NRSG258 - Surgical Case Study - Nursing Assignment Help

Assignment Task

LEARNING OUTCOMES
The Bachelor of Nursing, Bachelor of Nursing/Paramedicine and Bachelor of Nursing Business Administration courses are professional programs that require development of particular attributes for accreditation purposes. These are also included in the learning outcomes. On successful completion of this unit, students should be able to:

LO1 demonstrate knowledge of pathophysiology to manage common issues in surgical nursing; (GA4, GA5)
LO2 outline the biopsychosocial, spiritual and cultural factors that impact on the person’s surgical experience; (GA1, GA 4, GA 5)
LO3 apply the Roper-Logan-Tierney Model of Nursing across the lifespan, to the principles of surgical nursing across the care continuum; (GA1, GA 4, 5, 9)
LO4 implement the Levett-Jones’ Clinical Reasoning Cycle across a range of settings, to plan safe, evidence-based, culturally sensitive, person-centred nursing care for common health alterations in surgical nursing; (GA3, 4, 5, 8, 9)
LO5 apply quality use of medicines, non-pharmacological therapeutic interventions and complementary therapies in the surgical context; (GA1, 3, 4, 5, 7, 8)
LO6 apply legal and ethical principles related to the surgical experience.

LEARNING AND TEACHING STRATEGY AND RATIONALE
Modes of delivery in this unit include lectures, tutorials, online activities, and self-directed study. Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers. Students at university need to operate effectively as self-sufficient learners who drive their own learning and access the learning supports, they require. To guide students in their learning, feedback is required to identify what is being done well, what requires additional work and to identify progress toward required learning outcomes. Located in the second year of the programme, this theory unit includes moderate face-to-face teaching hours and an increasing online component of learning to
build life-long learning skills. Lectures are utilised to convey content and its central principles while tutorials deliver interactive and student-driven learning sessions which require an increasing reliance on students to extend their community of learners and increase self-reliance. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to independent study and life-long learning.

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