NURS6018: Semester 1, 2025

Overview

This unit of study addresses nursing practices designed to meet the needs of individuals and families who are either living with a chronic condition or caring for a person with a chronic condition. Chronic conditions may impact diverse aspects of a person’s physical, psychological, emotional, social, economic and spiritual health. The complexities of chronic health will be investigated using examples of common chronic health conditions that people experience across the lifespan. An emphasis is placed on a holistic approach to nursing care, irrespective of the health setting. Continuity of care provision between hospital and community is emphasised. Non modifiable and modifiable risk factors that contribute to the development of chronic conditions are identified. Social determinant factors and how these facilitate and inhibit a person from self-managing their chronic condition are explored. The dynamics of self-management and how nurses collaborate with persons, as partners in care to encourage autonomous decisions, is investigated. The importance of community engagement in addressing issues associated with chronic conditions as well as persons who identify as Aboriginal and Torres Strait Islander will be studied. Nursing skills and knowledge relevant to palliative care will be addressed, including symptom management and psychosocial care required to facilitate a peaceful and dignified death.

Unit details and rules

Academic unit	Nursing and Midwifery
Credit points	6
Prerequisites ?	NURS5084 and NURS5085 and NURS5043
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Tamara Power, tamara.power@sydney.edu.au
Lecturer(s)	Tamara Power, tamara.power@sydney.edu.au
Tutor(s)	Alanah Bailey, alanah.bailey@sydney.edu.au
	John Rihari-Thomas, john.rihari-thomas@sydney.edu.au
	Kylie Lovato, kylie.lovato@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Tutorial quiz	Assessment 1: In Class MCQ Quizzes MCQ in weeks 4 & 12	25%	Multiple weeks	25 questions/25 minutes 2x in class quiz
Outcomes assessed:
Assignment	Assessment 2: Chronic Condition Theme Poster and Journal Poster and journal	30%	Week 04 Due date: 23 Mar 2025 at 23:59	1000 word poster plus journal
Outcomes assessed:
Skills-based evaluation	Assessment 4: Skill Assessment In class individual skill assessment	0%	Week 06	15 minutes
Outcomes assessed:
Placement	Assessment 5: Clinical Placement Clinical Placement	0%	Week 07	80 hours + 20 hours self-directed
Outcomes assessed:
Assignment	Assessment 3: Observation Report and Field Note Written report on observation of a person living with a chronic condition	45%	Week 12 Due date: 25 May 2025 at 23:59	2000 word report and 500 word field note
Outcomes assessed:
= hurdle task ?

Assessment summary

Assessment 1: MCQ in-class Quizzes: In weeks 4 and 12 students will sit a 25 question MCQ based on cumulative content including pre-reading, lectures, tutorial and lab content.

Assessment 2: Chronic Condition Theme Poster and Journal
This assessment has been designed to provide students with insight into what it would be like to live with a chronic condition. There are two choices. Students can choose to see what it would be like to live with: a stoma following surgery for an inflammatory bowel disorder – they will wear an ostomy bag containing simulated faeces and a gas causing ingredient for two days OR diabetes mellitus being treated with insulin – they will check their blood glucose level eight times/day, calculate the carbohydrate content of each meal and snack before they eat, and calculate a hypothetical insulin dose. As they go through the two days, they will document the experience though taking digital images and completing a journal. Using their images, they will create a referenced poster (1000-word limit) containing four photographs illustrating one theme of the experience. Both the poster and journal will be assessed.
Assessment 3: Observation Report and Field Diary: During the self-directed 20 hours of clinical placement, after obtaining written informed consent, students will observe a person living with a chronic condition(s). During their observation they will record field notes. After this 20 hours they will write a 2000 word report that presents an overview of the chronic condition, including a brief discussion of pathophysiology, the person’s individual risk factors, the impact on their activities of daily living and the social and cultural determinants of health that facilitate or impede their self-management of their condition. This report will contain recommendations appropriate to the individual, based on peer reviewed literature and evidence based professional guidelines and policies. Students will also upload one of their field notes (500 words) from one interaction as an appendix to the report. A detailed marking rubric will be provided. The report will not be marked if the consent form or field note have not been submitted. Students are required to spend the 20 with a person from their own family or social circle who has a chronic condition. They are an observer. They are not part of the person’s health care team. As such, they are NOT to provide the person they are observing with any strategies on disease management.
Assessment 4: Skill Assessment: Students will have fifteen minutes to calculate and administer a high risk medication. This assessment will occur during their routine scheduled clinical simulation laboratory.
Assessment 5: Off Campus Clinical Assessment: Assessment of clinical knowledge and skills will incorporate a range of assessment tools. Students must receive a satisfactory result for their 80 hour clinical placement to be eligible to pass the subject.

Please note, in written work markers will cease marking at the word limit.

Please note: Each student is required to submit all assessment items in order to pass this unit. 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.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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. Work submitted more than ten calendar days after the due date will be awarded zero marks.

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.

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 01	1. Frameworks for care of persons with conditions/Social and cultural determinants of health 2.Chronic conditions in children and young people	Lecture (2 hr)
	1. Chronic respiratory conditions. 2. Social and cultural determinants of health	Tutorial (2 hr)
	1. Intravenous medications 2. Respiratory medications	Simulation laboratory (2 hr)
Week 02	1. Colorectal Nursing. 2. Teach-back technique.	Lecture (2 hr)
	1. Health literacy. 2. Teach-back technique. 3. Inflammatory bowel diseases	Tutorial (2 hr)
	1. Stoma care. 2.Abdominal Assessment	Simulation laboratory (2 hr)
Week 03	1. Heart failure. 2. Self-management of chronic conditions.	Lecture (2 hr)
	1. Self-management. 2. Motivational interviewing. 3. SMART goals. 4. Chronic cardiac conditions	Tutorial (2 hr)
	1. Sterile gloving. 2. IDC insertion. 3. IV bolus. 4. Sterile urine collection	Simulation laboratory (2 hr)
Week 04	1. Obesity. 2. Diabetes Nursing	Lecture (2 hr)
	1. Diabetes. 2. Diabetes distress. 3. Digital Health Technologies 4. Apps	Tutorial (2 hr)
	1. Complex wound care (Vac Dressing) 2. Diabetic foot assessment. 3. Insulin administration	Simulation laboratory (2 hr)
Week 05	1. Dementia 2. Sexuality in chronic conditions	Lecture (2 hr)
	1. Dementia, Delirium and Depression 2. Chronic conditions and marginalised groups	Tutorial (2 hr)
	1. Neurological assessment 2. Neurovascular assessment 3. Confusion assessment method	Simulation laboratory (2 hr)
Week 06	1. Sexual health in chronic conditions	Tutorial (2 hr)
Week 06	Practical skill assessment (in-class)	Simulation laboratory (2 hr)
Week 07	Clinical placement	Field trip (40 hr)
Week 08	Clinical placement	Field trip (40 hr)
Week 10	Clinical Placement - Self-directed observation of a person with a chronic condition	Field trip (20 hr)
Week 12	1. Cancer 2. Palliative care	Lecture (2 hr)
	1. Communicating with people with life limiting illness 2. Symptom control 3. Continuity of care - hospital to home	Tutorial (2 hr)
	1. Pain management 2. Sub-cut butterfly insertion 3. S8 medication administration	Simulation laboratory (2 hr)

Attendance and class requirements

Attendance: Students undertaking this unit of study are required to attend a minimum of 90% of all tutorials, ALL on-campus clinical simulation laboratories, and complete their off- campus clinical experience, which are supplemented with online, individual and group learning activities. The theoretical and in-class practical 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.

Referencing guide: 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.

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 through the Library’s reading list system Leganto, available on Canvas

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. Integrate and critically apply knowledge of common chronic conditions across the lifespan including risk factors, nursing management and self-management.
LO2. Apply and demonstrate a comprehensive understanding of the principles of health promotion and tertiary prevention to encourage independence and quality of life for persons living with a chronic condition through to management and care of the person at end of life.
LO3. Critically evaluate how social determinant of health factors impact on the individual to manage the chronic condition and the potential for healthy ageing.
LO4. Collaborate with persons from diverse social and cultural groups including Aboriginal and Torres Strait Islander peoples, to identify goals and plan strategies to assist individual’s living with chronic conditions after consideration of the person’s health beliefs, values, and evaluate interventions once implemented to appraise outcomes.
LO5. Communicate effectively with patients, families, colleagues, and other health-care professionals within an interdisciplinary team.
LO6. Search, locate and critically analyse research-based evidence supporting the processes of nursing care of chronic conditions and end of life care.
LO7. Critically examine assessment of individuals experiencing exacerbations of chronic conditions, identifying problems, prioritising needs, and evaluating interventions.

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 - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 3.3. Uses a lifelong learning approach for continuing professional development of self and others 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people 4.2. Uses a range of assessment techniques to systematically collect relevant and accurate information and data to inform practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 4.1. Conducts assessments that are holistic as well as culturally appropriate 5.2. Collaboratively constructs nursing practice plans until contingencies, options priorities, goals, actions, outcomes and timeframes are agreed with the relevant persons 5.3. Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.5. Uses ethical frameworks when making decisions 2.7. Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care 3.7. Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 2.3. Recognises that people are the experts in the experience of their life 2.5. Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity 3.2. Provides the information and education required to enhance people’s control over health 4.1. Conducts assessments that are holistic as well as culturally appropriate 5.1. Uses assessment data and best available evidence to develop a plan 6.1. Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people 6.2. Practises within their scope of practice 7.1. Evaluates and monitors progress towards the expected goals and outcomes 7.2. Revises the plan based on the evaluation 7.3. Determines, documents and communicates further priorities, goals and outcomes with the relevant persons
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 2.1. Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships 2.2. Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights 3.2. Provides the information and education required to enhance people’s control over health 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 6.6. Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.5. Uses ethical frameworks when making decisions 3.1. Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 6.6. Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards
	Registered Nurses Standards for Practice - 1.1. Accesses, analyses, and uses the best available evidence, that includes research findings for safe quality practice 1.2. Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice 1.3. Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures 1.4. Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions 1.5. Uses ethical frameworks when making decisions 1.6. Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations 2.3. Recognises that people are the experts in the experience of their life 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 4.3. Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral 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 5.3. Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes 5.4. Plans and negotiates how practice will be evaluated and the time frame of engagement 6.2. Practises within their scope of practice 6.5. Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation 7.2. Revises the plan based on the evaluation

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
1.2		Develops practice through reflection on experiences, knowledge, actions, feelings and beliefs to identify how these shape practice
1.3		Respects all cultures and experiences, which includes responding to the role of family and community that underpin the health of Aboriginal and Torres Strait Islander peoples and people of other cultures
1.4		Complies with legislation, common law, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
1.5		Uses ethical frameworks when making decisions
1.6		Maintains accurate, comprehensive and timely documentation of assessments, planning, decision- making, actions and evaluations
1.7		Contributes to quality improvement and relevant research
2.1		Establishes, sustains and concludes relationships in a way that differentiates the boundaries between professional and personal relationships
2.2		Communicates effectively, and is respectful of a person’s dignity, culture, values, beliefs and rights
2.3		Recognises that people are the experts in the experience of their life
2.4		Provides support and directs people to resources to optimise health related decisions
2.5		Advocates on behalf of people in a manner that respects the person’s autonomy and legal capacity
2.6		Uses delegation, supervision, coordination, consultation and referrals in professional relationships to achieve improved health outcomes
2.7		Actively fosters a culture of safety and learning that includes engaging with health professionals and others, to share knowledge and practice that supports person- centered care
2.8		Participates in and/or leads collaborative practice
2.9		Reports notifiable conduct of health professionals, health workers and others
3.1		Considers and responds in a timely manner to the health and well being of self and others in relation to the capability for practice
3.2		Provides the information and education required to enhance people’s control over health
3.3		Uses a lifelong learning approach for continuing professional development of self and others
3.4		Accepts accountability for decisions, actions, behaviours and responsibilities inherent in their role, and for the actions of others to whom they have delegated responsibilities
3.5		Seeks and responds to practice review and feedback
3.6		Actively engages with the profession
3.7		Identifies and promotes the integral role of nursing practice and the profession in influencing better health outcomes for people
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
4.3		Works in partnership to determine factors that affect, or potentially affect, the health and well being of people and populations to determine priorities for action and/or for referral
4.4		Assesses the resources available to inform planning.
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
5.3		Documents, evaluates and modifies plans accordingly to facilitate the agreed outcomes
5.4		Plans and negotiates how practice will be evaluated and the time frame of engagement
5.5		Coordinates resources effectively and efficiently for planned actions
6.1		Provides comprehensive safe, quality practice to achieve agreed goals and outcomes that are responsive to the nursing needs of people
6.2		Practises within their scope of practice
6.3		Appropriately delegates aspects of practice to enrolled nurses and others, according to enrolled nurse’s scope of practice or others’ clinical or nonclinical roles
6.4		Provides effective timely direction and supervision to ensure that delegated practice is safe and correct
6.5		Practises in accordance with relevant nursing and health guidelines, standards, regulations and legislation
6.6		Uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards
7.1		Evaluates and monitors progress towards the expected goals and outcomes
7.2		Revises the plan based on the evaluation
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.

In response to previous feedback, the exam has been replaced by an experiential assessment and the group skill assessment, has been replaced with an individual skill assessment.

Additional information

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. Including reference to cancer, death and dying and sexuality. These topics are relevant to your learning in this unit of study 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.

Site visit guidelines

NURS6018 is comprised of 100 hrs of clinical. This is made up of two weeks (80 hrs) allocated clinical placement and one week (20 hrs) self directed placement. These placements have been timetabled between university weeks 7-10.

Work, health and safety

All students must abide by WHS policy/guidelines/legislation

Disclaimer

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

This unit of study outline was last modified on 28 Jan 2025.

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

Current students

NURS6018: Care and Chronic Conditions

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

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

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

Site visit guidelines

Work, health and safety

Disclaimer

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