| Effective Term: | 2025/08 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Nursing Context 8: Teaching, Learning and Situational Leadership
for Health Practice |
| Unit ID: | NURBN3031 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 060301 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces the students to the techniques and strategies for successfully planning, implementing and assessing education in nursing and midwifery practice. The unit explores the role of the nurse and midwife as situational leader leading clinical teams and as an educator for clients, health professionals and as a clinical practice supervisor of others in a variety of Australian health care settings. Students will explore learning and teaching theories applicable to clinical education and in teaching others. Students will also be introduced to a variety of leadership styles and techniques in nursing and midwifery and will be encouraged to implement these techniques into their own clinical practice to provide safe, quality person/woman-centered care. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Critically analyse the role of the nurse or midwife as leader and educator in Australian healthcare system including principles of situational leadership and delegating to others in line with the current NMBA Registered Nurse Standards for Practice, NMBA Code of Conduct for Nurses, Code of Ethics for Nurses, NMBA Midwife Standards for Practice, NMBA Code of Conduct for the Midwife, Code of Ethics for the Midwife, NMBA Decision Making Framework for nursing and midwifery and National Safety and Quality Health Service Standards. |
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| K2. | Analyse teaching and learning theories as applied to the health care context in Australia. |
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| K3. | Critically analyse factors that influence planning, delivering and assessing effective teaching and learning |
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| Skills: |
| S1. | Develop skills in peer teaching using evidence-based principles of teaching and learning |
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| S2. | Employ evidence-based principles of teaching & learning to evaluate and improve education for health consumers. |
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| S3. | Reflect on own learning and leadership experiences, learning preferences and future plans as a lifelong learner. |
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| S4. | Reflect on and develop own emerging leadership capabilities. |
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| Application of knowledge and skills: |
| A1. | Apply and evaluate evidence-based teaching practice. |
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| A2. | Evaluate own emerging leadership styles |
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| Unit Content: |
The current NMBA Registered Nurse Standards for Practice, NMBA Code of Conduct for Nurses, Code of Ethics for Nurses, National Safety and Quality Health Service Standards, Aged Care Quality Standards, National Health Priority Areas and where applicable the NMBA National Competency Standards for the Midwives, NMBA Code of Conduct for Midwives, ICM/NMBA Code of Ethics for Midwives have informed the content development of this unit. This unit will introduce the student to the following topics; Situational leadership and case management including delegation, and supervision of person/woman-centered care Mentoring and peer teaching, Patient-Clinician/Midwife-Woman Communication, teaching consumers and family Facilitating clinical teaching and learning of self and others Health literacy, digital literacy and teaching to individuals and groups Cultural diversity of learners Ethical situational leadership and teaching principles Teaching and learning theories and models including resilience and emotional intelligence Understanding the context of emotional learning in clinical environments Student-centered and person/woman-centered learning. Understand the importance of continuing professional development for lifelong learning of self |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3, S1, S2, S3, S4, A1, A2 |
Attendance at Active Learning Sessions |
80% Attendance at Active Learning Sessions |
S/U Hurdle |
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| 2. |
K1, K2, K3, S1, A1 |
Teaching and learning portfolio inlcuding development, delivery and evaluation of a teaching experience |
Professional Portfolio |
40-60% |
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| 3. |
K1, S3, S4, A2 |
Leadership portfolio inlcuding analysis of situational leading and learning in clinical practice |
Professional portfolio |
40-60% |
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