Outline

Overview

Nurses working in leadership positions within emergency departments and intensive care units are pivotal in coordinating care for patients and their families. In doing so nurses must consider the needs of the individual along with the requirements of the specialist unit, hospital and local health district. The provision of coordinated care to critically ill or injured patients is supported by organisational structures at the hospital and local health district level, and these are guided by organisations such as the NSW Ministry of Health Intensive Care and Emergency Department Planning Services, the Agency for Clinical Innovation and the Clinical Excellence Commission. Professional bodies such as the Australian College of Critical Care Nurses (ACCCN) and the College of Emergency Nurses Australasia (CENA) also inform practice. In this unit of study students will explore ways in which government and professional bodies provide information that supports decisionmaking regarding the provision of care to critically ill and injured patients. Additionally, students will be encouraged to expand their clinical and theoretical repertoire by developing an indepth understanding of a specific practice issue in intensive care or emergency nursing practice.

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	No

Teaching staff

Coordinator	Agness Tembo, agness.tembo@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assessment 3: Written report Written assignment	60%	Formal exam period Due date: 18 Jun 2021 at 23:59 Closing date: 18 Jun 2021	As required
Outcomes assessed:
Assignment	Assessment 1: Project proposal Written assignment	0%	Week 04 Due date: 26 Mar 2021 at 23:59 Closing date: 26 Mar 2021	Maximum 2 A4 pages
Outcomes assessed:
Assignment	Assessment 2: Annotated bibliography & summary Written assignment	40%	Week 08 Due date: 30 Apr 2021 at 23:59 Closing date: 30 Apr 2021	3000 words max
Outcomes assessed:

Assessment summary

Project proposal: The project proposal will address components listed on Canvas.
Annotated bibliography and summary: This assessment item will entail the collection of evidence to support the elements of the project. It will include the two components listed on Canvas.
Report: This summative assessment is a comprehensive report detailing the outcomes of the project. The project report will be a collection of information and evidence that demonstrates learning and achievement in relation to expanding your nursing practice capabilities.

Detailed information for each assessment can be found on Canvas.

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.

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.

Weekly schedule

WK	Topic	Learning activity
Week 02	Study Day 1	Block teaching (8 hr)
Week 02	Study Day 2	Block teaching (8 hr)
Week 09	Study Day 3	Block teaching (8 hr)
Week 09	Study day 4	Block teaching (8 hr)

Attendance and class requirements

Attendance and participation requirements:

This 6 credit point unit of study is conducted through a blend of on campus study days and online learning supported by the University’s eLearning platform. There are 4 study days equating to 32 hours of face-to-face learning. Additional student learning will occur through print-based and platform online activities. The work in this unit of study reflects approximately 120 hours of student learning. It is expected that the student will actively engage with the unit of study materials, which directly relate to the learning outcomes and are designed to assist with successful completion of assignments.
Students undertaking this unit of study are required to attend 4 on-line study days which are supplemented with online and group activities. The study days are:
1. Tuesday, 9th March 2021
2. Wednesday, 10th March 2021
3. Tuesday, 4th May 2021
4. Wednesday, 5th May 2021
The study days commence at 9am and conclude no later than 5pm.

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

Recommended Textbooks

There is no recommended textbook for this unit of study. Students are expected to read widely across various areas.

A Recommended reference is:

American Psychological Association (2019). Publication manual of the American Psychological Association(7th ed.) Washington, DC: American Psychological Association

Unit of Study Readings

This unit of study directs you to literature relevant to the topics of discussion. These readings serrve as a beginning pointand you are expected to explore the literature more widely. It is also expected that students conduct focussed literature searches to identify further material that will be usiful in developing an understanding of their practice. Most of these resources are available via eReserve: either through the library website http://opac.library.usyd.edu.au/search/ (in the ‘search for’ box, select the unit of study and type in NURS5074) or accessed via the eReserve link Sydney eLearning site of this unit of study.

Any readings not available on eReserve (due to copyright requirements) may be accessed in hard copy in closed reserve in Nursing Library, Susan Wakil Building, Camperdown Campus.

The unit of study readings comprise the following journal articles and Chapters or sections from texts.

Scope of Professional Practice

ACCCN (2015) Practice Standards for Specialist Critical Care Nurses 3rd Edn, Australian College of Critical Care Nurses

CENA (2013) Practice Standards for Emergency Nurse Specialist Colege of Emergency Nursing at: http//www.cena.org.au/wp- content/uploads/2014/10/Practice_Standards_for_the_Emergency_nurse_Specialist_June_2014.pdf

NMBA (2014) Nurse Practitioner Standards for Practice, Nursing & Midwifery Board of Australia. Available at: http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards/nurse-practitioner-standards-of-practice.aspx

Australian Nursing & Midwifery Board (2016). Fact sheet on Advanced Nursing Practice. Retrieved from http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/FAQ/fact-sheet-advanced-nursing-practice-and-specialty-areas.aspx

Advanced Practice in Nursing
Carney, M., (2016) Regulation of Advanced nurse practice: its existence and regulatory dimensions from an international perspective. Journal of Nursing Management 24(1); 105-114
Gardner, G., Duffield, C., Doubrovsky, A., & Adams, M. (2016). Identifying advanced practice: A national survey of a nursing workforce. International Journal of Nursing Studies. 55 (2016); 60-70.
Gray, A. Advanced or advancing nursing practice: What is the future direction for nursing? British Journal of Nursing, 25(1). Available at: https://doi-org.ezprox https://doi-org.ezproxy1.library.usyd.edu.au/10.12968/bjon.2016.25.1.8 ackermany1.library.usyd.edu.au/10.12968/bjon.2016.25.1.8
Kleinpell et al. (2019) Nurse Practitioners and Physician Assistants in Acute and Critical Care: A Concise Review of the Literature and Data 2008–2018 Critical Care Medicine 47 (10) pp 1442-1449
Woo et al. (2017) The impact of the advanced practice nursing role on quality of care, clinical outcomes, patient satisfaction, and cost in the emergency and critical care settings: a systematic review. Human Resources for Health 15:63

Expanding Practice – Education
DeNisco, S. M. (2019). Advanced Practice Nursing: Essential Knowledge for the Profession (4th Ed). LLC USA: Jones & Bartlett Learning.
Lockhart , S., Creating an educational plan that meets the learning needs of nursing staff. Journal of Oncology Nursing 10 (2): 137-153
Zaccagnini, M. & Pechacek, J. M. (2019). The Doctor of Nursing Practice Essentials: A New Model for Advanced Practice Nursing (4th Ed). Burlington, MA: Jones & Bartlett Learning

Expanding Practice – Project management

McBride, M. (2016). Project Management Basics; How to manage your project with checklists. Berkeley, CA: Apress.
Project Management Institute, Inc. (2017). A guide to the project management body of knowledge (PMBOK guide) (6th ed., p. 10). Newtown Square, PA: Author
Sipes, c. (2019) Project Management for the Advanced Practice Nurse (2nd Ed). Springer publishing company Connect

Expanding practice - Evaluating Practice
Kleinpell, R. M. (2017) Outcome Assessment in Advanced Practice Nursing (4th ED). New York: Springer Publishing Company ISBN 13 9780826138620
Lehwaldt et al. (2019) Guidelines on Advanced Practice Nursing. International Council of Nurses,
3, place Jean-Marteau, 1201 Geneva, Switzerland ISBN: 978-92-95099-67-8
Ray-Barruel, G., Ullman, A. J., Rickard, C. M., & Cooke, M. (2017). Clinical audits to improve critical care: Part 2: Analyse, benchmark and feedback. Australian Critical Care. doi:https://doi.org/10.1016/j.aucc.2017.04.002
Ullman, A. J., Ray-Barruel, G., Rickard, C. M., & Cooke, M. (2017). Clinical audits to improve critical care: Part 1 Prepare and collect data. Australian Critical Care. doi:https://doi.org/10.1016/j.aucc.2017.04.003

Communication for Advanced Practice

Barratt J (2018) Collaborative communication: learning from advanced clinical practice patient consultations. Nursing Standard. doi: 10.7748/ns.2018.e11094
Prezerakos, P. E. (2018) Nurse Managers’ Emotional Intelligence and Effective Leadership: A Review of the Current Evidence. The Open Nursing Journal. 12, 86-92

Advanced nursing practice health Promotion

Philips, A. (2019) Effective approaches to health promotion in nursing practice. Nursing Standard. doi: 10.7748/ns.2019.e11312

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. provide a commentary on the influence that advanced nursing practice roles have on intensive care or emergency nursing practice in Australia a. (NMBA Nurse Practitioner Standard: 4.2) b. (ACCCN Standards: 1.1, 1.2, 13.1, 13.2) c. (CENA Standards: 3.2, 5.1, 5.2, 6.1, 7.1, 8.1).
LO2. critique different models of care and their impact on nursing practice, and on the provision of patient care within critical care environments a. (NMBA Nurse Practitioner Standards: 2.1, 2.2, 3.2, 4.1) b. (ACCCN Standards: 6.1, 7.1, 7.3, 12.1, 13.3) c. (CENA Standards: 4.4, 5.3, 6.1, 6.2)
LO3. synthesise the complex issues surrounding the provision of intensive care and emergency services Australia-wide a. (NMBA Nurse Practitioner Standards: 2.1, 2.4, 4.2) b. (ACCCN Standards: 5.2, 6.1, 7.2) c. (CENA: 3.3, 4.2, 4.4, 5.3, 6.2)
LO4. apply a high level of clinical judgement to the management of complex health problems a. (NMBA Nurse Practitioner Standards: 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3) b. (ACCCN Standards: 1.3, 2.1, 4.1, 5.1, 8.1, 9.1, 10.1, 11.3) c. (CENA Standards: 1.1, 1.2, 1.4, 1.5, 2.2, 6.3)
LO5. identify, investigate, and critique an area of specialty practice. a. (NMBA Nurse Practitioner Standards: 2.1, 3.1, 3.2, 4.1, 4.2) b. (ACCCN Standards: 3.1, 4.1, 4.2, 12.2) c. (CENA Standards: 5.1, 6.2, 9.1, 9.2)

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

Practice Standards for Specialist Critical Care Nurses -

Competency code	Taught, Practiced or Assessed	Competency standard
1.5		Element 5: Contributes to the formation of policies and protocols to ensure safe patient outcomes.
12.1		Element 1: Maintains an informed position in relation to current research studies and incorporates evidence-informed practice into the critical care setting.
12.2		Element 2: Promotes and participates in quality activities to improve critical care patient outcomes.
14.1		Element 1: Assesses own abilities and engages in activities to enhance personal and professional development.
14.3		Element 3: Actively participates in promoting the profession of critical care.

Practice Standards for the Emergency Nursing Specialist -

Competency code	Taught, Practiced or Assessed	Competency standard
5.1		Performance Standard: Maintains own professional development.
9.1		Performance Standard: Demonstrates support for quality improvement within the emergency care environment.
9.2		Performance Standard: Utilises and supports the development of research within the emergency care environment.

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
1.7		Contributes to quality improvement and relevant research

Responding to student feedback

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

No changes have been made since this unit was last offered

Additional information

This unit will be delivered remote (live), which means study days are delivered online in real time.

Learning Resources
Sydney eLearning
The University of Sydney uses an eLearning site known as Canvas that is an online support to this unit of study. This website has been designed to support and assist learning within and between face to face sessions.
This eLearning site is an extremely integral tool for your learning and the completion of this unit. Canvas, the University of Sydney’s eLearning site, does or may contain:
 A copy of this Unit of Study Outline
 Links to learning resources
 Student discussion boards
 Announcements from the unit of study coordinator
 Assignment tasks and/or submission
 Grades and/or assignment feedback
 Lecture Recordings and/or notes
To access Canvas, Sydney’s eLearning website, visit: http://elearning.sydney.edu.au
Alternatively, you can access Canvas through MyUni: https://myuni.sydney.edu.au/

The Discussion Board
One of the most important components of the eLearning site for this unit of study is the discussion board through which you will be linked to other students and teaching staff. The discussion board will be used to post and read messages, place comments and view questions from other students. You are able to visit the discussion board to discuss any aspect of the unit of study with your peers.

While the discussion board will be accessed periodically, email is the best method for communication with the Unit of Study coordinator.

Note
Racist, sexist, and depersonalising language that is not acceptable in the classroom or written work is equally unacceptable in the online environment.

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

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

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NURS5074: Expanding Practice in the ICU and ED

Semester 1, 2021 [Block mode] - Remote

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

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect