nsg3phn primary healthcare nursing
PRIMARY HEALTHCARE NURSING
NSG3PHN
2016
Credit points: 15
Subject outline
In this subject you will consider the diversity of contemporary nursing roles and practice through the exploration of comprehensive primary healthcare. This approach involves health promotion, community development and advocacy. Through seminars, lectures, workshops and a clinical practicum you will have opportunities to integrate and apply biomedical, behavioural and social approaches in the provision of person-centred care for individuals and communities. The primary healthcare principles will be emphasised, you will explore the complexities of health policy and systems and consideration will be given to how personal values impact on health practice and mobilisation of community resources. Students will consider the ways in which nurses can act as global citizens in their contribution to sustainable health care systems through innovative evidence based primary healthcare. To achieve the learning outcomes of this subject you will be expected to complete a range of written, verbal and clinical assessments within the 12-week period.
SchoolSchool of Nursing & Midwifery
Credit points15
Subject Co-ordinatorDiana Guzys
Available to Study Abroad StudentsYes
Subject year levelYear Level 3 - UG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites Students must be enrolled in one of the following courses: HBN, HBNM, HBNUP, HBNPRW, RBN, HBNGEW, HBNGEB, HBNGE, HBNGEM, HBNGES, HBNENW, HBNENB, HBNEN, HBNENM, HBNENS, HZNM, HZNMD, HBNPGW, BEBN2, HBNPRG, HSBNCW, BEBND2, HSBNC, HBNCM, HBNCP and must have passed one of NSG2ANB or NSG2ACB.
Co-requisites N/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditions Students wishing to undertake this subject prior to the normal progression sequence, must seek coordinator approval before enrolling.
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | An Introduction to Community and Primary Health Care | Prescribed | Guzys & Petrie First edition | Cambridge University Press |
Graduate capabilities & intended learning outcomes
01. Demonstrate understanding of the impact of social and environmental determinants of health and illness
- Activities:
- workshops, EBL, lectures, clinical placement
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
02. Explore the impact primary health care principles' have on health outcomes locally, nationally, and internationally
- Activities:
- workshops, EBL, lecturers
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
03. Differentiate between the terms primary care and primary health care: selective and comprehensive Primary Health Care
- Activities:
- workshops, EBL, lecturers
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
04. Apply primary health care priniples' in contemporary nursing practice, including health promotion knowledge and skills:- to plan, develop a targeted health project, within primary health care framework.
- Activities:
- workshops, EBL, lectures ,Clinical practice, independent research
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking)
- Literacies and Communication Skills(Writing,Speaking)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
05. Utilise health coaching techniques to work with individuals, groups, and populations to promote health
- Activities:
- Workshops, EBL lectures, clinical placement, independent research
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking)
- Literacies and Communication Skills(Writing,Speaking)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Personal and Professional Skills(Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Subject options
Select to view your study options…
Albury-Wodonga, 2016, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDiana Guzys
Class requirements
Lecture
Five 2.0 hours lecture per study period on weekdays during the day and delivered via online.
WorkShop
Five 2.0 hours workshop per study period on weekdays during the day and delivered via face-to-face.
"Requires a room with computer and AV equipment."
Problem Based Learning
Four 3.0 hours problem based learning per study period on weekdays during the day and delivered via blended.
Independent Research
One 34.0 hours independent research per study period on any day including weekend during the day and delivered via blended.
Placement - Off Site
One 80.0 hours placement - off site per study period on any day including weekend during the day and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| One 2,000-word individual essay | View the group presentations submitted for Assessment 1. Select one that focuses on a different nursing role and priority area to that which your group presented. Review related literature and resources available relating to the identified need, evaluate how this information could best be presented to address the requirements of the target audience. Develop a proposal outlining the key features of a resourc | 30 | 01, 02, 03, 04 |
| One Group Case Presentation based on workshops (5 minutes per student) | The group assessment requires students to select a specific primary health care nurse role e.g. (district nurse, home based nursing, school nurse, women#s health nurse, men#s health nurse, sexual health nurse, Substance use nurse, Chronic illness nursing, rural health nursing, OH&S nursing). Using an IGNITE an online presentation medium, the group will discuss how the primary health care nurse selected migh | 20 | 01, 02, 03, 04, 05 |
| Clinical placement assessment (equivalent to 2,000-words) | Completed by RN placement preceptor using the Bondy Scale within the NCAS tool (formative and summative) in Pebble Pad | 50 | 04 |
Bendigo, 2016, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDiana Guzys
Class requirements
Lecture
Five 2.0 hours lecture per study period on weekdays during the day and delivered via online.
WorkShop
Five 2.0 hours workshop per study period on weekdays during the day and delivered via face-to-face.
"Requires a room with computer and AV equipment."
Problem Based Learning
Four 3.0 hours problem based learning per study period on weekdays during the day and delivered via blended.
Independent Research
One 34.0 hours independent research per study period on any day including weekend during the day and delivered via blended.
Placement - Off Site
One 80.0 hours placement - off site per study period on any day including weekend during the day and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| One 2,000-word individual essay | View the group presentations submitted for Assessment 1. Select one that focuses on a different nursing role and priority area to that which your group presented. Review related literature and resources available relating to the identified need, evaluate how this information could best be presented to address the requirements of the target audience. Develop a proposal outlining the key features of a resourc | 30 | 01, 02, 03, 04 |
| One Group Case Presentation based on workshops (5 minutes per student) | The group assessment requires students to select a specific primary health care nurse role e.g. (district nurse, home based nursing, school nurse, women#s health nurse, men#s health nurse, sexual health nurse, Substance use nurse, Chronic illness nursing, rural health nursing, OH&S nursing). Using an IGNITE an online presentation medium, the group will discuss how the primary health care nurse selected migh | 20 | 01, 02, 03, 04, 05 |
| Clinical placement assessment (equivalent to 2,000-words) | Completed by RN placement preceptor using the Bondy Scale within the NCAS tool (formative and summative) in Pebble Pad | 50 | 04 |
Melbourne, 2016, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDiana Guzys
Class requirements
Lecture
Five 2.0 hours lecture per study period on weekdays during the day and delivered via online.
WorkShop
Five 2.0 hours workshop per study period on weekdays during the day and delivered via face-to-face.
"Requires a room with computer and AV equipment."
Problem Based Learning
Four 3.0 hours problem based learning per study period on weekdays during the day and delivered via blended.
Independent Research
One 34.0 hours independent research per study period on any day including weekend during the day and delivered via blended.
Placement - Off Site
One 80.0 hours placement - off site per study period on any day including weekend during the day and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| One 2,000-word individual essay | View the group presentations submitted for Assessment 1. Select one that focuses on a different nursing role and priority area to that which your group presented. Review related literature and resources available relating to the identified need, evaluate how this information could best be presented to address the requirements of the target audience. Develop a proposal outlining the key features of a resourc | 30 | 01, 02, 03, 04 |
| One Group Case Presentation based on workshops (5 minutes per student) | The group assessment requires students to select a specific primary health care nurse role e.g. (district nurse, home based nursing, school nurse, women#s health nurse, men#s health nurse, sexual health nurse, Substance use nurse, Chronic illness nursing, rural health nursing, OH&S nursing). Using an IGNITE an online presentation medium, the group will discuss how the primary health care nurse selected migh | 20 | 01, 02, 03, 04, 05 |
| Clinical placement assessment (equivalent to 2,000-words) | Completed by RN placement preceptor using the Bondy Scale within the NCAS tool (formative and summative) in Pebble Pad | 50 | 04 |
Mildura, 2016, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDiana Guzys
Class requirements
Lecture
Five 2.0 hours lecture per study period on weekdays during the day and delivered via online.
WorkShop
Five 2.0 hours workshop per study period on weekdays during the day and delivered via face-to-face.
"Requires a room with computer and AV equipment."
Problem Based Learning
Four 3.0 hours problem based learning per study period on weekdays during the day and delivered via blended.
Independent Research
One 34.0 hours independent research per study period on any day including weekend during the day and delivered via blended.
Placement - Off Site
One 80.0 hours placement - off site per study period on any day including weekend during the day and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| One 2,000-word individual essay | View the group presentations submitted for Assessment 1. Select one that focuses on a different nursing role and priority area to that which your group presented. Review related literature and resources available relating to the identified need, evaluate how this information could best be presented to address the requirements of the target audience. Develop a proposal outlining the key features of a resourc | 30 | 01, 02, 03, 04 |
| One Group Case Presentation based on workshops (5 minutes per student) | The group assessment requires students to select a specific primary health care nurse role e.g. (district nurse, home based nursing, school nurse, women#s health nurse, men#s health nurse, sexual health nurse, Substance use nurse, Chronic illness nursing, rural health nursing, OH&S nursing). Using an IGNITE an online presentation medium, the group will discuss how the primary health care nurse selected migh | 20 | 01, 02, 03, 04, 05 |
| Clinical placement assessment (equivalent to 2,000-words) | Completed by RN placement preceptor using the Bondy Scale within the NCAS tool (formative and summative) in Pebble Pad | 50 | 04 |
Shepparton, 2016, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDiana Guzys
Class requirements
Lecture
Five 2.0 hours lecture per study period on weekdays during the day and delivered via online.
WorkShop
Five 2.0 hours workshop per study period on weekdays during the day and delivered via face-to-face.
"Requires a room with computer and AV equipment."
Problem Based Learning
Four 3.0 hours problem based learning per study period on weekdays during the day and delivered via blended.
Independent Research
One 34.0 hours independent research per study period on any day including weekend during the day and delivered via blended.
Placement - Off Site
One 80.0 hours placement - off site per study period on any day including weekend during the day and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| One 2,000-word individual essay | View the group presentations submitted for Assessment 1. Select one that focuses on a different nursing role and priority area to that which your group presented. Review related literature and resources available relating to the identified need, evaluate how this information could best be presented to address the requirements of the target audience. Develop a proposal outlining the key features of a resourc | 30 | 01, 02, 03, 04 |
| One Group Case Presentation based on workshops (5 minutes per student) | The group assessment requires students to select a specific primary health care nurse role e.g. (district nurse, home based nursing, school nurse, women#s health nurse, men#s health nurse, sexual health nurse, Substance use nurse, Chronic illness nursing, rural health nursing, OH&S nursing). Using an IGNITE an online presentation medium, the group will discuss how the primary health care nurse selected migh | 20 | 01, 02, 03, 04, 05 |
| Clinical placement assessment (equivalent to 2,000-words) | Completed by RN placement preceptor using the Bondy Scale within the NCAS tool (formative and summative) in Pebble Pad | 50 | 04 |