| Effective Term: | 2025/16 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Nursing Context 10: Transitioning into Bachelor of Nursing
Studies |
| Unit ID: | NURBN2028 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (NURBN2020) |
| ASCED: | 060301 |
| Other Change: | |
| Brief description of the Unit |
This unit provides students from varied tertiary educational backgrounds entry into second year of Bachelor of Nursing Course. It aims to provide nursing foundational knowledge to enable students to engage in nursing studies, achieve academic success and successfully transition into the Bachelor of Nursing Course. Students will undertake learning needs or diagnostic assessment to help them focus on areas or topics they need to learn to bridge their knowledge gap in nursing specific topics and aid in the transition into nursing studies. Utilising learning contracts and technology as tool for active learning students will undertake a minimum of three modules of the content to demonstrate achievement of unit intended learning outcomes. |
| 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. | Develop comprehensive health assessment and management skills including clinical reasoning process and its use in planning nursing care across the lifespan and in different contexts |
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| K2. | Analyse professional nursing practice, including professional, legal and ethical frameworks, and the implications for health care professionals’ relationships with consumers and other healthcare providers |
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| K3. | Explore principles of research and evidence-based practice for professional nursing practice |
|
| Skills: |
| S1. | Demonstrate academic integrity, academic study skills for transition to university studies |
|
| S2. | Develop reflective critical thinking skills |
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| S3. | Develop effective therapeutic communication and group work skills |
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| S4. | Develop a comprehensive understanding of clinical practice for Registered Nurses in Australia |
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| Application of knowledge and skills: |
| A1. | Use a health assessment framework and techniques to assess a person’s essential care needs and develop individual nursing care plans |
|
| A2. | Critically examine topics and use academic resources to develop plans for enquiry for team and independent learning |
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| Other outcomes: |
| 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. These include: Comprehensive nursing health assessment and management. Academic integrity and study skills. Professional, legal and ethical decision making in person centred care. Introduction to evidence in practice. |
| 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines | 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 1 - Students require directions and boundaries from mentor |
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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 |
|
| 2. |
K2, K3, S1, S2, S4, A2 |
Transition from EN to RN, Decision making framework, legislation and standards of practice |
Essay |
40-60% |
|
| 3. |
K1, K3, S2, S3, A1, A2 |
Asynchronous video presentation on the clinical reasoning cycle |
Asynchronous Oral Presentation |
40-60% |
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