Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 16/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Nursing, Midwifery & Social Wk
This course introduces students to principles of effective leaders and develops understanding of clinical teaching. The student will examine team dynamics, characteristics of effective healthcare teams and personal leadership styles. The influence of hierarchy and the application of assertive communication and conflict resolution will be considered. Students will identify adult teaching and learning approaches and reflect on contemporary clinical workforce needs and future directions. The development of critical and reflective practice skills and capability to lead change, will equip emerging nurses to engage with workplace learning communities and promote quality healthcare.
This course introduces students to principles of effective leaders and develops an understanding of clinical teaching.ﾠIt will examine adult learning styles and consider their application to the clinical setting. The role of mentoring to support others to self-manage and maximise their performance and personal development will be explored.
Course requirements
Restrictions
BN and BN/BMid
Course contact
Course staff
Lecturer
Mrs Kelly Hooper
Mrs Rachel Rason
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
There is one face to face lecture for this course in Week 5. The stable content for this course is embedded in the online platform. The course provides face to face IBL's. In semester 2 IBL sessions are conducted on: Monday, Wednesday and Friday (please view UQ public timetable for class times).
Aims and outcomes
This course aims to introduce students to theories of leadership and characteristics of effective teams. It will examine adult learning theories and consider application of these to the clinical setting. The role of mentoring in supporting others to self-manage and maximise their performance and personal development will be investigated.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Explain contemporary leadership theories and the influence of nurse leadership on the delivery of safe, quality care in Australia and globally.
LO2.
Critically examine how organisational cultures and leadership styles impact communication and workforce retention and performance.
LO3.
Analyse and apply adult learning theories and approaches relevant to clinical teaching and learning.
LO4.
Demonstrate understanding of the characteristics of effective mentors and the peer review process.
LO5.
Apply principles of change management and conflict resolution to the role of the nurse in the interprofessional team.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection | Peer/mentor review reflection | 20% |
23/08/2024 5:00 pm |
| Examination | Online invigilated mid-semester on campus exam | 40% |
In-semester Saturday 31/08/2024 - 14/09/2024 |
| Presentation | Clinical teaching session | 40% |
2/09/2024 - 18/10/2024 |
Assessment details
Peer/mentor review reflection
- Mode
- Written
- Category
- Reflection
- Weight
- 20%
- Due date
23/08/2024 5:00 pm
- Learning outcomes
- L02, L04
Task description
For more details, please see the Blackboard.
This assessment aims to encourage critical reflection on feedback received during Semester 1, 2024. You will analyse the effectiveness of this feedback, explore a feedback model, and propose improvements in using this model. Additionally, you will identify resources to enhance your nursing practice based on the feedback.
Submission guidelines
Use Inspera Assessment platform to submit this assessment.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved.
Information about applying for an extension can be found on my.UQ.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Online invigilated mid-semester on campus exam
- Mode
- Activity/ Performance
- Category
- Examination
- Weight
- 40%
- Due date
In-semester Saturday
31/08/2024 - 14/09/2024
- Learning outcomes
- L01, L02, L04, L05
Task description
- The examination will be through the INSPERA platform and will be held online, on campus and will be invigilated.
- Mid-semester examinations will be on one of the following dates (Saturday) 31st August, 7th September or 14th September. Student's will be advised of the date once this is released from Central exams.
- Examination content will be taken from online learning modules 1 and 2, readings, week 5 lecture and IBL sessions weeks 1-6.
- Please see the Blackboard for further information about this assessment item.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 90 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - no written materials permitted |
| Materials | Laptop
|
| Exam platform | Inspera |
| Invigilation | Invigilated by Inspera |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Clinical teaching session
- Mode
- Product/ Artefact/ Multimedia
- Category
- Presentation
- Weight
- 40%
- Due date
2/09/2024 - 18/10/2024
- Learning outcomes
- L02, L03
Task description
For more details, please see the Blackboard.
Deliver an engaging clinical teaching session that demonstrates effective teaching skills.
To do this you need to:
Develop and present a clinical teaching session:
- Identifying ONE (1) learning need relevant to your clinical placement area.
- Applying adult learning theories relevant for nurses or midwives related to the identified clinical placement area.
Submission guidelines
Use Inspera Assessment platform to submit this assessment.
- Submit video (MP4) using the file upload question, file size limit 50 -100MB.
- Submit reference list file (PDF) using the file upload question.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved.
Information about applying for an extension can be found on my.UQ.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29.9 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to demonstrate most or all of the basic requirements of the course. |
| 2 (Fail) | 30 - 46.9 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline. |
| 3 (Marginal Fail) | 47 - 49.9 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline. |
| 4 (Pass) | 50 - 64.49 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline. |
| 5 (Credit) | 64.5 - 74.49 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline. |
| 6 (Distinction) | 74.5 - 84.49 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience. |
| 7 (High Distinction) | 84.5 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications. |
Additional course grading information
- All items of assessment must be submitted for students to be eligible to pass the course.
- Work that has previously been submitted for assessment, either in part or in whole by a student and is resubmitted for assessment in another course, does not comply with Academic Integrity standards.
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Laptop
For this course you will require a laptop that meets the device requirements for Inspera assessments. It is important that you check that your laptop meets the device requirements for using the Inspera Assessment platform and the Safe Exam Browswer (SEB). It is important that you prepare your laptop to install SEB. If you do not own a suitable laptop, you canﾠborrow one from the Library.
Find more information about using Inspera Assessment from the Library website Get familiar with Inspera, which provides the latest information for students about using Inspera.
Student Email
Students are provided with a UQ email account and must monitor the account whilst enrolled at UQ. Please see the Information Communication Technology Policy and the Personal use of UQ email section in the Acceptable use of ICT Resources guideline for information regarding the appropriate use of email. Students must use their UQ email account for all correspondence with academic staff.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
General contact hours |
Week 1 online learning - Introduction to leadership Introduction to leadership and the concepts of leadership, including history of leadership. Leadership versus management. Self-awareness and emotional intelligence. Learning outcomes: L01, L02 |
Tutorial |
Inquiry Based Learning (IBL) 1 - Week 1 This IBL will cover characteristics of effective leaders, leadership styles and understanding leadership behaviours. We will take a closer look at the concepts of imposter syndrome and overconfidence. Learning outcomes: L01, L02, L03, L04, L05 |
|
Week 2 (29 Jul - 04 Aug) |
General contact hours |
Week 2 online learning - Effective nurse leadersand leadership styles Characteristics of effective nurse leaders and the development of these attributes. Leadership in Australian healthcare context. Learning outcomes: L01, L02 |
Week 3 (05 Aug - 11 Aug) |
General contact hours |
Week 3 online learning - Enhancing safety culture Speaking up for patient safety and graded assertiveness. Conflicts within teams and conflict management approaches. Learning outcomes: L01, L05 |
Tutorial |
Inquiry Based Learning (IBL) 2 - Week 3 This session will start to explore how to provide feedback and evaluation of learning. Models of feedback. How to undertake the peer review process. Learning outcomes: L01, L02, L05 |
|
Week 4 (12 Aug - 18 Aug) |
Lecture |
Week 4 online learning - Impact of culture on staff retention and feedback models The focus is on impact of culture on retention and performance of staff, including feedback models. Violence in nursing and a summary of leadership in nursing. Learning outcomes: L01, L02 |
Week 5 (19 Aug - 25 Aug) |
General contact hours |
Week 5 online learning - Introduction to mentoring Learning outcomes: L03, L04 |
Lecture |
Change management lecture Wednesday 21/8/2024 This week we will explore change management theories/models and staff responses to change. We will explore different approaches to conflict management and the impact this can have on patient safety. Learning outcomes: L01, L02, L05 |
|
Week 6 (26 Aug - 01 Sep) |
General contact hours |
Week 6 online learning- Finding a mentor Understanding why having a mentor is important. Exploring where you want to go in your career. Learning outcomes: L04 |
Week 7 (02 Sep - 08 Sep) |
General contact hours |
Week 7 online learning - Supporting students and new staff Understanding the preceptor role in supporting students and new staff, with a focus on socialisation to the profession. Explore the process of undertaking a learning needs analysis. Learning outcomes: L03, L04 |
Tutorial |
Inquiry Based Learning (IBL) 3 - Week 7 This session will start to explore the role of the buddy nurse, mentors and supervisors. We will start to look at finding gaps in knowledge and how to undertake a learning needs analysis that will assist in completing assessment 3 of this course. Learning outcomes: L03, L04 |
|
Week 8 (09 Sep - 15 Sep) |
General contact hours |
Week 8 online learning - How to manage adjustment phases Management of learning issues in the clinical care. Focusing on the five phases of adjustment and strategies to work through each phase. Learning outcomes: L02, L03, L04 |
Week 9 (16 Sep - 22 Sep) |
General contact hours |
Module 3 Introduction to clinical teaching; introduction to adult learning theories, application of adult learning and teaching theory to clinical teaching; teaching strategies; factors that influence learning in various contexts; cultural considerations; learning needs analysis; evaluating learning; requirements and constraints for self-development and ongoing professional development. Learning outcomes: L03 |
General contact hours |
Week 9 online learning - Introduction to adult learning theories Develop an understanding of adult learning theories, how to apply these in the clinical setting. Develop an understanding of how people learn and the concept lifelong learning in nursing. Learning outcomes: L03 |
|
Tutorial |
Inquiry Based Learning (IBL) 4 - Week 9 We will also use peer review to commence planning of assessment 3 (teaching session) by completing a learning needs analysis of peers and commence planning your teaching session for A3. Learning outcomes: L03, L04 |
|
Week 10 (30 Sep - 06 Oct) |
General contact hours |
Week 10 online learning - Principles of clinical teaching Application of learning theories to the clinical environment, changing teaching styles to suit learner needs. Identification of barriers and enablers of effective clincal teaching. Learning outcomes: L03 |
Tutorial |
Inquiry Based Learning (IBL) 5 - Week 11 This session will focus on understanding how people learn and how to apply adult learning theories in the clinical setting. We will explore how to teach to promote critical thinking and problem-solving skills. Learning outcomes: L03, L04 |
|
Week 11 (07 Oct - 13 Oct) |
Lecture |
Week 11 online learning - Managing learning issues How to manage clinical learning issues and how to identify appropriate learning strategies. Learning outcomes: L01, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.