Clinical Project PG (9295.3)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| Online
|| UC - Canberra, Bruce
|0.25||6||Faculty Of Health|
|Discipline||Study level||HECS Bands|
|Discipline Of Nursing||Post Graduate Level|| Band 2 2021 (Commenced After 1 Jan 2021)
Band 3 2013-2020 (Expires 31 Dec 2020)
Band 3 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of the unit, students will be able to:
1. Design a scholarly professional project;
2. Execute the project to a standard acceptable to the examiners and the profession.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
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 - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
The following UC generic skills and attributes are described in more detail at: https://guard.canberra.edu.au/policy/policy.php?pol_id=3030.
As a capstone unit for the Master degree program, students will develop each of the five generic skills for coursework graduates.
1. Communication: The ability to present knowledge, ideas and opinions effectively and communicate within and across professional and cultural boundaries.
2. Analysis and Inquiry: The ability to gather information, and to analyse and evaluate information and situations in a systematic, creative and insightful way.
3. Problem Solving: The ability to apply problem-solving process in novel situations; to identify and analyse problems then formulate and implement solutions.
4. Working Independently and with others: The ability to plan their own work, be self-directed and use interpersonal skills and attitudes to work collaboratively.
5. Professionalism & Social Responsibility: The capacity and intention to use professional knowledge and skills ethically and responsibly, for the benefit of others and the environment.
An indication of how these generic skills are incorporated into the assessment tasks for this Unit is provided in Assessment Item Details.
PrerequisitesCompletion of 24 credit points of a Masters degree in Nursing course (any of the three awards).
Assumed knowledgeStudents will have completed 24 credit points equivalent of post-graduate nursing or other health related studies to prepare for the critical thought required in this unit of study.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 1||08 February 2021||Online||Prof Patrick Crookes|
|2021||UC - Canberra, Bruce||Semester 2||02 August 2021||Online||Prof Patrick Crookes|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||Online||Prof Patrick Crookes|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||Online||Prof Patrick Crookes|
There is no required text for the unit. Any recent health or nursing research texts will be sufficient to assist you through the process. In addtion, there are numerous articles and other publications to inform you of the research process. There are several available online through the UC Library as e-texts. All UC nursing courses use APA 6th Edition. Please use this in your assignments.
Greenhalgh, T. (2014). How to read a paper: the basics of evidence-based medicine. (5th ed.).
Perrin, R. (2020). Pocket guide to APA Style with APA 7th Edition Updates 7th. Boston, MA: Wadsworth Cengage Learning.
Other suggested readings (E-reserve)
Brunero, S., Jeon, Y-H. & Foster, K. (2012). Mental health education programs for generalist health professionals: an integrative review. International Journal of Mental Health Nursing, 21(5), 428-444.
Callahan, J. (2010)."Constructing a Manuscript" Distinguishing Integrative Literature Reviews and Conceptual and Theory Articles." Human Resource Development Review, 9(3), 300 – 304.
Gasparayan, A.Y., Ayvazyan, L., Blackmore, H. & Kitas, G.D. (2011). Writing a narrative biomedical review: considerations for authors, peer reviewers, and editors. Rheumatology International, 31, 1409-1417.
Green, B.N., Johnson, C.D. & Adams, A. (2006). Writing narrative literature reviews for peer-reviewed journals: secrets of the trade. Journal of Chiropractic Medicine, 5(3), 101-117.
Hamilton, H., & Clare, J. (2004). "Reviewing the Literature: Making 'the Literature' Work for You." Collegian 11(1), 8-11.
McCloughen, A. & Foster, K. (2011). Weight gain associated with psychotropic medications: an integrative review. International Journal of Mental Health Nursing, 20(3), 202-222.
Warsini S, West CP, Mills JE & Usher, K (2014). The psychosocial impact of natural disasters among adult survivors: an integrative review. Issues in Mental Health Nursing, 35(6), 420-436.
Whittemore, R., and Knafl, K. (2005). "The Integrative Review: Updated Methodology." Journal of Advanced Nursing, 52(5), 546-53.
York, L. (2008). "What We Know, What We Don't Know, What We Need to Know – Integrative Literature Reviews Are Research." Human Resource Development Review 7(2), 139-141.
Submission of assessment items
Extensions & Late submissions
Assessment items must be submitted to the assignment area in the unit's UCLearn site, relating to that piece of assessment. It is the student's responsibility to upload the correct and corresponding draft or assessment item, to the right submission section.
Late submissions will only be accepted for a limited period. If more than one late submission is made within that period, only the first late submission will be accepted for marking and may be subject to penalties as detailed in the Assessment Procedures.
Students must also insert their student number onto each page of their MS WORD document.
Special assessment requirements
Moderation will be undertaken for all assessment items to ensure that marking is fair and consistent. Moderation will take place in line with the faculty of health guidelines and the University assessment procedures document https://www.canberra.edu.au/Policies/PolicyProcedure/Index/369
Students can apply for an extension to the submission due date for an assessment item through extenuating, evidenced circumstances (specific details are found in the Assessment Procedures).
Extensions must be applied for before the due date. Documentary evidence (e.g. medical certificate) will be expected for an extension to be granted, however this will not guarantee that the application will be successful. The Unit Convener or relevant Program Director will decide whether to grant an extension and the length of the extension.
An Assignment Extension form is available from the Student Forms page.
Please do NOT insert the now defunct "Declaration Sheet' on the front of your work. Prior to submission, it is important that students check that their work conforms with the conventions of scholarly papers. There is an expectation that postgraduate students will have a highly developed understanding of the requirements of such papers. Please refer to the recommended text for information on how to structure your paper:
Perrin, R. (2018). Pocket guide to APA Style (6th Edition). Boston, MA: Wadsworth Cengage Learning.
Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment submitted over 7 days late will not be accepted.
Please note, this Unit involves a variety of learning activities posted on Canvas. It is not the responsibility of the Unit Convenor to ensure each student has completed these activities. Rather, students must take responsibility for their own learning and participate in activities that have been designed to optimise learning and facilitate successful completion of the assignments.
All students should ensure that they regularly access the Clinical Project - PG (9295) Canvas site. Students who experience problems with access should contact 1300 622 767 and ask for LearnOnline Support.
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 Engagement Office as soon as possible so that reasonable adjustment arrangements can be made.
Any student with a reasonable adjustment plan (RAP) is asked to contact the Unit convenor if they wish to enact this plan for support with assessments or Online engagement
Students are expected to:
- Actively participate in all of the learning opportunities provided on the Clinical Project - PG (9295) Canvas site
- Complete and submit all assessment items
The amount of time you will need to spend on study in this unit will depend on a number of factors including your prior knowledge, learning skill level and learning style. Nevertheless, in planning your time commitments you should note that for a 6 credit point unit the total notional workload over the semester or term is assumed to be 300 hours.
Required IT skills
The IT resources required for this subject are outlined in Section 4.B. You need to be able to access and navigate through the Canvas site, have the skills to access resources via library databases, as well as have word processing skills to format your assignments correctly.
Work placement, internships or practicums
There is no work placement nor practicum requirement for this Unit.
Returning Graded Assignments: Every effort will be made by the Unit Convenor to return graded Assessment Activities within 3 weeks of the due date. Submissions received after the due date will ordinarily take longer to grade, dependent upon the workload of the Unit Convenor.
Giving feedback is also an important aspect of this Unit. The Unit Convenor welcomes constructive feedback as a means of improving the way in which the Unit is taught.
- Semester 1, 2021, Online, UC - Canberra, Bruce (200728)
- Semester 2, 2020, Online, UC - Canberra, Bruce (203322)
- Semester 1, 2020, Online, UC - Canberra, Bruce (193591)
- Semester 1, 2019, Online, UC - Canberra, Bruce (189246)
- Semester 2, 2018, Research, UC - Canberra, Bruce (180327)
- Semester 1, 2018, Online, UC - Canberra, Bruce (180010)