| Effective Term: | 2025/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Complex Neonatal Care |
| Unit ID: | HEALN6103 |
| Credit Points: | 30.00 |
| Prerequisite(s): | (HEALN6108) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 060303 |
| Other Change: | |
| Brief description of the Unit |
This unit requires Registered Nurses and Registered Midwives to further develop their knowledge, skills, critical thinking and leadership in the level 3-5 special care nursery (SCN) setting (Department of Health Victoria SCN levels, or equivalent in other states), with consideration given to family-centred and culturally safe care. This unit engages students to reflect and think critically to enhance, shape and build on their current neonatal knowledge and skills in the SCN. Students will develop a comprehensive understanding of high-quality evidence-based neonatal care to support their participation in education, leadership and research in improving neonatal outcomes. The level 3-5 SCN requires specialised nursing/midwifery, medical and interdisciplinary clinicians to care for neonates (and their families) with complex medical conditions. This includes sepsis, congenital conditions, respiratory support and advanced resuscitation; including short term management and stabilisation of critically ill neonates in preparation for transfer to a neonatal intensive care unit in the tertiary setting. |
| 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. | Recognise the culturally rich diverse Australian community to enable safe, legal, ethical and respectful care to all peoples, especially Aboriginal and Torres Strait Islander people and communities |
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| K2. | Classify the aetiology and pathophysiology of complex neonatal conditions, related to unwell term infants and preterm neonates |
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| K3. | Anticipate circumstances and conditions where the neonate requires admission to the special care nursery including escalation of care and transfer to a tertiary setting |
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| K4. | Analyse rationale for advanced practice skills in managing complex neonatal conditions |
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| Skills: |
| S1. | Conduct comprehensive, systematic and holistic assessments of the neonate in developing plan of care in partnership with families, colleagues and local resources to achieve optimal outcomes |
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| S2. | Provide clear and consistent information and communicate effectively with families and colleagues |
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| S3. | Determine the need for advanced clinical skills and use of technology in the care of the neonate with complex needs |
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| S4. | Initiates advanced resuscitation measures and stabilisation of the neonate in emergency or time critical instances |
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| Application of knowledge and skills: |
| A1. | Formulate planned safe, quality and evidence-based care to the neonate which integrates clinical reasoning and collaboration with families |
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| A2. | Evaluate the special care nursery environment to reduce stress and discomfort, ensuring the promotion of individualised family-centred and developmentally supportive care which provides opportunities for early bonding/attachment and breastfeeding |
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| A3. | Engages in ongoing process of self-assessment through critical reflection and identification of learning needs to enhance, shape and improve clinical practice |
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| Unit Content: |
The ACNN Australian College of Neonatal Nurses Standards for Practice (2019); ANMAC Midwife Accreditation Standards (2021); NMBA Midwife Standards for Practice (2018); NMBA Code of Conduct for the Midwife (2018), Code of Ethics for the Midwife (2014), NMBA Registered Nurse Standards for Practice (2016); NMBA Code of Conduct for Nurses (2018) and Code of Ethics for Nurses (2012) have substantially informed the syllabus/content of this unit. Topics may be included Care of the small, preterm and complex neonate Respiratory conditions Non-invasive respiratory support Invasive respiratory support Cardiac conditions Neurological conditions Gastrointestinal conditions Advanced resuscitation skills Congenital Birth Defects Genetic and metabolic conditions Developmental care Complex Neonatal Medications Ethical considerations in neonatal care, including end of life care |
| 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 | Professional Standards |
| 1. |
K2, K3, K4, S1, S3, S4 |
Identification, analysis and care planning for a clinical scenario of the complex neonate, including aetiology, pathophysiology and management within a family centred care framework using current literature. |
Written task – Complex case study |
30-50% |
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| 2. |
K1, S1, S2, A1, A2, A3 |
Provide an explanation and education to family about a neonatal condition and associated management |
Video Presentation |
20-40% |
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| 3. |
K2, K4, S3, A2 |
Theoretical concepts and knowledge required in caring for the complex neonate |
Online end of semester test |
30-40% |
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