Solved by a verified expert:400748 Becoming a Nurse

School of Nursing and Midwifery│Learning guide

Autumn 2012

HOW
TO USE THIS LEARNING GUIDE

ICON
KEY

This learning guide
supplements the unit outline and is designed to help you navigate

through the unit. It
will help you focus on what you need to do to for classes and the

Reading

various assessment
tasks. You should consult the relevant section of the learning guide

Activity

as you plan your
study – it will highlight the main things that you should be getting out of

the resources
available and provide guidance on teaching activities and class

Important

information

preparation.

Deadline

The learning guide
also offers some study tips to assist you in developing the skills and

techniques of an
effective learner at university level. In addition to acquiring information

8

Online

and skills relevant
to this unit, you should also focus on developing the habits and tools of

activity

a successful
university student. As an adult learner you need to take control of your own

Warning

learning and ensure
your own success. This learning guide is specifically designed to

Hint

help you achieve
this.

Toolkit

A standard set of
icons is used throughout the learning guide to make navigation easier.

Use the icons to
quickly identify important information, things you need to do and hints for

þ

Checklist

doing them.

STAFF

Unit Coordinator

Dr
Paul Glew

Phone:
(02) 4570 1163

Email:[email protected]

Point of first

Tutor. Refer to staff list on vUWS for contact
details. If you are unable to contact
your

contact

Tutor please contact
your Campus Coordinator

Campus

Campbelltown

Phone: (02) 4620 3325

Coordinators

Ms
Fiona McDermid

Email: f.[email protected]

Hawkesbury

Phone: (02) 4570 1926

Dr Sharon Hillege

Email: [email protected]

Parramatta

Phone: (02)9685 9304

Dr Diana Jefferies

Email: [email protected]

If
the staff member is not available leave a telephone message, including your
name and contact telephone number, alternatively, you can send an email. Email
communication with academic staff must be via UWS student email accounts only.
Emails sent from any non UWS address will not receive a response. Student Email
Accounts can be activated via the UWS Home page from MyUWS.

If you
experience difficulty in accessing teaching staff on your campus you should
contact the Campus Unit Coordinator for assistance in the first instance and
then the Unit Co-ordinator

CONSULTATION
ARRANGEMENTS

Tutors

In the first
instance contact your Tutor. Tutors will advise of consultation times on the
vUWS site

and outside their offices. If you are
unable to contact your tutor please contact your Campus

Coordinator.

Edition: Spring 2011

© Copyright:
University of Western Sydney, 2011

No
part of this publication may be reproduced or transmitted in any form or by any
means, electronic or mechanical, including photocopying, recording, or by any
information storage and retrieval system, without the prior written permission
from the Head of School, School of Nursing and Midwifery. Copyright for
acknowledged materials reproduced herein is retained by the copyright holder.
All readings in this publication are copied under licence in accordance with
Part VB of the Copyright Act 1968.

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Table of contents

S
E C T I O N O N E

A
B O U T B E C O M I N G A N
U R S E

An
introduction to this unit

1

Textbook/s

1

Approach
to teaching

1

Details
of how teaching and learning activities will support

achievement
of learning outcomes

3

S E C T I O N T W O

A S S E S S M E N
T D E T A I L S

Learning outcomes

4

Assessment summary

4

Assessment

4

Assessment 1:
Information Literacy Library Tutorial

(Satisfactory/Unsatisfactory)

5

Overview

5

Assessment 2: Part A
Essay – Paraphrase and Essay Plan

(20%)

5

Overview

5

Details

5

Assessment 3: Part B
Essay (35%)

6

Overview

6

Details

6

Assessment 4: End of
Semester MCQ Exam (45%)

7

Overview

7

Details

7

Submission
requirements

17

Late submission

18

Extension of due
date for submission

18

S E C
T I O N F O U R

L E A
R N I N G R E S O U R C E S

Overview
of learning resources

25

Literacy &
Numeracy Resources

25

Learning Resources
Information

25

On-line Learning
Requirements

25

Essential
Library Resources

25

Referencing
requirements

26

Citing Resources

26

Essential
Requirements

26

Other resources that
might help with university life

26

S E C T I O N F I V E

W H A T I S E
X P E C T E D O F Y OU

What is expected of
you

28

Workload

28

Attendance

28

Student responsibilities and conduct

28

What you can expect
from the teaching team

29

Changes to unit as a
result of student feedback

29

Contact protocol

30

Policy and how it
affects you

30

What is Student Academic Misconduct?

30

Plagiarism

30

Cheating

31

Collusion

31

Any Other Academic Misconduct

31

Minor and Substantial Misconduct

31

Academic Misconduct and the Nurses
and Midwives

Board of Australia

32

What is non-academic misconduct?

32

Raising
concerns

33

S E C T I O N T H R E E

S C H E D U L E O F A
C T I V I T I E S

Schedule
of activities

19

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About Becoming a
Nurse

An introduction to
this unit

This
unit introduces the student to the basic constructs that inform professional
nursing and nursing practice.

Textbook/s

Daly, J., Speedy, S., & Jackson, D. (Eds.). (2010). Contexts
of nursing (3rd ed.). Marrickville: Elsevier.

Staunton,
P., & Chiarella, M. (2008). Nursing & the law (6th ed.). Sydney:
Elsevier.

University of Western Sydney. (2011). American
Psychological Association referencing style guide. Penrith: University of
Western Sydney. Retrieved from http://library.uws.edu.au/FILES/cite_APA.pdf

UWS
Library>Referencing & Citation>APA

Further
details are available in Essential Library
Resources

Approach to teaching

This
unit emphasises the importance of ‘dialogue’ (through regular collaboration and
discussion) as essential to effective learning. We have created a forum via the
lectures and tutorials and through the e-learning environment. We have created
linkages between face-to-face tutorials and various methods of assessment (see
diagram below) that provide a continuous opportunity for engagement and
learning throughout the semester.

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Overview of resources,
assessments and learning outcomes in this unit

LEARNING RESOURCES

ASSESSMENT

LEARNING
OUTCOMES

WEEK DUE

Textbook

Information Literacy Library Tutorial

1,
4 & 5

Week 9

Fri 27th April 2012 @
1700 hrs

(Satisfactory/Unsatisfactory)

Lecture and tutorial material

Part
A Essay–
Paraphrase & Essay

Week 4

Plan

1 to 5

Fri
23rd March 2012 @ 1300 hrs

Learning
guide

(20%)

Learning
guide

Part
B– Essay

Week
10

1 to 5

Mon 30th April 2012 @ 1300 hrs

(35%)

Library resources

End
of Semester MCQ

1 to 5

Refer
final examination timetable

vUWS

(45%)

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Details
of how teaching and learning activities will support achievement of learning
outcomes

A
lecture is a large group activity designed to provide you with a broad overview
of each topic within the Unit. It incorporates reference material from unit
resources.

A
tutorial is a small group activity that enables you to have lecture content
explained by the tutor if required. You will then be able to apply, explore and
debate the content through interactive learning activities with other students.

Group
work enhances student learning. Through planned group activities, and
discussion with other students you will have the opportunity to clarify your
own thoughts and understandings of unit concepts. Group work also offers the
opportunity to cooperate in a team situation and to learn skills that will
assist you to work effectively in a health care team.

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Assessment details

Learning outcomes

The
Becoming a Nurse unit is part of the Bachelor of Nursing program.The unit provides thefoundation for developing comprehensive, coherent
and connected knowledge in the Nursing discipline and introduces and develops
interaction skills which will be required by graduates in their work
environments.

Learning
outcomes for the unit are outlined below.

1.

Demonstrate an
understanding of cultural sensitivity and cultural competence and its

relationship to the
provision of professional nursing care.

2.

Demonstrate an
understanding of the ethico-legal parameters that inform and govern

professional
nursing practice.

3.

Discuss the
application of life-long learning concept to their professional nursing

development.

4.

Explain the
relationship between critical thinking and reflective nursing practice.

5.

Explore the roles,
responsibilities and language of being a professional nurse (ANMC)

(OH&S
concepts).

Assessment summary

ASSESSMENT

ASSESSMENT ITEM AND
DUE DATE

LEARNING

VALUE (100%)

NUMBER

OUTCOMES

1.

Information
Literacy Library Tutorial

1, 4, 5

Satisfactory /

Due Date: 27th April 2012 @ 1700
hrs

Unsatisfactory

2.

Part A Essay –
Paraphrase and Essay Plan

20%

Due Date: 23rd March 2012 @ 1300
hrs

1, 2, 3, 4, 5

3.

Part B Essay

35%

Due Date: 30th April 2012 @ 1300
hrs

1, 2, 3, 4, 5

4.

End of Semester MCQ
Exam

1, 2, 3, 4, 5

45%

Assessment

Note:You should note that, consistent with the
Criteria and Standards Based Assessmentpolicy, the final marks and
grades are subject to determination of School and College Assessment and
Progression Committees. Please see Assessment policy; http://policies.uws.edu.au/view.current.php?id=00227

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To
pass this unit you must:

1.
Achieve at least 50% when all assessment
marks are totalled

2.
Complete and submit all assessment tasks at
the required time and required academic standard

Note:
Also
see assessment requirements in the Unit Outline

Assessment
1: Information Literacy Library Tutorial (Satisfactory/Unsatisfactory)

Due Date: Week 9
Friday 27th April 2012 @ 1700
hours.
Overview

Self
directed, students to complete the online tutorial ‘ Successful Searching
Library Assessment’ by the due date and obtain mastery which means
eighteen out of twenty to gain a Satisfactory grade. Any mark less that
eighteen out of twenty will be awarded an Unsatisfactory grade.

Assessment
2: Part A Essay – Paraphrase and Essay Plan (20%)

Due
Date: Week 4 Friday 23rd
March 2012 @ 1300 hours. Length: 300 words

Overview

Integral
to academic writing is incorporating information to support your claims and
ideas on an essay topic. This involves writing paraphrases and summaries of
information from published sources, such as a book, a report or a journal
article.

A
paraphrase is a way of presenting extracts from such sources by modifying the
words of the original without changing the meaning. To paraphrase well, you
need to understand the ideas and concepts of the text before you can change its
structure and vocabulary. Paraphrasing, therefore, demonstrates not only your
understanding of a text, but also your ability to accurately rephrase it in
your own words. The purpose of this paraphrase is to help you to prepare for
the essay (Assessment 3). The readings from which the extracts are taken can be
found under the Reading and Resources information for this Unit on vUWS. The
book citation is an essential text. These sources should be included in your Part
B Essay.

Details

You
will be provided with three (3) extracts: one (1) from a book, one (1)
from a report, and one (1) from a journal article. These can be found on vUWS
under assessments. After reading the three extracts, you need to paraphrase the
three extracts into two or three paragraphs (300 words).

The paraphrase is based on
the following topic:

·
It is necessary for nurses to develop
self-awareness in order to communicate effectively in their professional
practice.

Refer
to the Professional Communication: Academic Literacy Skills Resource Book for
paraphrasing (p.17-18) and paragraph structure (p.32). Remember that a
paraphrase must not contain a direct quote or secondary sources. Use in-text
referencing and provide a reference list (APA 6th) of
the three extracts on a separate page. Submit a paper copy of your paraphrase
together with a print out of your full Turnitin Originality report.

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Assessment 3: Part B
Essay (35%)

Date
Due: Week 10 – Monday 30th
April 2012 by 1300hrs Length: 1200 words

Overview

In
their professional practice, nurses need to communicate in many different ways.
By the time you start this essay you will have learnt about how they might
effectively do this as professional practitioners. This essay provides you with
an opportunity to demonstrate your growing understanding of what it means to
communicate effectively as a nurse. It also allows you to demonstrate your
capacity to think critically about issues (i.e. to give consideration to
context and / or other perspectives), organise ideas logically, and to write
them down in a scholarly way. It is important, therefore, to develop your work
beyond being descriptive.

Details

Present
an essay (1200 words) that gives your response to the following
question:

According
to the Australian Nursing and Midwifery Council (ANMC) National Competency
Standards for the Registered Nurse (2006), nurses are required to
“communicate effectively with individuals/groups to facilitate provision
of care” (p. 7).

Explain why it is necessary
for a nurse to communicate effectively in their professional practice. Your
explanation should take account of self-awareness and the effect of this on
communication in relation to ONE of the following aspects:
EITHER

1) Communication between the nurse, the
patient and the patient’s family OR

2) Communication between the
nurse, the patient and other health professionals.

IMPORTANT:

To
prepare and write this essay effectively, you should ensure that it is:

§ Well
researched – you must refer to AT LEAST five (5) relevant, reliable and
current sources to support your ideas. These sources may be accessed from any
or all of the following: course readings, relevant electronic databases such as
CINAHL and MEDLINE, and / or library shelves.

§ Logically
structured – you should organise your response following the conventional essay
format that comprises an introduction, a body and a conclusion.

In
the introductory paragraph (about 10%), introduce which aspect you will
discuss, and present your thesis statement which clarifies your position on the
topic and outlines the main points that support this claim.

In
the body paragraphs, you should not only relate to and develop your
position on the topic, but you should also support your ideas with evidence
(e.g. references to authorities in the field, explanations and / or examples
from your own experiences or observations). You should also ensure that your
paragraphs are logically sequenced (as per outline), that they show clear
paragraph structure – main idea is introduced in the topic sentence, then
explained and elaborated on in supporting sentences, and that they establish
clear links between ideas both within and between paragraphs.

In
the concluding paragraph (about 10%), restate your thesis, summarise the
main points that support this, and conclude with a final statement on the
topic.

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§
Accurately referenced – you MUST:

a)
Acknowledge all the sources of information
within the essay (in-text referencing) and in a Reference List at the end of
your essay.

b) Ensure
you have created a reference list not a bibliography. A bibliography contains all
readings done in preparation for writing an essay. However, only material that
is cited in

text
in your assignment should appear in the final reference list. References must
be correctly and adequately given in the American Psychological Association (APA)
(6th ed.)
referencing style as per the University of Western Sydney (2011) American
Psychological Association referencing style guide, which is available
from:http://library.uws.edu.au/FILES/cite_APA.pdf

c) Use of
non-academic literature is not acceptable. Further, it is not acceptable to
copy any information from other sources, including Websites or other electronic
sources, other students, books, journals, etc. and present it as your own work
(please see

Student Academic Misconduct policy:http://policies.uws.edu.au/view.current.php?id=00051

·
Appropriately expressed – you should write
clearly using a formal academic style, and ensure grammatical accuracy.

·
Submit both an electronic copy of your essay via
a Turnitin and a paper copy of your essay together with a print out of your
full Turnitin Originality report attached to it. (See Submission
Requirements on Page 17).

Presentation
format:

§
A completed assignment cover sheet (including signed
declaration of originality of work) must be attached.

§ The
word count, or length of the essay, must be included on the cover sheet. Use
your computer ‘word count’function to tell you the length of your
essay, i.e. how many words you have written.Do not include the
reference list at the end of your essay in the word count. If you exceed the
word limit by more than 10% the marker will stop marking your essay at the 1200
word, plus 10% point.

§ Work
must be typed, double-spaced, at least 12 font Arial with 3 cm margins and
printed on one side of the paper.
§ Student
numbers must appear on each page as a footer.

§ All
pages are to be sequentially numbered.

§ Assignments
should be stapled in the top left-hand corner and submitted without folders
or plastic sleeves.

Assessment 4: End of
Semester MCQ Exam (45%)

Overview

The aim
of this assessment is to give students feedback on how well they demonstrate an
understanding of the topics and applications of Becoming a Nurse.

Details

The exam is a closed
book exam held during the formal examination period.

The end of semester examination comprises a
two (2) hour paper in a multiple choice format. The content for the examination
will be taken from concepts covered in lectures, tutorials and recommended
readings.

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Note:The exam includes the
material covered from all activities in this unit.. Note:Resubmission
of assessment items will not normally be considered.

Warning:Dictionaries, translators and mobile
phones will not be allowed into the examinationroom.

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4

Marking criteria and standards

400748 – BECOMING A NURSE

Paraphrase Marking Criteria –
2012

Well Above Expectations

Exceeds
Expectations

Meets Expectations

Satis

Criteria

Book reference

The writing of the

The writing of the
paraphrase

The writing of the

The w

paraphrase
describes the

clearly describes
the content

paraphrase
describes the

parap

Rewrites author’s
ideas

content of the text
in a

of the text in the
student’s

content of the text
in the

the co

clearly in own words.

clear and precise
manner,

own words.

student’s own
words.

a limit

in the student’s
own words.

too m

origin

Subtotal 5

4.25-5

3.75-4

3.25-3.5

2.5-3

Report reference

The writing of the

The writing of the
paraphrase

The writing of the

The
w

paraphrase
describes the

clearly describes
the content

paraphrase
describes the

parap

Rewrites author’s
ideas

content of the text
in a

of the text in the
student’s

content of the text
in the

the
co

clearly in own
words.

clear and precise
manner,

own words.

student’s own
words.

a
limit

in the student’s
own words.

too
m

origin

Subtotal 5

4.25-5

3.75-4

3.25-3.5

2.5-3

Journal article

The writing of the

The writing of the
paraphrase

The writing of the

The
w

reference

paraphrase
describes the

clearly describes
the content

paraphrase
describes the

parap

content of the text
in a

of the text in the
student’s

content of the text
in the

the
co

Rewrites author’s
ideas

clear and precise
manner,

own words.

student’s own
words.

a
limit

clearly in own
words.

in the student’s
own words.

too
m

origin

Subtotal 5

4.25-5

3.75-4

3.25-3.5

2.5-3