| Effective Term: | 2025/04 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Emergency Nursing Practice |
| Unit ID: | HEALE6402 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (HEALT6003) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 060309 |
| Other Change: | |
| Brief description of the Unit |
This unit explores the applied role of the advanced clinical nurse in the emergency care setting. Through this unit students engage in the application of advanced level clinical reasoning in the emergecy care clinical setting. This unit focuses on advanced level integration of theoretical knowledge and evidence based practice for the safe and effective care of the emergency patient across the lifespan. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| 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. | Describe the advanced assessment of the emergency patient using a systematic approach and explore the planning and management of the emergency patient based on assessment findings. |
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| K2. | Critically analyse and describe the applied pathophysiology as related to an emergency patient with a health emergency, traumatic injury or mental health crisis. |
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| K3. | Demonstrate a sound knowledge of the systems relating to triage to all patients presenting to the emergency department for implementation. |
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| Skills: |
| S1. | Demonstrate sound theoretical knowledge that informs clinical and practical skills of basic and advanced life support commensurate with the Australian and New Zealand Committee on Resuscitation. |
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| S2. | Perform the required clinical skills, including triage, assessment, therapeutic monitoring, analysis and evaluation of the emergency patient. |
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| S3. | Demonstrate a satisfactory professional and analytical approach to nursing the emergency patient and an understanding of the way in which nurses work in a specialist area. |
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| Application of knowledge and skills: |
| A1. | Apply problem solving skills to nursing management of a patient presenting to an emergency department. |
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| A2. | Gain the ability to engage in life-long learning through reflective practice and seek learning opportunities to keep abreast of digital and non-digital advances in healthcare and engagement |
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| A3. | Apply leadership qualities during professional practice; and communicate in a professional and confidential manner with patients, their significant others and multidisciplinary team members to ensure optimal patient outcomes |
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| Unit Content: |
Practice Standards for the Specialist Emergency Nurse (2020), National Safety and Quality Health Service (NSQHS) Standards (2017-2019), Registered Nurse Standards for Practice (2016) and International Council of Nurses Code of Ethics for Nurses (2012) have substantially informed the syllabus/content of this unit. Topics may include: Assessment and management of common presentations in the emergency department for patients across the lifespan. Australiasian Triage Scale principles and practice Basic and Advanced Life support principles and practice Application and interpretation of monitoring and diagnostics. Discharge/transfer from the emergency department Health promotion and education in the emergency department. Introduction to disaster preparedness |
| 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 high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 1 - Yes | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 1 - Yes | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, S3, A1, A3 | Application of Knowledge of an emergency nursing practice topic of the student’s choosing | Poster and/or video | 40-60% | | 2. | K1, K2, K3, S1, S2, S3, A1 | Exploration and critical analysis of a contemporary issue for emergency nursing practice as applied to a case study | Case study | 40-60% | | 3. | K1, K2, K3, S1, S2, S3, A1, A2, A3 | Ability to apply advanced level evidence-based theoretical knowledge, and skills and clinical reasoning in a perioperative setting. | Clinical Assessment and Clinical Practice Portfolio | S/U |
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