Transition Into Nursing Studies- Annotated Bibliography Assignment Help

Task:

Topic: The importance of correct site selection for subcutaneousorintramuscular medical administration (you only need to pickone(1)type of parenteral injection)

Transition Into Nursing Studies Assignment

Description of the course for handbook entry:
This Course provides students from varied tertiary educational backgrounds entry into second year of Bachelor of Nursing program. It aims to provide nursing foundational knowledge to enable students to engage in nursing studies, achieve academic success and successfully transition into the Bachelor of Nursing program. Students will undertake learning needs or diagnostic assessment to help them focus on areas or topics they need to learn to bridge their knowledge deficits in nursing specific topics and aid in the transition into nursing studies. Utilising learning contracts and technology as tool for active learning, students will undertake a minimum of three modules to demonstrate achievement of course intended learning outcomes.

The Course caters for: • students who hold Australian Enrolled Nurse (previously Division 2 Nurse) qualifications; • graduate entry students with relevant Bachelor degrees (e.g. Bachelor of Midwifery, Bachelor of Allied Health or Bachelor of Health Science qualifications); • students who have successfully completed Level 5 tertiary studies in Allied Health; • International nurses with an approved international nursing qualification seeking registration to practice in Australia; and • Australian Registered Nurses who require preparation for re-entry to practice, the opportunity to for entry into third year of the Bachelor of Nursing and apply for Australian nursing registration for practice.

Structure:
Course Delivery
Student Learning Experience
The Federation University, Bachelor of Nursing program is founded upon an Inquiry Based Learning (IBL) approach to Teaching and Learning. IBL is an umbrella term that describes approaches that are driven by processes of inquiry and discovery and not only allows for flexible learning and encourages curiosity and depth of learning, but through engagement with the inquiry process, students develop key skills that are transferable to professional life. IBL encourages a shift away from the traditional didactic lecture format and encourages active participation by students as they engage in a process of inquiry that involves the identification of needed knowledge and skills, resources, communication through the sharing of information and resources and teamwork. Using an IBL approach this course will involve a minimum of 150 hours of learning. Students can either undertake this course via a standard delivery mode, where they will attend scheduled tutorial classes weekly throughout the semester or via a flexible delivery
mode, where they will undertake compulsory on-line activities. For every one hour of teacher directed learning there will be a minimum of two hours of student/learner directed learning.

Check-In Week – Week 3:
In order to ensure that all students are progressing in a manner that is consistent with successful completion of the course the School of Nursing, Midwifery & Healthcare engages in a process of ‘Checking-In’. At the completion of Week 3 the Course Coordinator will review the progress of all students. Those students who have not completed the compulsory formative quiz or have not accessed Moodle content regularly, will be requested to make contact with the Course Coordinaor or Program Coordinator at your campus to identify and address any impediments that may have otherwise impacted upon a student’s capacity to be successful in this course.

Planned Student Learning Experience
A 15 credit point course will involve a minimum of 150 hours of learning. For every one hour of teacher directed learning there will be a minimum of two hours of student/learner directed learning. The Teacher- directed hours of student learning in this course will be experienced primarily through teaching innovations like interactive technology enhanced learning, class discussions, audio-visual presentations, flexible blended and on-line learning, low and high fidelity simulations, exploration of case studies and inquiry-based learning. Active participation in encouraged during class sessions. Attendance at all clinical placement and laboratory sessions is compulsary.

Learner- directed hours will include focused learning activities, simulated laboratory learning, practice and reflection on practice, and role modelling. Students are expected to access electronic research databases and use computers to facilitate learning.

Aim: To provide sufficient evidence that you are aware of the scope of practice for the Registered Nurse when selecting a site for subcutaneous or intramuscular injection.

In NURBN 2011, you are asked to undertake either an IM injection, a sub-cut injection or an IV injection for your OSCE. This critical reflection in NURBN 2000 is an extension of your OSCE – but in a different context – either delivering the injection or – if you are an EN not undertaking NURBN 2011- do you understand the difference between the EN responsibilities and the RN responsibiities of delivering parenteral medication?

Your critical reflection for NURBN 2000 involves your understanding of your professional responsibilities in relation to your OSCE and injectable medication. Your reflection will be in relation to Standard 1: Thinks critically and analyses nursing practice

Standard 6: Provides safe, appropriate and responsive quality nursing practice and Standard 7: Evaluates outcomes to inform nursing practice.

If you are not undertaking NURBN 2011 – your reflection considers the differences between EN/ RN scope of practice. If this is the case, you are asked to demonstrate your understanding of the responsibilities from EN to Registered Nurse.

See the PDF document from the Nursing and Midwifery Board – Registered Nurse Standards of Practice & EN Standards of Practice (as applicble to your pathway) Topic: Reflection on Scope of Practice (Instructions in Moodle Assessment Task 2 (A) Critical Reflection Guidelines / / Assessment Outline and Question)
Aim: Embedding the transition from EN to RN scope of practice

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

 

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.