Nursing Inquiry (9051.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|0.125||3||Faculty Of Health|
|Discipline||Study level||HECS Bands|
|Discipline Of Nursing||Level 1 - Undergraduate Introductory Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Demonstrate academic literacy skills;
2. Debate the professional identity of nurses in relation to nursing inquiry;
3. Discuss key approaches to research in nursing; and
4. Discuss the major tenets of nursing inquiry to inform nursing caring
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
Professional nurses, as university graduates, are expected to base their practice on current knowledge, theory and research; to evaluate nursing care outcomes; to participate in and use research findings and play a role in shaping health care systems. To do this, nurses need to be skilled in critical inquiry and clinical reasoning.
This unit introduces students to critical inquiry and clinical reasoning:
Critical inquiry is the process of examining existing assumptions, knowledge, and questions; seeking (and creating) new information; gaining new perspectives; critical analysis; sharing what was learned; action and reflection (Papathanasiou, Kleisiaris, Fradelos, Kakou & Kourkouta, 2014). Critical inquiry skills allow a person to identify a problem, propose solutions, find evidence for and against proposed solutions, and evaluate the solutions based on this evidence. Critical inquiry assists students to examine and challenge the status quo and the power relations that produce inequalities, in ways that can lead to advocacy and community action. Critical inquiry is the cornerstone of evidence-based nursing practice.
Clinical reasoning is the professional nurse’s ability to assess patient problems or needs and analyse data to accurately identify and frame problems within the context of the individual patient’s environment (Murphy, 2004). Student clinical reasoning involves elements of focused reflection, written or verbal articulation of thoughts, assignments that connect new experiences to existing knowledge, critical inquiry, creative thinking, and nursing judgment. All activities support therapeutic interventions, preventive care, and health promotion for/with patients in a variety of settings.
Murphy, J. (2004). Using focussed reflection and articulation to promote clinical reasoning. Nursing Education Perspectives, 25(5), 226-231.
Papathanasiou, I. V., Kleisiaris, C. F., Fradelos, E. C., Kakou, K., & Kourkouta, L. (2014). Critical Thinking: The Development of an Essential Skill for Nursing Students. Acta Informatica Medica, 22(4), 283–286. http://doi.org/10.5455/aim.2014.22.283-286
CorequisitesMust be enrolled in the Bachelor of Nursing.
Incompatible units8047 Developing Clinical Judgement.
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Jirojwong, S., Johnson, M., & Welch, A. (Eds.) (2014). Research methods in nursing and midwifery: Pathways to evidence-based practice (2nd ed.). South Melbourne: Oxford University Press.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington DC: Author.
Students are expected to be researching and reading their own journal articles in addition to those provided, in relation to their chosen assignment topics for this unit
Submission of assessment items
Extensions & Late submissions
Marking Criteria in the form of a rubric will be distributed and discussed in Week 1 tutorials, and placed on Canvas.
The journal articles used to support your analyses should be primarily recent (within five years), published, peer-reviewed, nursing and health research journal articles to support your arguments.
Plan your work well, do a draft plan, rewrite it and proof read it (and cycle the reading and rewriting as many times as neccessary) before you submit it.
Please check, consider and use any feedback on your writing you have previously been given. Please collect feedback from all your assignments and use it to improve your learning and demonstrations of your learning
Clarity and Expression: Concepts should be analysed and discussed without unnecessary verbiage. The paper must demonstrate correct grammatical expression and spelling. Poor grammar obscures meaning in your discussion. It is very useful to ask someone else to proof read your paper to eliminate errors.
Support for referencing and study behaviour are also available at the Smart Study Passport site on the online learning site: http://learnonline.canberra.edu.au/enrol/index.php?id=8453; Using evidenced based research for practice: http://canberra.libguides.com/evidence
Late submission penalty: Penalties for late submission of work without an approved extension will be applied. A mark adjustment will be made at the rate of 5% of the value of the assessment item per day it is overdue (including weekends). For example, if an assignment is worth 20 marks, 1 mark will be deducted from the marked assessment item each day past the due date.
Moderation: All units undergo internal moderation procedures to review assessments, content, learning outcomes and structure. Marking standardization techniques are used to ensure that different markers within the unit can achieve maximum agreement across grade bands using samples of randomly selected student work. Student work is moderated using blind double marking for borderline fails (NX) (45-49%) and high distinction (HD) quality work.
Grounds for applying for an extension
The onus rests on students to comply with timelines for completing and submitting assessments, and this is part of the good management and performance skills we are seeking to develop in students through the educational process. Lecturers also have a responsibility to ensure equity and fairness to the majority of students who submit their assessments on time.
For these reasons, you need to establish genuine circumstances for an extension to be granted. You will need to supply documentary evidence to establish the genuine nature of your circumstances. Please note: Extensions of more than 7 days will not generally be granted unless there are extenuating circumstances.
Process for applying for an extension:
Students are advised to liaise directly with their Unit Convenor for requests for extension. Requests for extension should be emailed to the Unit Convenor or approved delegate, although there may be circumstances where Inclusion & Welfare will liaise on behalf of the student.
Requests for extensions should be on the Assignment Extension Application form (available on Canvas) and submitted at least 5 days prior to the submission date.
The Unit Convenor, or approved delegate, will inform the student of the outcome of their request as per Faculty procedures. Where the Unit Convenor, or approved delegate, does not approve the assignment extension request, the student may seek consultation with Inclusion & Welfare. If considered appropriate, Inclusion & Welfare will liaise with the relevant Academic staff member, following consultation with the student.
University of Canberra Assignment Extension Application Policy Form.
Special assessment requirements
A pass grade in the unit requires:
- submission of all assessment items
- an overall aggregate mark of 50%.
Supplementary assessment will not be offered in this unit.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Inclusion and engagement
It is strongly recommended that students who need assistance in undertaking the unit because of disability or an ongoing health condition register with the Inclusion and Welfare Service as soon as possible so that reasonable adjustment arrangements can be made.
All students are expected to participate in the unit. Participation includes: watching lectures online, undertaking required readings and seeking further readings as relevant, engaging and participating in tutorial activities and discussions, and staying up to date with Canvas content.
Required IT skills
There are no additional costs
Work placement, internships or practicums