NURS4009 Clinical Education for Practi ce Trimester 2A,...

Unit study package code: NURS4009

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 6 x 2 Hours Semester Tutorial: 6 x 2 Hours Semester

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units:NURS3002 (v.0) Inquiry for Complex Care or any previous version OR 313044 (v.0) Inquiry for Nursing Practice 366 or any previous version

AND

MENT3000 (v.0) Behavioural Perspectives of Mental Wellbeing or any previous version OR 313043 (v.0) Behavioural Health Science for Nursing, Midwifery and Paramedicine 366 or any previous version

AND

GMED3009 (v.0) Applied Bioscience for Critical Conditions or any previous version OR GMED3001 (v.0) Applied Bioscience for Critical Care or any previous version OR 313042 (v.0) Applied Bioscience 366 or any previous version

AND

CRIT3001 (v.0) Complex Nursing Practice 2 or any previous version OR 313045 (v.0) Nursing Practice 366 or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MsName: Sandy BaxterPhone: N/A

Unit Outline

NURS4009 Clinical Education for Practice Trimester 2A, 2016

Faculty of Health Sciences School of Nursing, Midwifery and Paramedicine

NURS4009 Clinical Education for Practice Singapore Campus 04 Jul 2016 School of Nursing, Midwifery and Paramedicine, Faculty of Health Sciences

Page: 1 of 15CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus The Clinical Education unit explores models of teaching and learning in relation to clinical supervision, peer teaching, patient education and interprofessional learning in a variety of health settings.

Introduction Welcome to Clinical Education for Practice. This unit is designed to enhance your understanding of clinical education and highlight the vital role that clinical education holds within professional nursing practice. Fundamental teaching and learning theories/models are introduced that link to the common teaching areas that encompass nursing education. These teaching areas include student supervision, peer teaching, interprofessional education and patient education. These concepts are explored generally, and also examined from a local Singapore perspective. The unit is structured to provide beginning levels of knowledge in teaching and learning that allows students’ to assess, plan, implement, evaluate and reflect on the learning of others; within a range of professional and health related organisational settings. Students’ will be able to apply this new knowledge to their own clinical/professional settings and specific learning situation/s. The unit ultimately supports improved health outcomes through the application of effective education for nursing students, practicing nurses, other health professionals; plus patients and their families.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Email: [email protected]: Building: 405 [Off campus] - Room: 409 [Off campus]Consultation times: Email Consultation is always welcome. A face to face

meeting may be possible when I am teaching in Singapore if requested

Teaching Staff:

Administrative contact: Name: Curtin Singapore Academic ServicesPhone: (+65) 6593 8000Email: [email protected]

Learning Management System: Blackboard (lms.curtin.edu.au)





http://lms.curtin.edu.au/

Curtin's Graduate Attributes

Learning Activities Lectures: 12 Hours (Block lecture sessions by visiting lecturer) Tutorials: 12 Hours – (6 x 2hr sessions over the semester with local tutor)

The Unit Outline The Unit Outline is the document you are now reading. It lets you know what the unit is all about, what to learn and how to learn; as well as what you have to do to successfully complete the unit. It also details information on assessment, dates and other important student information. Please keep/save a copy of the unit outline; you will need to refer back to it. The unit outline is also available on blackboard.

The Learning Hub The Learning Hub is available and can be accessed via Blackboard. The learning hub provides base unit content and other unit information. The unit is divided into several modules, each with its own set of learning activities and recommended readings that will guide your study and help you to achieve the learning outcomes. The suggested length of study time for each module is detailed in the study timetable, provided later in this document. It is important to attempt the modules in the sequence outlined on the study timetable as they link to earlier content and are designed to gradually build your knowledge on the subject. Other areas in the Learning hub include Academic writing resources that are useful when developing your written assessments.

Assessments Assessment information can be found in this Unit Outline and also in Blackboard. Details of each assessment is given and the Marking guides are also available. The Assessment area in Blackboard is also where you electronically submit all of your Unit Assessments.

Tutorial Class and Singapore Tutor information The tutorial sessions focus on applying the content of the lectures and module topics. The aim is to develop your ability to understand the unit content alongside teaching and learning theories and skills. It is expected that students’ will engage, share and be active within tutorials to gain the most from these sessions.

On successful completion of this unit students can: Graduate Attributes addressed

1 Identify health education deficit to address the needs of specific audiences / individuals

2 Apply the principles of adult learning for a variety of audiences

3 Critically examine clinical teaching and learning to various clinical practice environments

4 Apply evaluation principles and methods of education in promoting improved health outcomes

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

* Note: All Unit Coordinator and Singapore Tutor contact information can also be found in Blackboard within the Contacts area.

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?NURS4009

Essential texts

The required textbook(s) for this unit are:

l Bastable, S. B. (2014). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (4th ed.). Sunbury, MA: Jones and Bartlett Publishers

(ISBN/ISSN: 978-1449697501)

Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Delaney, C., & Molloy, E. (Eds.). (2009). Clinical Education in the Health Professions. Chatswood, NSW: Elsevier Australia.

(ISBN/ISSN: 978-0729539005)

Other resources

You do not have to purchase the following textbooks but you may like to purchase them &/or refer to them.

Beetham, H., & Sharpe, R (Eds.) (2013). Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning (2nd ed.). New York, USA: Routledge

DeYoung, S. (2009). Teaching Strategies for Nurse Educators (2nd ed.). Upper Saddle River: Pearson Education

Falvo, D. F. (2011). Effective Patient Education: A Guide to Increased Adherence (4th ed.). Sudbury, MA: Jones and Bartlett Publishers.

Mulholland, J., & Turnock, C. (2013). Learning in the Workplace: A Toolkit for Facilitating Learning and Assessment in Health and Social Care Settings (2nd ed.). Abingdon, Oxon: Routledge.

Owen, J. M. (2006). Program Evaluation: Forms and Approaches (3rd ed.). Crows Nest, NSW: Allen & Unwin.

Smith, P. J., & Sadler-Smith, E. (2006). Learning in Organizations: Complexities and diversities. Abingdon, Oxon: Routledge.

Singapore Tutors for Trimester 2A 2016 Contact

Ms Geraldine Raj [email protected] Ms Chitra Saranggabani [email protected]





http://link.library.curtin.edu.au/primo/course?NURS4009

Assessment Assessment schedule

Detailed information on assessment tasks

1. Written Report – Prepare teaching plan (30%)

A teaching plan of 1500 words – Due week 7 Thursday 25th August by 12:00 hours [12 Noon] (This is to be submitted as a ‘Word document’ file via Turnitin within blackboard under ‘Assessment 1’).

A teaching plan is a holistic analysis and plan of the learning situation prior to a program being implemented.

Students must provide a teaching plan (written report) for their own selected context, specific learner/audience and particular learning need. The teaching plan must analyse the context, learner, learning need, and provide the intended learning outcomes, before the teaching strategy/s and methods are presented. Any anticipated strengths and limitations to the teaching plan must also be considered; along with the planned evaluation strategy.

This plan must include the following components (Please use the following underlined sub-headings in your paper):

l Introduction (Introduce the paper; the teaching plan focus; and the scope of paper) l Learning Context (discuss the background of the general setting/organisation; & where the learning will

actually take place) l Learning Need (discuss the EBP of the learning need area focus &/or health education deficit focus) l Learner Type (discuss the dynamics of the intended learner/audience – e.g. learning needs, readiness

to learn, learning style/s, sociocultural background/s and current situation) l Learning Aims and Outcomes (discuss the overall learning aims/outcomes and specific learning

objectives expected from the teaching strategy/session being provided.) l Teaching Strategy and Methods (discuss the various learning theory/s; plus the teaching strategies and

methods/tools intended to be used) l Anticipated Strengths and Limitations (discuss and validate any anticipated strengths and/or limitations

of your teaching plan. How are these impacts planned to be dealt with?) l Evaluation plan (briefly discuss how you intend to evaluate both teaching and learning after it has been

implemented from all perspectives – e.g. learner, educator, etc.). l Conclusion (Overview the main sections of your paper and wrap the paper up)

* IMPORTANT - Please remember to incorporate teaching and learning theories, models, and other supporting ideas from related academic literature including educational research throughout your report. All statements/ideas need to be fully supported with in-text referencing. All ideas and plans need to show that they are ‘evidenced based’ from quality sources.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Report - Prepare Teaching Plan 30 percent Week: 7 Day: Thursday 25th August 2016 Time: by 12:00 hours [12 Noon]

1,2

2

Exercise - Presentation of Teaching Plan 40 percent Week: 9 Day: Wednesday 7th September 2016 Time: by 12:00 hours [12 Noon]

2,3

3

Reflection - Reflection of Experience 30 percent Week: 12 Day: Thursday 29th September 2016 Time: by 12:00 hours [12 Noon]

3,4





All these items must be correctly referenced using the Curtin APA 6th edition format (Please see the Curtin University Library Referencing Guide link for the latest APA guidelines http://libguides.library.curtin.edu.au/referencing).

* Papers that are more than 1750 words will not be marked. * Papers that are incorrectly submitted into Turnitin will attract a 5% grade penalty (Please closely check the file you have uploaded in the Turnitin viewing window before clicking ‘confirm’). Ensure the file is also named correctly as per the guidelines and includes your student ID). * The submission will only be accepted in a Word document format – (i.e. NOT in a pdf file). * Late penalties will apply (please see the ‘Late Penalty’ policies in this Unit Outline) [Further Assessment 1 information can be found in Blackboard]

2. Exercise - Presentation of Teaching Plan (40%)

Presentation of Teaching plan (Exercise) in the 5th or 6th tutorials – (Note: The actual PowerPoint slides need to be presubmitted during Week 9 on Wednesday 7th September 2016 by 12:00 hours (12 Noon) via Blackboard under ‘Assessment 2’ assignment link. [Note: The actual presentations will be scheduled during Tutorial 5 & 6 - Local Tutor will advise].

The presentation encompasses a 4-5 minute* overview presentation of the teaching plan delivered by each student during the 5th or 6th tutorials. (An overview refers to a discussion about the teaching plan).

The presentation is done while using PowerPoint slides (A Maximum of 10 slides are allowed only. Note: The 1st slide must be a title cover slide - this slide must also contain your full name and student ID. The final slide must display all your used in-text slide references in full APA format).

All PowerPoint presentations must be pre-submitted on the due date (as noted above); before the actual presentation is delivered within your own particular tutorial class. Each tutor will allocate the exact scheduling/timing for each student presentation.

The aim of this presentation exercise is to share an overview of your teaching plan assessment paper content with your peers (NOTE: You are not delivering the actual teaching plan). The information should be delivered concisely, as well as performed in a way to actively engage and interest the tutorial audience.

Marks will be awarded for presentation; content and delivery (as per the marking guide).

*Note: The timing of each presentation will not be allowed to go over 5 minutes. In the event of going overtime, the tutor will ask students to stop their presentation (Staying within this timing is a skill that should be practiced beforehand).

As for other assessments, marks will only be allocated to students after all the student presentations have been delivered and grades have been reviewed/moderated by the Unit Coordinator.

* Submission slide files that are incorrectly submitted into Blackboard will attract a 5% grade penalty (Please closely check the file before you submit). * Late penalties will apply (please see the ‘Late Penalties’ policies on page 12). [Further Assessment 2 information can be found in Blackboard]

3. Reflection - Reflection of Experience (30%)

A Written Reflection of 1500 words - Due Week 12 – Thursday 29th September by 12:00 hours [12 Noon] (This is to be submitted as a ‘Word document’ via Turnitin on Blackboard under ‘Assessment 3’).

The written reflection encompasses aspects of evaluation, analysis and other personal experiences of the teaching and learning plan after it has been developed and presented. Both of Schön’s (1987) reflection perspectives need to be incorporated into the discussions – i.e. Reflection–in-action (thinking that occurred during the event); and Reflection–on-action (thinking that occurred after the event).

Evidence of your reflections should be given to substantiate your ideas (e.g. references and linked ideas).

This reflection should include the following areas (Please use the same underlined sub-headings in your paper):

l Introduction (purpose and scope of paper, plus Schon’s reflection is introduced) l Re-introduction of the original teaching plan (concise overview of the original teaching plan to give

background insight) l Reflection of the experience in developing the teaching plan - (For example only…





l What did you learn/find out about the process in developing teaching plans? l What was difficult? What was easier than expected? l Was it difficult to decide on particular learning theories and teaching methods? l Were there any limitations that impacted you when preparing your plan (i.e. resources, time available,

etc.) Did the experience make you think more about your own learning experiences? l Were you motivated by past experiences and/or role models (past or current)? l Do you think you will apply this teaching plan in your workplace? l If so, why or why not?), etc. l Reflection of the experience on presenting the teaching plan – (For example only… l Was this process easy or difficult? l Were the original aims achieved? l How did you find the strict time delivery an advantage or constraint in impacting on your delivery

and/or the content you provided? l Was using PowerPoint as a teaching tool easy or difficult? Were there any limitations/advantages?

Would other delivery tools be more appropriate? l How did you attempt to make the slides and delivery of the presentation engage the audience? How

did this work out? l What was the reaction of the audience? l How did you find the actual presentation experience? l Did anything go really well? Did anything go wrong? (i.e. This could be related to internal factors

related to yourself; and/or to the impact of others/external factors), etc. l Reflection of viewing other teaching plan presentations – (For example only… l Did you learn anything from how other students’ presented their teaching plan content and/or how

these presentations were delivered? l Were other students’ presentations different or similar to your teaching plan and how it was

delivered/presented?) etc. l Overall Reflections – (For example only… l What was the most important thing that you learned through this whole experience? l With the benefit of hindsight, would you prepare the teaching plan and/or deliver the presentation

differently if you had to do this process again? Why or why not? l Were there any situations/experiences that have made you re-think your original perceptions about

teaching and learning generally? l Any other final reflections?) etc. l Conclusion (General conclusion/overview of main points; including your own perspectives on the

Schon’s reflection process).

* IMPORTANT - Please remember to incorporate the specified reflection model, teaching and learning theories plus other supporting ideas from related academic literature (including educational research) throughout your reflection. All statements, ideas and areas of analysis need to be fully supported with in-text referencing (i.e. ideas, evaluations and plans all need to show that they are ‘evidenced based’). Your reflection should be more from an educator perspective. Please refer to the marking score allocation when considering each content section length.

All these items must be correctly referenced using the Curtin APA 6th-ed format (Please see the Curtin University Library Referencing Guide link for the latest APA guidelines http://libguides.library.curtin.edu.au/referencing).

* Papers that are more than 1750 words will not be marked. * Papers that are incorrectly submitted into Turnitin will attract a 5% grade penalty (Please closely check the file you have uploaded in the Turnitin viewing window before clicking ‘confirm’ to do the final submit). * The submission will only be accepted in a Word document format – (i.e. NOT in a pdf file). * Late Penalties will apply (please see ‘Late Penalty’ policies on page 12). [Further Assessment 3 information can be found in Blackboard]





Pass requirements

Result Type (Grading System): Numeric score

Your final grade for this unit will be a score out of 100.

To pass this unit, students must fulfill both of the following criteria:

1. Complete and submit ALL three pieces of assessment; & 2. Achieve a combined final total unit mark of at least 50 overall.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

SINGAPORE STUDENTS - If you need to request an extension to the assignment submission date you must contact (email) the Unit Coordinator at least 48 hours prior to the submission date if possible. The official deferred assessment request form must also be provided with a sound reason and/or evidence as to why this extension is required.

The Curtin Singapore Deferred assessment application is found at - http://www.curtin.edu.sg/files/2011/12/Application-for-Assessment-Extension.pdf

Note: An exception to this early notification requirement is for students who are acutely ill and/or who have suffered a close bereavement. Please contact the Unit Coordinator when possible to advise of the situation (A medical cerrificate or similar may be required to be provided when it becomes available).

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 04/11/2016 and 18/11/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check OASIS for details.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.





http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information Plagiarism and Academic integrity

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Plagiarism is a serious offence.

Academic integrity may also be breached when a student re-submits their own previously submitted assessment (either in whole and/or in part). Areas of poor paraphrasing (referenced) may also be considered as plagiarism. Writing must present as significantly different to the original author you are citing/referencing (Note: an exception to this is the use of direct quotes, assuming they are properly referenced in the correct APA format - IMPORTANT: Direct quotes should always be used 'sparingly' in any academic paper).

For more information refer to academicintegrity.curtin.edu.au

All Curtin University students need to undertake the Curtin University on-line Academic Integrity Program (AIP) - https://academicintegrity.curtin.edu.au/students/AIP.cfm

Plagiarism Monitoring

Work submitted may be subjected to a plagiarism detection process. This may include the use of systems such as ‘Turnitin’. For further information see http://academicintegrity.curtin.edu.au/students/turnitin.cfm.

* Note: Academic Misconduct and/or grade penalties may be applied if plagiairism is detected. It is very important that you submit work that has been carefully checked for any similarity issues, is fully referenced, and is your own original non-previously submitted work.

--- IMPORTANT NOTICE ON THE ENTERING OF SUBMISSIONS & SAVING OF VERSIONS --- It is the student’s responsibility to keep a copy of every assignment submitted (and also to save all the file versions of the paper that were saved each time the paper was developed along the way). It is important to adhere to this process as it will protect you if there is any question in relation to the authorship of your assignments.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is consistently evaluated by assessors. Minimum standards for the moderation of assessment are described in the Assessment Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Students need to be aware that due to moderation processes all assignments will be marked and returned at the same time. All results and marked papers will be available online within blackboard after the marks have been released by the unit coordinator. The Unit Coordinator will email/advise all students when each grade release occurs. All students should access and save these marked files for their own records.

NOTE ** All marked files need to be retrieved and saved by students BEFORE blackboard access is lost at the end of the semester.

Enrolment:

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice. Be aware of the deadlines for withdrawal from units if required.

Please check Curtin Singapore's Academic Calendar - http://curtin.edu.sg/current-students/academic-calendar/

Submission confimation:

It is a student responsibility to ensure that they have properly submitted all of their electronic based assessments into Blackboard. If you are submitting a Turnitin based submission you will receive a submission confirmation email from Turnitin each time you submit a file (if you have not received a Turnitin confirmation email within a reasonable time period, it is likely there was some submission issue. Please attempt to submit the file again).

In addition, both Turnitin file submissions and other types of electronic file submissions can also be checked by students within Blackboard after these have been submitted.

Please be advised that the Unit Coordinator does not contact students if assessment files do not appear to have been submitted. The onus is on students to check that their files have been successfully submitted and available for





marking.

NOTE: If you have attempted an electronic submission without success and/or you have any difficulty with Blackboard access and uploading your assignment by the due date; then please send an email with the file attached to the Unit Coordinator explaining the situation [This is a last resort action only. You must try all avenues before doing this].

Supplementary & Deferred Assessment:

The official Supplementary date for any tests and examinations Trimester 2A, 2016 is: Friday 4th November 2016.

Supplementary written assessments, if granted by the Board of Examiners, will be due 2 weeks after the official deferred assessment date and be due on Friday 18th November 2016 by 12 Noon.

Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS (i.e. not via your Curtin email).

Supplementary notification is also advised when official unit grades are released - please check the official Trimester 2A 2016 grade release date with Curtin Singapore.

It is the responsibility of all students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details.

Official confirmation regarding an offer of a deferred/supplementary assessment to students will be made after the Board of Examiners (BOE) meeting via the Official Communications Channel (OCC) in OASIS - i.e. NOT via student email.

The BOE meeting for Trimester 2A 2016 will be held sometime in the week of 24-28th October 2016. It is the student’s responsibility to check their OASIS account for official Curtin correspondence around and after this period for any potential official notification. We recommend you check your OASIS account daily during this period to avoid missing details of any deferred assessments, as failure to attend on the designated date or meet the requirements will result in a fail grade being awarded for the unit. It is therefore your responsibility to ensure you are available to undertake any supplementary or deferred assessments at the designated time and/or due dates. ** The Trimester 2A 2016 deferred assessment date is: Friday 4th Novmember 2016 ** Any written Supplementary assessments will be due by: Friday 18th November 2016

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.





http://students.curtin.edu.au/rights/

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

* Assessment date timings have been adjusted to space out student assessment workload as much as possible. This includes taking consideration of any co-taken unit assessment dates. * Additional clarification has been provided for all unit assessments. * Additonal resources on Academic writing, prevention of plagiarism and the use of Turnitin for checking similarity has been provided. Extra resources on the use of 'Turnitin Direct' has also been provided to students

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date

Tri 2A 2016

Lectures & Tutorials See Blackboard for content details

Assessment Due

1. TUTORIAL 1

11 July Introduction to your Tutor & tutorial class expectations Introduction to Clinical Education History of Nursing Education Discussion: Nurse Education in the Singapore context – past & present

2. 18 July UNIT COORDINATOR/LECTURER VISIT (Week 2) Lecture Dates & Times: > Mon 18th July (6pm-9pm) > Tues 19th July (6pm-9pm) > Thurs 21st July (9am-4pm)

3. TUTORIAL 2

25 July Learning & Pedagogy Learning Classifications/Theories Learner Characteristics & Effective Teaching Discussion: Singapore Learners & common Learning Styles – past & present * Review Assessment 1 components

4. 1 Aug

5. TUTORIAL 3

8 Aug Nursing Supervision; Peer teaching; Interprofessional education; & Patient education Discussion: Singapore Clinical Education – where is it at now? *Review Assessment 1 & Clarify Assessment 2 components

6. 15 Aug

7. TUTORIAL 4

22 Aug Teaching Tools & Methods Situated Learning/ Impacts of various healthcare organisations & settings on teaching and learning Discussion: Teaching Tools & methods used in Singapore/ Impact of organizations/policy in impacting learning in Singapore health settings * Review Assessment 2 & Clarify Assessment 3 components

1. Report –

Prepare Teaching Plan: Due Thursday 25th August by 12:00 Hrs [12 Noon]

8. 29 Aug

9. TUTORIAL 5

5 Sept ** STUDENT PRESENTATIONS - Overview of Teaching Plans (A3) Reflection and Evaluation Discussion: Reflection and Evaluation * Review Assessment 3 components

2. Exercise –

Presentation of Teaching Plan: ** Pre-submit slides **

Due Wednesday 7th Sept'

by 12:00 Hrs [12 Noon] * NOTE: Actual Presentation date is Tutor allocated in Class 5 OR 6





IMPORTANT REMINDERS: ** The Board of Examiners (BOE) date for Trimester 2A 2016 is scheduled to be held sometime in the week of 24-28th October 2016 **

All students should check for potential messages in their ‘Official Communication Channel’ (OCC) in Oasis just after this date and in the week following [Note: This is NOT your student email].

The granting of Deferred assessments and Supplementary assessments are both notified to students via the OCC area.

Please also check your own unit results when these are officially released. If you receive a supplementary on your results (this is indicated by an ‘X’) you should check your OCC message area in OASIS immediately.

OCC messages from the BOE panel usually present with a subject title that mentions 'Academic Progress'. All messages in the OCC should be checked to be certain you have not missed any important messages.

It is a student responsibility to check all of these details and be ready to sit an examination and/or submit a supplementary written assessment when these are due/scheduled [Please review inside this Unit Outline for the official Trimester 2A 2016 Supplementary due dates and other important assessment information].

> Note: Only students who have been officially granted a supplementary assessment by the BOE can sit and/or submit a supplementary assessment.

*****

10. 12 Sept

11. TUTORIAL 6

19 Sept ** STUDENT PRESENTATIONS - Overview of Teaching Plans (A3) Discussion: Unit overview and future Singapore Clinical Education trends * Review and clarify Assessment 3 components * Unit reflection/ feedback

12. 26 Sept 3. Reflection –

Reflection of Experience: Due Thursday 29th Sept' by 12:00 Hrs [12 Noon]

Study Review Week 3 Oct

13. 13 Jun Exam Week 1.

14. 29 Jun Exam Week 2.





NURS4009 Clinical Education for Practi ce Trimester 2A,...

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