| Effective Term: | 2025/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Supportive Neonatal Care |
| Unit ID: | HEALN6108 |
| Credit Points: | 30.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 060303 |
| Other Change: | |
| Brief description of the Unit |
This unit will introduce students to the well neonate and prepares them with the theoretical knowledge and skills to assess, examine and care for the newborn infant. Anatomy and physiology relating to the transition to extrauterine life and initial assessment will be explored together with ongoing assessment and care within the mother-baby dyad. Infant nutrition will be examined with reference to encouraging and supporting breastfeeding as a public health strategy. Students will develop an understanding of the socio- cultural elements surrounding the care of the well newborn and their families. This unit will also prepare students with the theoretical knowledge and skills in assessment, stabilisation and transfer of the unwell neonate requiring higher level nursery care. Students will develop an understanding of multidisciplinary care and collaborative practice in the management of neonates with minor health challenges, greater than 34 weeks gestation and weighing 2000gm or more at birth, who can be managed in a Level 1 to Level 3 special care nursery. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | Yes - 10 days |
| 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 | | | | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Investigate the social-cultural context in the provision of safe and respectful care to babies and their families in Australia and globally, and with particular consideration of Aboriginal and Torres Strait Islander people and communities |
|
| K2. | Outline the changes in anatomy and physiology of the fetus and newborn infant and describe successful adaptation to the extrauterine environment |
|
| K3. | Describe the principles of assessment and ongoing care of the neonate with particular consideration of the mother-baby dyad |
|
| K4. | Explain the principles of stabilisation and emergency transfer of a compromised neonate to a tertiary setting |
|
| K5. | Identify the circumstances and conditions that may necessitate transfer of a neonate to a higher- level care nursery |
|
| K6. | Connect the aetiology and pathophysiology of selected minor conditions of the neonate |
|
| K7. | Examine infant nutrition including supporting breastfeeding in special circumstances and the use of specialised equipment and formulas |
|
| Skills: |
| S1. | Conduct a comprehensive assessment of the neonate and provide appropriate care in a timely manner including prompt referral where required |
|
| S2. | Demonstrate first response neonatal resuscitation and stabilisation |
|
| S3. | Implement care for neonates with selected minor conditions |
|
| S4. | Employ reflective practice strategies to develop understanding of the care of babies and their families, and appreciate the roles and scope of the interdisciplinary team |
|
| Application of knowledge and skills: |
| A1. | Apply strategies which promote and protect breast feeding and explore other feeding methods to support the newborn baby, both sick and well |
|
| A2. | Utilise the clinical decision making process to demonstrate evidence-based knowledge and understanding of the care required by the unwell baby and the family |
|
| A3. | Foster practices that support the family's need for privacy, dignity and respect, as well as their right to be informed and to make decisions regarding care of their baby |
|
| A4. | Demonstrate nursing competency based upon the NMBA Registered Nurse Standards for Practice |
|
| Other outcomes: |
| 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
•Conception and embryology
•Fetal circulation and placental function
•Fetal growth and development
•Transition to extrauterine life
•Neonatal resuscitation and stabilisation
•Thermoregulation
•Levels of neonatal care and transfer
•Family-centred care
•Assessment of the newborn
•Care of the newborn
•Introduction to newborn feeding and nutrition
•Neonatal intravenous therapy
•Neonatal pharmacology
•Infection/Sepsis
•Respiratory conditions
•Metabolic conditions
•Haematological conditions
•Neurological conditions
•Newborn safety
•Newborn discharge home |
| 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.
|
| 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 |
|
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K2, K3, K6, K7, S1 |
Theoretical concepts, knowledge and skills required in caring for the neonate with selected minor medical conditions |
Online activities |
20-40% |
|
| 2. |
K1, K3, K6, K7, S3, A2 |
Discussion of theoretical concepts related to care of the unwell newborn within a family centred care framework using current literature |
Written Assessment |
40-60% |
|
| 3. |
K2, K4, K5, S2, A2 |
Application of theoretical knowledge and skills required in caring for the neonate requiring resuscitation |
Objective Structured Clinical Examination (OSCE) |
20-40% |
|
| 4. |
K1, K4, K5, S1, S3, S4, A1, A2, A3, A4 |
Assessment of neonatal practice (compulsory PASS required) |
Completion of 80 clinical hours including neonatal clinical assessment tools (NCATs) - Hurdle |
S/U |
|
|