NURBN2000: Transition Into Nursing Studies- Annotated Bibliography Assignment Help


Topic: The importance of correct site selection for subcutaneousorintramuscular medical administration (you only need to pickone(1)type of parenteral injection)

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Description of the course for handbook entry:
This Course provides students from varied tertiary educational backgrounds entry into second year of Bachelor of Nursing program. 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 program. Students will undertake learning needs or diagnostic assessment to help them focus on areas or topics they need to learn to bridge their knowledge deficits 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 to demonstrate achievement of course intended learning outcomes.

The Course caters for: • students who hold Australian Enrolled Nurse (previously Division 2 Nurse) qualifications; • graduate entry students with relevant Bachelor degrees (e.g. Bachelor of Midwifery, Bachelor of Allied Health or Bachelor of Health Science qualifications); • students who have successfully completed Level 5 tertiary studies in Allied Health; • International nurses with an approved international nursing qualification seeking registration to practice in Australia; and • Australian Registered Nurses who require preparation for re-entry to practice, the opportunity to for entry into third year of the Bachelor of Nursing and apply for Australian nursing registration for practice.

Course Delivery
Student Learning Experience
The Federation University, Bachelor of Nursing program is founded upon an Inquiry Based Learning (IBL) approach to Teaching and Learning. IBL is an umbrella term that describes approaches that are driven by processes of inquiry and discovery and not only allows for flexible learning and encourages curiosity and depth of learning, but through engagement with the inquiry process, students develop key skills that are transferable to professional life. IBL encourages a shift away from the traditional didactic lecture format and encourages active participation by students as they engage in a process of inquiry that involves the identification of needed knowledge and skills, resources, communication through the sharing of information and resources and teamwork. Using an IBL approach this course will involve a minimum of 150 hours of learning. Students can either undertake this course via a standard delivery mode, where they will attend scheduled tutorial classes weekly throughout the semester or via a flexible delivery
mode, where they will undertake compulsory on-line activities. For every one hour of teacher directed learning there will be a minimum of two hours of student/learner directed learning.

Check-In Week – Week 3:
In order to ensure that all students are progressing in a manner that is consistent with successful completion of the course the School of Nursing, Midwifery & Healthcare engages in a process of ‘Checking-In’. At the completion of Week 3 the Course Coordinator will review the progress of all students. Those students who have not completed the compulsory formative quiz or have not accessed Moodle content regularly, will be requested to make contact with the Course Coordinaor or Program Coordinator at your campus to identify and address any impediments that may have otherwise impacted upon a student’s capacity to be successful in this course.

Planned Student Learning Experience
A 15 credit point course will involve a minimum of 150 hours of learning. For every one hour of teacher directed learning there will be a minimum of two hours of student/learner directed learning. The Teacher- directed hours of student learning in this course will be experienced primarily through teaching innovations like interactive technology enhanced learning, class discussions, audio-visual presentations, flexible blended and on-line learning, low and high fidelity simulations, exploration of case studies and inquiry-based learning. Active participation in encouraged during class sessions. Attendance at all clinical placement and laboratory sessions is compulsary.

Learner- directed hours will include focused learning activities, simulated laboratory learning, practice and reflection on practice, and role modelling. Students are expected to access electronic research databases and use computers to facilitate learning.

Aim: To provide sufficient evidence that you are aware of the scope of practice for the Registered Nurse when selecting a site for subcutaneous or intramuscular injection.

In NURBN 2011, you are asked to undertake either an IM injection, a sub-cut injection or an IV injection for your OSCE. This critical reflection in NURBN 2000 is an extension of your OSCE – but in a different context – either delivering the injection or – if you are an EN not undertaking NURBN 2011- do you understand the difference between the EN responsibilities and the RN responsibiities of delivering parenteral medication?

Your critical reflection for NURBN 2000 involves your understanding of your professional responsibilities in relation to your OSCE and injectable medication. Your reflection will be in relation to Standard 1: Thinks critically and analyses nursing practice

Standard 6: Provides safe, appropriate and responsive quality nursing practice and Standard 7: Evaluates outcomes to inform nursing practice.

If you are not undertaking NURBN 2011 – your reflection considers the differences between EN/ RN scope of practice. If this is the case, you are asked to demonstrate your understanding of the responsibilities from EN to Registered Nurse.

See the PDF document from the Nursing and Midwifery Board – Registered Nurse Standards of Practice & EN Standards of Practice (as applicble to your pathway) Topic: Reflection on Scope of Practice (Instructions in Moodle Assessment Task 2 (A) Critical Reflection Guidelines / / Assessment Outline and Question)
Aim: Embedding the transition from EN to RN scope of practice

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