Outline

Overview

Patients admitted to hospital often have a change in their condition and can deteriorate, sometimes rapidly. This requires that registered nurses have the knowledge and skills to effectively assess and intervene in order to detect and prevent further deterioration. Such early detection and timely interventions may prevent the development of serious adverse events such as prolonged hospitalisation, an unexpected admission to a critical care unit, and even cardiac arrest and death. In this unit of study students will explore the role of organisational and patient emergency response systems designed to promote early detection of the deteriorating patient and consider how these systems impact on their nursing practice. Students will have the opportunity to further integrate knowledge with technical and nontechnical skills for assessing and managing the rapidly deteriorating patient. Specific consideration will be given to incorporating evidencebased principles when making judgements about patient care. The distinctiveness of each student's clinical practice is recognised and students will be expected to explore, in depth, an area of clinical practice relevant to their current work. Further to this, it is identified that registered nurses can be impacted by functioning in a carer role and this unit of study will review strategies for self-care in order to prevent adverse outcomes that may impact nurses’ ability to care effectively for their patients.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Taneal Wiseman, taneal.wiseman@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Assessmen1: Identification and escalation of a deteriorating patient Written essay	40%	Week 06 Due date: 04 Sep 2024 at 23:59	2500 words
Outcomes assessed:
Assignment	Assessment 2A: concept map Concept map linked to assessment 2B.	15%	Week 09 Due date: 25 Sep 2024 at 23:59	One page map
Outcomes assessed:
Assignment	Assessment 2B: Case study evaluation and reflection Written essay based on a case study and assessment 2A.	45%	Week 13 Due date: 30 Oct 2024 at 23:59	2500 words
Outcomes assessed:

Assessment summary

Assessment 1 - written essay - due 4th Sept 2024.

In this assignment, students are required to identify and review one system that has been implemented in their relevant health service (i.e. NSW health) in association with a deteriorating or a potentially deteriorating patient. The system must focus on the identification of, the escalation of, the management of a deteriorating patient, or all of these.

Assessment 2A - concept map due 25th Sept 2024

For assessment 2 A Students must select a specific case study where the management of the patient was based on evidence. In this assessment they must design a concept map outlining their case study, major points they intend to discuss in part B, policies or practices used that were based on evidence. A reference list must be included.

Assessment 2B - Case study due 30th October 2024

In this assignment, students must discuss a specific case study where the management of the patient was based on evidence. Students must identify a patient in their clinical environment (past or present) whose management was based on practices and policies implemented as a result of research. Students should evaluate the management strategies used for their chosen patient in relation to current evidence for best practice. Throughout the essay, students are to draw on current evidence to critically evaluate whether this corresponded with current best practice.

For any students who do not have a clinical episode to draw from, you are to discuss this assessment with the unit of study coordinator. Please consider patient and staff confidentiality when writing your assignment. No names or identifying details should be included.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Where an assignment is submitted late without an approved extension, a late penalty will apply. For every calendar day up to and including ten calendar days after the due date a penalty of 5% of the maximum awardable marks will be applied to late work. For work submitted more than ten calendar days after the due date a mark of zero marks will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 04	Study day 1	Lecture and tutorial (8 hr)
Week 04	Study day 2	Lecture and tutorial (8 hr)
Week 08	Study day 3	Simulation laboratory (8 hr)

Attendance and class requirements

Attendance: Students undertaking this unit of study are required to attend three on-campus study days which are supplemented with online and group activities.

The Sydney Nursing School Resolutions specifically outline attendance requirements. Resolution 7.2 states that if students are absent without leave for more than 10% of classes in a particular unit of study in any one semester, the Dean may call upon them to show cause why they should not be deemed to have failed that unit of study.

It is expected that all students participate and fully engage in the content of this unit of study by attending lectures, tutorials and laboratories, being prepared for tutorials and laboratories, contributing to discussions in class and online, and providing and receiving feedback in a respectful and dignified manner.

Referencing style: The Sydney Nursing School has adopted the American Psychological Association (APA) Referencing style, 7th Edition, 2020 as its official referencing style. This is an author-date style of referencing.

Assignment formatting guidelines: Unless the unit coordinator has indicated otherwise, please make sure your submitted assessments are formatted as follows:

font: use Calibri or Times New Roman in 11 - 12 point
double line spacing
margins: 2.5cm each side
use page numbers
refer to assessment instructions for use of title and headings

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Library eReserve link available on Canvas.

In McCance, K. L., & In Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate an understanding of the importance of technical and non-technical skills and their contributions to adverse patient outcomes
LO2. (critically) appraise current guidelines related to immediate and ongoing care of the patient with deteriorating conditions
LO3. demonstrate the ability to articulate and justify decisions that arise from assessment of the unstable or deteriorating patient, including consideration of risk management and ethical/legal considerations
LO4. (critically) reflect on and situate personal knowledge and learning needs in the context of early assessment and early interventions of the deteriorating patient.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Registered Nurses Standards for Practice - 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Nurse practitioner standards for practice - 4.1. Statement 4.1: Evaluates the outcomes of own practice Registered Nurses Standards for Practice - 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
	National Practice Standards for Nurses in General Practice - 1.2.RN7. Practise is consistent with evidence-based guidelines and policies within the RN scope of practice. Registered Nurses Standards for Practice - 1.5. Uses ethical frameworks when making decisions 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
	Nurse practitioner standards for practice - 1.1. Statement 1.1: Conducts comprehensive, relevant and holistic health assessment Registered Nurses Standards for Practice - 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice

Registered Nurses Standards for Practice -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice
1.6		Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations
2.5		Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
3.7		Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
4		Standard 4: Comprehensively conducts assessments
4.1		Conducts assessments that are holistic as well as culturally appropriate
4.2		Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice
5.1		Uses assessment data and best available evidence to develop a plan
5.2		Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons
7		Standard 7: Evaluates outcomes to inform nursing practice
7.3		Determines, documents and communicates further priorities, goals and outcomes with the relevant persons

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Following student feedback in 2022, this unit has had a reduction in the number of assessment items.

Additional information

More information can be found on Canvas and will be provided in class.

This unit of study may require you to attend a teaching activity timetabled in teaching venues installed with the University’s Clinical Recording and Observation System (CROS) in the Susan Wakil Health Building. Students should be aware of the privacy and information management implications of this system. For more information, please refer to the University’s Privacy Statement.

Sensitive materials in teaching: Please note that in this Unit of Study sensitive and potentially distressing or disturbing content might be presented and/or discussed from time to time. This may include reference to for example, discrimination, assault, suicide, illness, death and dying or culturally sensitive issues. These topics are relevant to your learning and your knowledge and skill development for nursing practice.

You will be advised before the information/topic is presented. If you are participating in the teaching session/activity online, you are advised to use headphones and ensure that anyone not participating in the session cannot see images that you may be watching on your device. If the nature of the content makes you feel uncomfortable or distressed, it is important that you contact the unit coordinator or another member of the academic team to discuss this with them.

Additional costs

There are no additional costs for this unit.

Site visit guidelines

There are no site visit guidelines for this unit.

Work, health and safety

WH & S requirements and per simulation studios only.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

NURS5073: Preventing Adverse Clinical Outcomes

Semester 2, 2024 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

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