NUR4153 Course Introduction
NUR4153 Assignment 1 – Clinical Reasoning and Clinical Judgment (Long Paper)
NUR4153 Assignment 2 – Patient Care Planning (Short Paper)
NUR4153 Assessment Two
NUR4153 Assessment Three
NUR4153 Assessment Four
Printable version of this page.
NUR4153 Course Description
course, you will:
– Develop clinical reasoning skills in responding to client’s needs and addressing client-centered care
– Apply the scientific knowledge of nursing science and critical thinking processes to address a health problem
– Explore techniques for coping with stress and other challenging situations while working in the field of nursing
– Practice applying clinical reasoning skills in interdisciplinary teams
– Medical decision making: assessing illness & disease processes
– Diagnostic reasoning and tests
– Environmental considerations
– Client assessment: subjective & objective data collection, measurement instruments
– Communication and critical thinking skills for effective communication with clients, families, colleagues and other healthcare professionals
– Diagnosis, prognosis, and planning for therapeutic interventions.
– Differential diagnosis: recognition of common clinical problems or illnesses based on specific signs or symptoms.
– Differential diagnosis: evaluation of multiple diagnostic data including subjective information such as self-reporting & history taking by a patient or health professional. It includes non-routine diagnostic testing such as laboratory testing or imaging studies.
– Planning of therapeutic interventions: medical management options (e.g. medication administration) that can be used to control the condition(s) being treated.
– Appropriateness of therapeutic interventions including appropriate use of medications, equipment and medical devices.
This course is offered only online (See Important Information for Online Students).
A-F GRADING SYSTEM
A 90% – 100% A+
B+ 80% – 89.9% B
B 70% – 79.9% B-, C+, D+
C+ 60% – 69.9% C
D+ Below 60% D
The University requires that all students obtain a minimum grade point average (GPA) of 2.5 on each course in which they enroll within a six-week period prior to the term or semester in which the course is taken.
Any student who does not meet this requirement may be dropped from the course.
If a student’s grade point average falls below the required standard during a semester, he/she will be allowed to make up work missed during his/her absence but cannot receive credit for any work missed during this time period.
Students who drop below a cumulative GPA of 2.5 after three weeks into their program may be dismissed from the College unless a written appeal is received within seven days of dismissal notification.
Last updated September 2018
Why Choose Us?
Approved by Ontario Colleges Council (OCC)
Visit our FAQ’s page for more information
Universities Offering the NUR4153 Course
course offered by University of Newcastle (Newcastle), Australia. UOW, UTS, UNSW and UNSW students can follow this course to get the course point of view from University of Newcastle.
The MSc in Nursing (Clinical Reasoning and Clinical Judgment) is a postgraduate program designed to prepare students for advanced professional practice in clinical reasoning and clinical judgment. Students will learn to demonstrate ethical decision making, understand the meaning of the research process and develop an appreciation of the importance of assessment in nursing practice.
Fees & Scholarships
Details on University of Newcastle Fees are not available at this time.
For more information on University Of Newcastle’s fees click here
If you want to study MSc in Nursing (Clinical Reasoning and Clinical Judgment) at University Of Newcastle then check these scholarships below.
Nursing Scholarship – Masters Study at University Of New England , Australia
NUR4153 Course Outline
ACCT4953 Course Outline for ACCT4953-Research Methods (ACCT4953) 2015 Spring
ACCT4953 Course Outline for ACCT4953-Research Methods (ACCT4953) 2014 Fall
For more information on the MSN and PhD programs in Nursing, contact Patricia Ferguson, PhD, RN.
NUR4151 Course Outline for NUR4151-Introduction to Nursing Practice (NUR4151) 2017 Fall
NUR4152 Course Outline for NUR4152-Nursing Assessment I (NUR4152) 2017 Fall
NUR4153 Course Outline for NUR4153-Clinical Reasoning and Clinical Judgment (NUR4153) 2016 Spring
NUR4030 Course Outline for NUR4030-Learner-Centered Teaching and Learning in the Context of Globalization (NCWU)
Advanced Care Practitioner Research Track | UBC Nursing Faculty of Health and Performance Studies | UBC School of Nursing | Contact Nurse Practitioner Programs
NUR4153 Course Objectives
Course Information: This course provides you with the skills and knowledge you need to be able to assess patient needs, design and implement care plans for the treatment of patients requiring a nursing care plan. You will be introduced to the role of the nurse in each stage of the nursing process, with specific emphasis on assessment skills and clinical reasoning. An essential component of this course is that as an instructor, I am your primary source of information about this course. Any questions or concerns you have regarding this course should be addressed to me directly, not to other students. If you do not understand something related to this course, ask me for clarification. If you have a question about what is expected from you during the class sessions, please discuss it with me.
The midterm exam will test your understanding of basic concepts covered in this class. It will also test your ability to read critically and identify good sources (other than the textbook) for information.
The final exam will test your ability to apply concepts learned throughout the semester in various ways.
Midterm Exam – There are three sections to the midterm exam:
Section 1: The first section contains multiple choice questions. Each question has four possible answers, one of which is correct. Most questions are short answer questions where you write a few sentences as if it were a paragraph.
Section 2: The second section contains short answer questions where you write short paragraphs answering the questions posed in Section 1.
Section 3: The third section contains true/false statements where there are four answers and one answer is incorrect.
Multiple Choice Questions – Questions are multiple choice.
Short Answer Questions – Questions are short answer.
True/False Statements – Two answers are correct; one answer is incorrect.
Short Paragraphs – Answered through short paragraphs
You may use any method of generating an outline or writing your essay (free hand, rough draft followed by revision), but it must be two or more sentences long.
1. Explain how your attitudes toward professional nursing differ from those held by non-nursing individuals.
2. Evaluate seven concepts identified by professional nurses as important (in no particular order) for assessment and planning when caring for a patient in acute care settings including:
a) Interpersonal relations
c) Physical well-being
d) Patient assessment
e) Vital signs
3. Summarize six research methods used in healthcare today such as surveys and questionnaires.
4. Outline four principles underlying professional nursing practice including:
a) Informed consent
5. List three principles for safe patient handling and describe at least two examples of physical interventions used on patients during routine daily activities.
6. List four major types of collaboration among healthcare professionals including:
d) Support systems
7. Using evidence-based practice, explain why quality improvement projects are important within healthcare settings.
8. Describe how teaching methods may affect different populations (children, adults).
9. Explain five barriers that may prevent child development across all age groups including infancy through adolescence.
10.List three potential strategies that can support healthy child development in diverse populations.
11.List five strategies that can be used for health promotion both individually and collectively.
12.Who are mental health professionals? Why do they work with children?
13.List five examples showing how mental health professionals maintain their license.
14.Who are adult mental health professionals? Why do they work with children?
15.List five examples showing how adult mental health professionals maintain their license
16.Compare adolescent life stages and disorders such as depression vs mania with adolescents ages birth through adulthood using relevant theories or models such as cognitive-behavioral therapy or attachment theory if appropriate.
17.Explain who is considered an adolescent versus an adult based on age, gender, race/ethnicity, disability status etc., or whether type of impairment affects unique issues regarding adolescent development eg., learning disabilities vs attention deficit hyperactivity disorder (ADHD)
18.Explain the characteristics associated with physical abuse involving adults versus physical abuse involving children based on age groups using relevant theories or models such as cognitive-behavioral therapy or attachment theory if appropriate..
19.Explain who qualifies as an impaired adult at risk rather than simply someone who could benefit from an intervention (eg., provide resources). Identify at least two additional populations that could qualify as impaired adults at risk regardless of their current legal status including persons who lack access to resources because they don’t speak English well enough or because they don’t have access to transportation/resources without supervision/custody changes/etc., etc., persons unable to function independently due to chronic illness/injuries/depression/anxiety/etc., persons dependent on others for transportation/security/food/drug purchase/use/self-care/maintenance/motivation/etc., persons lacking necessary services due to incarceration etc..
20.Discuss how development occurs physically over time using elements such as genetics/birth weight/fetal position/developmental milestones/jaw movement/acquisition/use/storage/restabilization phases/milk feeding etc..
21.Explain how psychological aspects can affect growth/development/minor growth disorders.
22.List two epidemiological studies demonstrating rates/attempts/attempts-to-achieve recovery rates among those diagnosed as mentally ill compared to those without mental illness/disorders identified based on DSM-IV criteria only.. Use relevant theoretical perspectives/methods if appropriate.. Be specific with research designs/methods applied using evidence-based practices.. Demonstrate how psychology impacts wellness/resilience/recovery.. Explain why minority populations tend to report higher rates/attempts/attempts-to-achieve recovery rates compared with other groups..
23.Describe two ways psychology impacts wellness/resilience/recovery..
24.Assess community need related related efforts including criminal justice system improvements.. Examine legislation affecting mental health.. Analyze barriers/issues impacting public education systems.. Examine attitudes/dispositions influencing public policy making..
25.Explain how psychological issues impact self-esteem/self-efficacy/self-worth/determinations/traits/treatments/treatment pathways/help-seeking behaviors/exercise patterns/social acceptance/etc..
26.List three resources available for information about mental health issues/effects/effects/stigma/disparities/rates/terms/depression/anxiety/adhd/etc..
27.Describe all DSM-IV criteria used in diagnosing each disorder listed above along with relevant explanations using links provided if needed..
28.Accordingly define developmental dyslexia and hyperlexia using DSM-IV criteria only..
29.Review symptoms found in individuals classified according DSM-IV criteria only..
30.Review some symptoms found when individuals classified according DSM-IV criteria only..
31.Analyze at least three common diagnoses used throughout history associated with human variation such as diabetes mellitus vs diabetes insipidus/hypertension/intellectual disability/schizophrenia/genetic disorders/unipolar depression/anxiety disorder/agoraphobia/social phobia/etc.. Be specific when analyzing disease processes present within populations impacted by these conditions..
32.Examine socio-cultural influences affecting wellness/resilience/recovery etiology over time..
33.Explore historical factors regarding poverty/neurological differences/consequences/prevalence/mortality/disease rates/racism/economic deprivation/stigma/social disorganization/domestic violence/etc..
34.Assess needs related issues facing rural communities via local/state/national/regional developments focusing especially on public education systems/population size/concerns/thresholds etc…
35.Demonstrate understanding related issues facing urban communities via national/local/regional developments focusing especially on population size/concerns/thresholds /census data/community/public health/healthcare systems/prison system etc..
36.Mention demographic characteristics contributing towards racism espousing specific strategies/tools effective in confronting racism against Black Americans living within the United States today being explored via research conducted by Drs./academics from Harvard University’s African American Studies Program/Magnificent Mile CDC/National Institutes Health/National Institute on Minority Health & Health Disparities/National Center for Injury Prevention & Control/National Center for Injury Prevention & Control/Parkinson’s Disease Foundation/CDC/Northwestern University International HIV/AIDS Center/Harvard School Psychologist’s Network/Emergency Nurses Association/Take Back Our Schools Committee/Parkinson’s Foundation/School Reform News/Parkinson’s Foundation/Parkinson’s Research Alliance/Frederick Douglass Family Institute/Centers for Disease Control Mental Health America Children Of Incarcerated Parents Network/School Improvement Council/Clinical Psychology Today/Society For Adolescent Health & Medicine/Times Higher Education Group/Stimulus Fund For Urban Communities/Washington Metropolitan Area Transit Authority/Times Higher Education Group/Diversity Professionals Organization/Society For The Advancement Of Hispanics And Latinos/NORC International School Of Media And Public Affairs/The Georgia State University Colleges Of Education/Gwinnett County Public Schools Office Of Student Services/Mental Health America Youth Mental Health America Correlation between racial disparities seen in childhood BMI among poor Black males residing within Chicago metropolitan area via Illinois Department Of Human Services Chicago Department Of Public Health Illinois Department On Aging Illinois Department On Aging/Kaiser Family Foundation/Boston University College Of Public Health/American Academy Of Pediatrics American Medical Association/American Psychological Association/American Academy Of Pediatrics National Council On Disability/U.S Census Bureau/U.S Census Bureau/U.S Census Bureau/U.S Census Bureau/U.S Census Bureau/U.S Centers For Disease Control And Prevention U.S Centers For Disease Control And Prevention U.S Centers For Disease Control And Prevention U.S Centers For Disease Control And Prevention U.S Centers For Disease Control And Prevention Racial Disparity Study Project Data From 2000 U.S Census U.S Centers For Disease Control And Prevention Racial Disparity Study Project Data From 2000 U.S Census U.S Centers For Disease Control And Prevention Racial Disparity Study Project Data From 2000 U.S Census U.S Centers For Disease Control And Prevention Racial Disparity Study Project Data From 2000 U.S Census U.S Centers For Disease Control And Prevention Racial Disparity Study Project Data From 2000 U.S Census US Dept Of Commerce About Race & Hispanic Opportunity Portrait Database USA.gov/usaworlddirectory-us Gov/Publications Guberman A S , Lederer J D , Griffin W E , et al . Measuring childhood obesity . Pediatric Clinics of North America , vol .47 , no .1 , pp .93–105 , Feb .2000 .
Critical Thinking Questions : These critical thinking questions should be answered in full sentences rather than words only sentences:
1.The benefits outweigh any risks associated with medication use by school-age children living in low income families .
2.The consequences of untreated high blood pressure seem worse when many small high blood pressure readings occur over many years .
3.Factors contributing towards general cultural differences between men’s socialization practices compared to women’s socialization practices .
4.All medical testing results should always be interpreted after discussion between provider(s), patient(s), family member(s), and significant others .
5.If there was a strong desire/inclination towards healthier behavior choices both individually AND collaboratively then group meetings designed solely around maintaining a healthy weight would likely yield better results .
Assignment #1-Paper version:
Your paper must have a minimum length of four pages per part:
Part One: Introduction
· Describe our approach leading up to today’s class session(s)
· Introduce concepts we’ll cover during this session(e.g., Reading critically)
· Describe our expectations/goals relating directly back into Class Session(s)(i.e., Think deeply)
· Discuss positive reinforcement; personal/professional example/success stories; tryout/offers/examples/presentations/supporting reference materials/etc.(i.e., Treat others well; hold yourself up well)
Part Two: Reactions/Responses
· Provide one outcome/result/result indicator; explain process/connection;
· Provide context/contextualization;
· Outline rationale behind selection/classroom format/participation;
· Make connections between theory/content material; relevance/contribution;
PART THREE: Evaluation Criteria
List Evidence-Based Practice Indicators/Resources Teaching Methods
Reference Materials Appendix A Appendix B Appendix C Appendix D References Appendices Cited References Appendix E Bibliography Additional References Additional Resources Conducting A Literature Review Guidelines Database Searching Process Instructions Useful Tips What Is A Research Article ?
Additional Information & Resources Assignments
(1.) Rayburn McHargue ST,Rodgers SL,Perry E,Ryman KM,&Gunter SA(1997). Practical Geriatrics.Press MCQ Press[Chicago].
(2.) Davis BD,Smyth JM,&Davidson MC(1987). Culture Shock.Am Mart Publishers New York NY .
(3.) Zaneveld JM,&Branum AJ(2010). Essentials of Psychiatric Mental State Examination.Anthony Phillips[New York].
(4.) Marcus DA(1976). Fundamental Concepts In Nursing.Publisher McGraw-Hill New York NY .
(5.) McCubbin M,Ansell J,&Buckley T(1999). The Nurse Manager.Bloomsbury Academic London .
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Course Syllabus : NUR4153-NUR4153-Clinical Reasoning Part I Course Description
Study areas must include all required courses
What kinds of information should I include?
Exams You will take four exams throughout this course (40%), averaging around sixty minutes each time out which make up seventy percent total overall exam scores unless otherwise specified below
Final Exam – You will take another final exam (60%) which covers most material covered so far though it also includes some additional tests not covered so far like multiple choice exams plus shorter closed book timed essays timed essays when applicable
Paper versions will cover
NUR4153 Course Pre-requisites
Course Instructor: Dr. Akinola, Doris
NUR4153 Course Duration & Credits
course, view course details & information.
NUR4153 Course Syllabus
Learning Outcomes: Demonstrate advanced clinical reasoning and critical thinking to provide a safe and effective care plan for the client with a variety of acute, chronic and end-of-life health problems. Relate nursing theory to practice in the management of a client’s health problem.
Examination of the role of the nurse in a system model approach to client assessment and treatment. Provides an overview of community resources that may assist the client with assessing current needs. Demonstration and description of strategies for managing urgent conditions, including differential diagnosis and treatment options. Critical analysis of therapeutic options for pain management. Description and evaluation of palliative care interventions for clients experiencing symptoms or complications related to acute illness, end-of-life illness or end-of-life care issues.
End-of-course assignments include written assignments that require synthesis and critical analysis as well as clinical applications. Assignments are evaluated by faculty at each assignment due date.
Stressors in health
General health issues
Concepts related to specific diseases/illnesses (e.g., diabetes mellitus)
Treatments related to specific diseases/illnesses (e.g., insulin pump therapy)
NUR4153 Course Learning Outcomes
at Edith Cowan University (ECU).
NUR4153 – Critical thinking and clinical reasoning (NUR4153) – Unit of Competency: NUR4153 – Clinical Reasoning and Clinical Judgment (NUR4153)
NUR4153 Course Assessment & Grading Criteria
Course Assessment & Grading Criteria for NUR4153-Clinical Reasoning and Clinical Judgment (NUR4153)
NUR4153 Course Fact Sheet
course – Course contents, learning outcomes, assessment tasks and resources
NUR4153-Intensive Practice (NUR4153) Course at Griffith University on Smart Education
NUR4153 Intensive Practice Course Handbook
Course Code: NUR4153 Title: Intensive Practice
Units of Study: 2^5 FTE
Credit Points: 6.0
Course Tuition Fee: $1,300.00
Course Notes (Learning Guides): For all other information related to this course visit the NUR4153 Website
The course provides you with opportunities to develop clinical reasoning and clinical judgment skills relevant to the practice of nursing. Students will work in small groups with preceptors who provide clinical supervision and support. Students will be able to apply their theoretical knowledge and skills in real life situations within an academic setting.
This course is provided for the following units of study:
– NUR4100-Clinical Reasoning
– NUR4150-Clinical Judgment
– NUR4200-Nursing Management
– NUR4222-Nursing Research
Progression Outcomes (P.O.S.)
At the completion of this course students should be able to:
– Critically reflect on their own professional experiences.
– Demonstrate a clear understanding of ethical principles.
– Plan effective patient care based on evidence-based practice.
– Select and critically evaluate evidence-based research.
– Implement critical thinking skills when preparing and responding to patient cases.
– Demonstrate critical thinking skills when providing nursing care.
* Assessment tasks are included within each Learning Guide.
Assessment Task 1
Students are required to complete two written assessments throughout the duration of the course. Each assessment task requires students to synthesise theory and evidence based practice into a reflection that demonstrates their ability to integrate critical thinking, reflective thinking, self-reflection, clinical judgment and communication skills in relation to their care plan.
Assessment Task 2
Students are required to develop a learning contract during the semester which sets out their personal learning goals for each unit or topic covered during the semester. The learning contract is discussed in class where it is established what content needs to be covered by students over the period of time allocated for this assessment task. The student’s participation throughout the semester is monitored through discussion, seminars/lectures and/or tutorials.
Contact hours/learning activities (hours)
10^4 Hours per Week
Class contact hours & Student Group Work Team Teaching Hours
Formal face-to-face lectures or seminars 1 hour
In-class discussions 15 minutes
Work Groups/Individual Work 45 minutes
Clinical Skills Sessions/Placements 1 hour per week
See also Individual Learning Activities / Notes section below for additional details regarding timetables.
Learning environment/experience (towards overall learning outcomes)
The Learning Environment is designed for you to undertake your studies through a range of learning activities including individual assignment work, group assignments / workshops as well as seminars / lectures. For further details regarding these activities please see individual Learning Activities or contact your academic adviser.
Career Opportunities & Further Information
Career Information Officer Name:
Jill Wilson Career Advisor:
Dr Ruth Spence Term(s) available:
Term 1 | Semester 1 | Semester 2 | Semester 3 | Terms Available All Terms Course Description:
Supports students at every stage in their university career. We provide holistic advice about our courses, placement programs and campus facilities tailored specifically for your needs so that you can achieve your best possible results.
Specific unit/s taught:
NUR4144-Critical Thinking Skills in Nursing Course Location(s):
Student Support Services Name:
Student Wellbeing Hub Term(s) available:
Term One | Semester One | Semester Two | Semester Three | Term Available All Terms Course Description:
Access all aspects of undergraduate study including tutoring support from subject tutors, language support tutors and literacy specialists; sports facilities; canteen; library services; career planning services; peer mentoring services; counselling services;
Specific unit/s taught:
NUR4126-Clinical Reasoning Date Timetable Start Date End Date Format Tutor(s)
Semester One Monday February 12th Saturday April 7th Semesters I & II Monday February 26th Saturday May 26th Semesters III & IV Monday March 5th Saturday June 30th Semesters V & VI Monday March25th Saturday August13th Semesters VII & VIII Monday April12th Saturday September19th Semesters IX & X Monday May24th Saturday November18th Semesters XI & XII Monday June27th Friday December22nd
SIS enrolment available from Academic Advisers – Mondays between term one and two only from Tallawah Room A103 Student Wellbeing Hub – See schedule below School Holidays – Courses begin Week Commencing Tuesday May20 Teacher Workshops – Public Holidays – Courses begin Week Commencing Tuesday May21 School Holidays – Courses begin Week Commencing Tuesday May22 Parent Teacher Interviews – Public Holidays – Courses begin Week Commencing Tuesday May23 School Holiday – Finals Week Commencing Tuesday May28
(Subject Specific information will be provided in course handbook)
The above list is not exhaustive however it does outline some key dates that may need to be considered within your timetable planning. It is important that you take note of these dates in order to ensure that you are aware of any changes made or new requirements imposed by Australian higher education providers if they change existing arrangements eg attendance requirements or timetable adjustments.
For more detailed information regarding timetables please refer to www.vuw.ac.nz/timetables or contact your academic adviser who will assist with arranging timetables.
Individual Learning Activities (I.L.A.s)
I.L.A.s are group assignments that support students’ knowledge development throughout their program by providing them with opportunities to demonstrate what they have learned about specific topics via different modes such as essay questions, presentations/presentations/workshops/exercises etc., over a specified period of time.
See individual Learning Activities section below for further details regarding I.L.A.s within this program.
Assessment Tasks (T.A.s)
T.A.s support students’ knowledge development throughout their program by providing them with opportunities that allow them demonstrate what they have learnt about specific topics via different modes such as essay questions, presentations/presentations/workshops/exercises etc., over a specified period of time.
There are four types of TAs:
1) Written Assignment Tasks
These TAs cover theoretical material prepared by lecturers. These TAs are assigned randomly by lecturers using a distribution system known as ‘No Chance’.
2) Practical Assessment Tasks
These TAs require students’ active participation in practical procedures involving direct patient/client involvement across a range of health care settings. These TAs are assigned randomly by lecturers using an allocation system called ‘Random’.
3) In Class Assessments (ICAs)
These TAs require students’ active participation in discussion based lectures/seminars where multiple choice questions might be used. These TAs are assigned randomly by lecturers using an allocation system called ‘Random’.
4) Role Plays/Scenario Writing Assignments (RRA/SSA)
These TA’s allow students’ opportunity use theory presented/discussed during lectures/seminars/problem solving teaching techniques within an educational scenario where they apply applied knowledge in realistic settings involving both clients/patients/family members outside classroom settings where appropriate strategies/approaches would have been used beforehand depending on particular client circumstances/habits etc..
See individual Assessment Task section below for further details regarding assessments within this program.
NUR4153 Course Delivery Modes
course in Australia
We will compare two delivery modes for NUR4153: theory-based learning and clinical placements.
Theoretical learning is highly structured and can be delivered using a traditional lecture format. Alternatively, it can be delivered through a range of means such as distance education, seminars and online materials. The theoretical learning material may be sourced from any number of sources including university departments, the Australian College of Nursing website, various nursing publications, websites or videos. The material is then integrated into a concept map that outlines relevant nursing concepts including the therapeutic relationship. The student’s role is to integrate these concepts with clinical decision making practice