NRSG374 National Extended Unit Outline 2021 NRSG374 National Extended Unit Outline 2021 PDF

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tutorial outline for nrsg 374 NRSG374 National Extended Unit Outline 2021 NRSG374 National Extended Unit Outline 2021 NRSG374 National Extended Unit Outline 2021 NRSG374 National Extended Unit Outline 2021 NRSG374 National Extended Unit Outline 2021 NRSG374 National Extended Unit Outline 2021 NRSG37...

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FACULTY OF HEALTH SCIENCES School of NURSING, MIDWIFERY AND PARAMEDICINE NATIONAL SEMESTER 2, 2021 NRSG374: PRINCIPLES OF NURSING: A PALLIATIVE APPROACH UNIT OUTLINE This material has been reproduced and communicated to you by or on behalf of Australian Catholic University in accordance with section 113P of the Copyright Act 1968 (Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice Credit points: 10 Prerequisites: NRSG265 Principles of Nursing: Medical National Lecturer in Charge: Erica Johnstone Office location: Ballarat Email: [email protected] Telephone: (03) 5336 5381 Contact: Please contact your campus LIC via email Teaching Team Campus

Name

Email

Telephone

Ballarat

Erica Johnstone

[email protected]

(03) 5336 5381

Brisbane

Paula Johnston

[email protected]

(07) 3861 6301

Canberra

Teri Pantier

[email protected]

(02) 6209 1196

Melbourne

Cecilia Yeboah

[email protected]

(03) 9953 3188

North Sydney

Paul Mc Donald

[email protected]

(02) 9739 2341

UNIT RATIONALE, DESCRIPTION and AIM The Registered Nurse plays a central role in the provision of health care for people who experience health alterations which result in progressive decline in health and ultimately death. Health alterations occur across a range of settings, and it is a requirement that the nurse is able to provide care for people experiencing these alterations. This unit is required by students to assist their ongoing

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development of theoretical knowledge underpinning nursing care for the person requiring a palliative approach in the end stages of their illness. This unit will enable students to develop knowledge and skills for person-centred, evidence-based nursing care of the person with a life limiting illness to ensure the best possible quality of life for the person and their family. Key principles that underpin best practice will be demonstrated by the use of evidence-based case studies. The nurse’s role in the provision of a palliative approach will be explored across a variety of settings and patient journeys within a context of multi-disciplinary care. The content contained within this unit is instrumental in informing nursing students’ future clinical practice across a variety of settings. The aim of this unit is to support students to develop an understanding of an evidence based palliative approach within a range of care settings and across the lifesp an. Mode: Blended Attendance pattern: Students will be provided with access to online Lectures, and self-directed learning modules. Tutorials in this unit have been planned to be offered as face to face. However, in circumstances where COVID restrictions impact students’ ability to attend campus, classes will be provided as virtual tutorials via ZOOM. Tutorials will be offered as face-to-face sessions on campus when it is deemed safe to do so. You are advised to regularly check emails and the discussion forum on the campus tile of the NRSG374 Principles of Nursing: A Palliative Approach LEO unit for further information about COVID impacted classes. As future health professionals it is expected that you remain fully compliant regarding; wearing masks, social distancing, logging on to QR codes and undertaking COVID testing as indicated. Duration: This unit is run as a blended learning unit during the 10 weeks of semester. Teaching is provided as 3 weeks face to face delivery and five online modules that you will undertake as selfdirected learning, supported by discussion forums and interactive learning activities. Content will be delivered through online pre-recorded lectures and face to face tutorials for Weeks 1-3 of the semester. You are expected to undertake 150 hours of focused learning; inclusive of attendance and participation at tutorials, engagement with online activities and completion of all assessment tasks.

LEARNING OUTCOMES On successful completion of this unit, students should be able to: LO1 demonstrate advanced understanding of developmental, lifespan, social, spiritual and cultural factors that impact on the quality of life for people receiving palliative care; (GA1, GA4) LO2

demonstrate advanced pathophysiology knowledge to manage common symptoms in the palliative context; (GA4, GA5)

LO3

critically apply the Roper-Logan-Tierney Model of Nursing across the lifespan, to the principles of a palliative care approach; (GA1, GA4, GA5, GA9)

LO4

implement the Levett-Jones’ Clinical Reasoning Cycle across a range of settings, to plan safe, evidence-based, culturally sensitive, person-centred palliative care; (GA3, GA4, GA5, GA8, GA9)

LO5

critically reflect on the lived experiences of the dying, their families and communities (GA1, GA2)

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LO6

critically evaluate the quality use of medicines, non-pharmacological therapeutic interventions and complementary therapies in the palliative context; (GA1, GA3, GA4, GA5, GA7, GA8)

LO7

critically apply legal and ethical principles related to the palliation experience. (GA3)

GRADUATE ATTRIBUTES On successful completion of this unit, students should have developed their ability to: GA1 demonstrate respect for the dignity of each individual and for human diversity GA2 recognise their responsibility to the common good, the environment and society GA3 apply ethical perspectives in informed decision making GA4 think critically and reflectively GA5 demonstrate values, knowledge, skills, and attitudes appropriate to the discipline and/or profession GA6 solve problems in a variety of settings taking local and international perspectives into account GA7 work both autonomously and collaboratively GA8 locate, organise, analyse, synthesise and evaluate information GA9 demonstrate effective communication in oral and written English language and visual media

NMBA REGISTERED NURSE STANDARDS FOR PRACTICE The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed in this unit are: NMBA Standards for Practice

Learning Outcomes

Thinks critically and analyses nursing practice. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7

LO1, LO2, LO3, LO4, LO6

Engages in therapeutic and professional relationships. 2.1, 2.2, 2.3, 2.4, 2.5, 2.7

LO3, LO4, LO7

Maintains the capability for practice. 3.1, 3.2, 3.3, 3.4, 3.7

LO1, LO2, LO3, LO4, LO5, LO6, LO7

Comprehensively conducts assessments. 4.1, 4.2, 4.3, 4.4

LO1, LO2, LO3, LO4, LO6, LO7

Develops a plan for nursing practice. 5.1, 5.3

LO1, LO2, LO3, LO4, LO6, LO7

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Provides safe, appropriate and responsive quality nursing practice. 6.1 Evaluates outcomes to inform nursing practice. 7.1, 7.2, 7.3

LO2, LO3, LO4, LO5, LO6, LO7 LO1, LO2, LO3, LO4

CONTENT Topics will include: 1. Principles of a palliative approach o Philosophy and definition of palliation o National Palliative Care Standards o Community perceptions about death, dying and bereavement in contemporary society across cultures o Values and beliefs about death and dying and impact on care interactions o Dying trajectories and impact of differing diagnosis e.g., cancer; chronic disease o Promoting dignity in care relations o Role of the family in palliative approaches o Role of the nurse and multidisciplinary team in a variety of settings o Caring for self and others including the impact of personal stressors; the experience of loss and grief and bereavement care 2. Communication in a palliative approach o Skills of effective communication o Respect for the diverse human and clinical responses of each person and their family o End of life discussions and issues including advanced care planning, organ donation and the role of family conferences/meetings o Role of culture and the impact on the interpersonal relationships between the person, family and nurse 3. Principles for practice o Concept of promoting comfort and alleviating suffering o Assessment and evidence-based management of common symptoms • Treatment Options • Pharmacology • Complimentary Therapies o Supportive interventions (spiritual, social, psychological) o Person Centredness in caring o Role of the multidisciplinary team and sectorial partnerships o Applying the clinical reasoning cycle in palliative practice

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4. Optimising function in a person with a life limiting illness o Identification of needs o Concept of promoting independence across the dying trajectory o Role of rehabilitation o Interventions (physical, psychological and social) to promote function

QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys. NRSG374 has undergone a review after its initial delivery in Semester 2 2020. Content and delivery methods have been modified as a result of SELT data obtained and review by the LIC of case studies, module content and assessment tasks aligning with student feedback upholding quality assurance. SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.

LEARNING AND TEACHING STRATEGY AND RATIONALE Modes of delivery in this unit include lectures, tutorials, online activities and self-directed study. Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers. Students exiting university need significant life-long learning skills to deliver sound, ongoing, evidencebased graduate practice as a member of the professional workforce. To embed life-long learning skills students must demonstrate increasing reflective capacity to identify what is being done well and what requires additional work in progressing toward required learning outcomes. Located in the third year of the programme, this theory unit includes some face-to-face teaching hours and an increased online component of learning. Lectures are utilised to convey content and central principles while tutorials deliver interactive and student-driven learning sessions to extend the community of learners, and increase their self-reliance, critical reflection and debate. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to independent study and life-long learning.

LECTURE CAPTURE All lectures for this unit are pre-recorded and are available to students on the NRSG374 Leo Site.

SCHEDULE For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule.

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Face to Face Week

Online Lecture

1

Introduction to NRSG374 What is Palliative Care?

Self-Directed Workbook

Tutorial Content

Complete prior to Tutorial

Palliative Care Principles Palliative Care Environments

Case Study 1 - Dementia and Hospice Care Alzheimer’s Dementia

Palliative Care of the Older Person in the Hospice Setting

2

A palliative approach to assessment and symptom management Introduction to Community Palliative Care

Case Study 2 - Paediatric Palliative Care at home Hypoplastic Left Heart Syndrome

Paediatric Palliative Care

3

Palliative Approach to therapeutic communication Multidisciplinary Teams in Palliative Care

Case Study 3 - Palliative Care and Organ Donation in the Acute Care Setting Trauma injury and hypoxic brain death

Palliative approach in the acute adult setting

Online Modules

Self-Directed Learning Topics All Modules contain information directly related to case studies and assessment tasks.

Learning Objectives As an adult learner, you will self-manage your time to achieve the learning outcomes of this unit. You are required to access and engage in the learning material on the NRSG 374 LEO site, these resources will reinforce learning presented in face-toface classes and support you in assessment tasks.

1

Module 1: Principles of a Palliative Approach Part A

• • • •

• • • •

Reflect on various perceptions of death and dying in contemporary society Understand the term "Life-Limiting" illness and how it is used in health care Understand perceptions of death and dying in 21st century Australia Understand the philosophy and history of palliative care as a specialty and as a fundamental component of all health care Comprehend the significance of the National Palliative Care Standards Promote dignity and decision making in palliative care Identify social barriers and vulnerable groups needing palliative care Understand the areas and environments that palliative care can be provided in

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2

Module 2: Principles of a Palliative Approach Part B

• • • • • •

3

Module 3: A Palliative Approach to Communication

• • • •

•

4

Module 4: Principles for Palliative Practice

Module 5: Optimising function in a person with a life-limiting illness

Support the importance of the role of the family in palliative approaches Role of the nurse and MDT in a variety of palliative care settings Recognise the stages of grief, loss and bereavement Caring for self and others including recognition of the impact of personal stressors Skills of effective communication Difficult conversations Respect for the diverse human and clinical responses of each person and their family End of life discussions and issues including advanced care planning, organ donation and the role of family conferences Role of culture and the impact on the interpersonal relationships between the person, family and nurse.

•

describe the epidemiological and clinical features along the illness trajectories of specific life-limiting illnesses

•

explain the principles for assessing common symptoms and health problems associated with lifelimiting illnesses explain the principles for management of common symptoms and health problems associated with lifelimiting illnesses.

• 5

Understand Dying Trajectories and the impact of differing diagnoses Promote dignity in care relations

•

•

•

•

Recognise the different responses and emotions of people affected by life-limiting illnesses Discuss strategies for facilitating collaborative decision-making on care goals with people with life-limiting illnesses and their families Identify interventions that will optimise physical, psychological, and social function for people with life-limiting illnesses and their families Analyse the effect of care giving on the networks of people who support people with life-limiting illnesses.

ATTENDANCE REQUIREMENTS FOR THIS UNIT Attendance and engagement at all lectures, practical classes and simulations is expected. Attendance records of all tutorial classes are maintained with a minimum of 80% attendance expected.

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Reasons why attendance is required In class, you will be interacting with other students and developing skills which you will use in your professional/clinical experience, working within a group or team is an essential skill for all healthcare workers. Additionally, contributing to and learning from interactions in tutorials has been shown to increase students’ understanding and improve student success. Lecturers monitor attendance and your use of LEO so that we can support your learning. You are required to attend a minimum of 80% of classes in this unit. These are your responsibilities as an adult learner. To ensure that you benefit from the ACU learning experience and continue to achieve, you are encouraged to plan your week carefully and prioritise time to engage in learning activities. These may include face-to-face tutorials, and online learning activities, as scheduled. You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation. ASSESSMENT STRATEGY AND RATIONALE A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes. Third year sees students continue their transition towards independent learning. In this unit, there are two 50% assessment items, therefore the importance of each item is higher in terms of achievement of unit learning outcomes and graduate attributes. The professional development resource is aimed at new graduate level nurses working in a palliative care setting. Using palliative care content, the students adopt the level of expectation and knowledge of the new graduate in considering their practice. The written critique requires students to demonstrate an understanding of how theory translates into care and how evidence underpins best practice. Skills necessary for graduate practice include critically appraising and synthesising evidence to drive best practice. An understanding of graduate knowledge and expectations will assist with the transition for student to graduate practitioner. These assessments are required to build student knowledge and skills which, by the conclusion of this programme, will enable the student to graduate as a safe and effective nurse. To pass this unit, you are required to achieve a 50% aggregate score. The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome.

FOR ALL ASSIGNMENTS Please include the word count of your assignment on the front page of your assignment or in a header. Please note that in-text citations are inclu...