing care in the medical-surgical setting

2. Examine the use of technology to inform person centred nursing care within the medical-surgical setting

3. Discuss communication patterns and process required to inform person safety and quality within the medical-surgical setting

4. Use cultural sensitvity principles to develop person centred nursing interventions and discharge planning relevant to the medical-surgical setting.

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




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