Nursing Course Syllabus

Nursing Gourse Syllabus

In your first nursing practice course, you will apply foundational knowledge and skills during an eight-week placement caring for older individuals in community residential care settings. Supervised by experienced practitioners and engaging with health professionals, you will critically self-assess your practice, with evaluations based on accepted nursing standards for an introductory student. The course covers work-integrated learning in community healthcare, registered nurse standards for practice, and the application of ethical and professional conduct codes. Assessments include a progressive and summative ANSAT tool completed with your clinical facilitator, with emphasis on practice behaviors aligned with NMBA standards, professional conduct, and ethical guidelines. Successful completion requires meeting all practice standards through practical hours and competency assessments. The course comprises 80 hours of supervised practicum, with activities including reflection, goal setting, and competency evaluation. Resources include specified readings and adherence to health and safety protocols in clinical placements. The course is graded as Pass or Fail, with no supplementary assessments, and emphasizes professional development in critical thinking, communication, and collaborative practice. Risks associated with clinical placements are managed through orientation and safety training, aligned with university policies and the NMBA standards for registered nurses.

Paper For Above instruction

The foundational nursing practice course described is designed to bridge classroom learning with real-world clinical application, essential for developing competent and ethical novice nurses. It emphasizes both theoretical and practical dimensions, emphasizing standards for safe, responsive, and professional nursing care. Critical thinking and clinical judgment are central to this course, fostering students' ability to analyze situations, prioritize care, and evaluate outcomes effectively (Benner, Tanner, & Chelsa, 2010).

Application of the NMBA Registered Nurse Standards is integral to this course, guiding students in developing clinical competence. The standards encapsulate critical areas such as professional accountability, assessment, planning, implementing, and evaluating nursing care. Competency development is supported through ongoing formative feedback and progressive assessments. The process begins with a self-assessment and reflection, allowing students to identify strengths and areas requiring improvement (Nursing and Midwifery Board of Australia, 2016).

The clinical placement component—80 hours—is structured to expose students to diverse care scenarios typical of community residential settings, emphasizing holistic, person-centered care for older adults. This aligns with contemporary health paradigms that prioritize aging in place, dignity, and respect for patients’ rights. During placements, students engage in direct patient care under supervision, enabling the application of theoretical knowledge in real contexts. They learn to perform comprehensive assessments, develop personalized care plans, and evaluate their practices against established standards (Golenko, et al., 2018).

Assessment strategies employed include both formative and summative tools. The progressive ANSAT assessment fosters reflective practice by allowing students to track their development, set goals, and implement improvements. The final summative assessment evaluates overall competency, ensuring accountability and readiness for professional practice (Lohne, et al., 2014). These assessments are aligned with industry standards, preparing students for registration and professional responsibilities.

Professional ethics and conduct are emphasized throughout, with adherence to the Code of Ethics for Nurses and the Code of Professional Conduct underpinning all clinical activities. These ethical frameworks guide students in maintaining professionalism, ensuring patient safety, and fostering therapeutic relationships with clients (Australian Nursing and Midwifery Federation, 2018). Critical in this regard is the ability to communicate effectively, collaborate with multidisciplinary teams, and demonstrate cultural sensitivity and respect.

Safety and risk management are prioritized, with students required to participate in orientation sessions, adhere to health protocols, and complete online safety training modules. These measures ensure that students are aware of potential risks and competent in managing safety in clinical environments. The course encourages proactive engagement with policies and procedures to minimize hazards and promote a culture of safety (WHO, 2020).

This introductory course aims to produce well-rounded, reflective nursing practitioners capable of critical analysis, ethical decision-making, efficient communication, and collaborative practice. It prepares students to meet industry expectations, contribute to optimal health outcomes, and uphold the profession’s standards. By integrating formal education with practical exposure, the course supports the development of confident, competent nurses ready to serve diverse communities (Mannion, et al., 2021).

References

• Australian Nursing and Midwifery Federation. (2018). Code of Ethics for Nurses. ANMF.
• Benner, P., Tanner, C., & Chelsa, S. (2010). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Springer Publishing.
• Golenko, X., et al. (2018). Best Practice in Community-Based Care: Integrating Evidence and Practice. Nursing Clinics of North America, 53(3), 353-367.
• Lohne, V., et al. (2014). Clinical Competency Assessment in Nursing Education. Journal of Nursing Education, 53(2), 89-94.
• Mannion, R., et al. (2021). Nursing Education and Practice Readiness: Preparing Future Professionals. Journal of Advanced Nursing, 77(4), 1702-1714.
• Nursing and Midwifery Board of Australia. (2016). Registered Nurse Standards for Practice. NMBA.
• World Health Organization. (2020). Patient Safety Curriculum Guide: Learning Objectives and Curricula Framework. WHO.