Course Title: Analyse and respond to client health information
Part B: Course Detail
Teaching Period: Term2 2025
Course Code: NURS5370C
Course Title: Analyse and respond to client health information
School: 535T Social Care and Health
Campus: Bundoora Campus
Program: C5417 - Diploma of Nursing
Course Contact: Suzie Cicero
Course Contact Phone: 03 9925-1812
Course Contact Email: suzie.cicero@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Program Coordinators
Bundoora Campus –Pink Garg
City campus – Prem Kaur
Course lead and campus educator:
Bundoora campus- Nazish Bhalwany
nazish.bhalwany@rmit.edu.au
Nominal Hours: 60
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
Nil
Course Description
In this course, you will gain the skills and knowledge required to analyse client health information and then to plan appropriate health services within the scope of your own role. It requires an in-depth knowledge of anatomy and physiology.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
HLTAAP003 Analyse and respond to client health information |
Element: |
1. Assess client health status |
Performance Criteria: |
1.1 Analyse client health information in relation to planning services and in line with organisation requirements 1.2 Recognise normal readings on the findings of available tests, observations and physical assessments that assist in determining health status 1.3 Identify pathophysiologies, or changing pathologies, through observation, physical assessment and analysis of other available information 1.4 Identify the likely impact of specific interventions |
Element: |
2. Plan action to address identified health status |
Performance Criteria: |
2.1 Apply detailed understanding of anatomy, physiology and pathophysiology of disease to a problem solving approach to service planning. 2.2 Consider and note implications of any contra-indications in relation to health assessment findings. 2.3 Document action plan in accordance with organisation policies and procedures. |
Learning Outcomes
On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.
Details of Learning Activities
This unit is designed to be delivered in a Blended Learning mode. Blended Learning involves learning through various modes, for example, online learning and learning in a classroom and clinical labs.
The Blended Learning approach for this unit includes:
- Online learning - provides you with formative feedback and facilitate your learning as you progress through your course
- Classroom teaching - introducing you to key concepts within the course
- Labs - provide practice and simulation
- Self-directed learning - such as reading to expand your knowledge and understanding of information delivered and completing self-directed learning modules
All learning activities you will undertake within the course are designed to provide you with the practical skills, knowledge and attitudes required to perform to the standard expected in the health industry.
Teaching Schedule
|
Date, Week, Session |
Topic, Activity, Assessment |
|
July, Week 1, Session 1 and 2 |
Session 1- Topic: Introduction and impact on health status Activities: Pre-session activity: Video on the following 2 topics: Levels of Organization in The Human Body The parts of a Cell song PPT Session 1 (important topics review) In-class learning activities: Levels of structural organisation in the human body and cellular adaptations: Cue cards revision activity Environmental emergencies: Group presentations Summarize learning: Mentimeter quiz Session 2-Topic: Homeostatic imbalance and disease process Activities: Pre-session activity: Video: Homeostasis and Negative/Positive Feedback PPT Session 2 (important topics review) In-class learning activities: Case studies’ worksheet (Electrolytes imbalance) Week 1 post-session activity: Week 1- Compulsory Evidence of Participation Quiz using lockdown browser |
|
July, Week 2, Session 3 and 4 |
Session 3- Topic: Pathophysiology and disorders of the body systems Activities: Pre-session activity: Video: How to memorize the 11 Organ Systems of the Human Body PPT Session 3 (important topics review)
In-class learning activities: Disorders of the body systems-Worksheet How Your Body Ages from Head to Toe- Video and diagram-based discussions Session 4- Topic: Analysing client health information Activities: Pre-session activity: Video: Physical Assessment Steps, Beginning Assessment, & General Survey - Health Assessment PPT Session 4 (important topics review) In-class learning activity: Case study worksheet and Nursing Care Plan activity Week 2 post-session activity: Week 2 Discussion forum post session 3 and 4 |
|
July, Week 3, Session 5 and 6 and AT1 |
Session 5- Topic: Cardiovascular and respiratory system disorders Activities: Pre-session activity: Pre-recorded PPT-Session 5. In-class learning activities: Common cardiovascular pathologies-H5P activities Chronic Obstructive Pulmonary Disease (COPD)- H5P activities Summarize learning: Mentimeter quiz Session 6- Topic: Nervous and musculoskeletal system disorders Activities: Pre-session activity: Video: What is MS? PPT Session 6 (important topics review) In-class learning activity: Multiple Sclerosis (MS)- Concept map worksheet CVA: Case study worksheet Week 3 post-session activities: Week 3 Practice Quiz post 5 and 6 Week 3 Discussion forum post session 5 and 6 AT1: In-class timed assessment: AT1-Knowledge Assessment 1 (due date as per canvas) |
|
August, Week 4, Session 7 and 8, Lab 1 and 2. |
Session 7- Topic: Gastro-intestinal and urinary system disorders Activities: Pre-session activity: Videos on the following 2 topics: Digestive system Urinary system: organs and functions (preview) PPT Session 7 (important topics review) In-class learning activities: Urinary Disorders-Case study worksheet Renal physiology: Literature review-Peer teaching and group activity Session 8- Topic: Reproductive and endocrine system disorders Activities: Pre-session activity: Video on the following 2 topics: The Menstrual Cycle | 3D Animation The Endocrine systems (Glands and hormones working together) PPT Session 8 (important topics review) In-class learning activity: Sexually transmitted infections (STIs)- Concept map worksheet Kahoot Quiz: Reproductive Health and Common Health Conditions Week 4 post-session activity: Week 4 Practice quiz post session 7 and 8 Lab 1: Analysis of client health information- Part 1 Lab 2: Analysis of client health information- Part 2 and Practice lab
|
|
August, Week 5 |
Self- directed learning module on the topic: Integumentary system and special senses disorders AT2: Online, at-home timed assessment: AT2- Knowledge Assessment 2 (due date as per canvas) |
|
August, Week 6 |
AT4: In-lab Simulated Practical Assessment (due date as per canvas) AT3: Online, at-home timed assessment: AT3- Knowledge Assessment 3 (due date as per canvas) |
August, Week 7 |
Self- directed learning module on the topic: Lymphatic and immune system disorders |
September, Week 9 |
Remediation labs (as required) |
September, Week 11 |
Resit labs (as required) |
Learning Resources
Prescribed Texts
References
Other Resources
Brown, D. (2020). Lewis’s Medical-Surgical Nursing: ANZ, (5th ed.). Elsevier. Australia.
Huether, S. (2020) Understanding Pathophysiology (7th ed.). Elsevier. Australia
Koutoukidis, G. (2021). Tabbner’s nursing care; theory and practice, (8th ed.) Elsevier. Australia.
Potter, et al. (2023) Fundamentals of Nursing, (11th ed.). Elsevier. Australia
Watson, R. (2018 ). Anatomy and Physiology for Nurses, (14th ed.). Elsevier. Australia
Overview of Assessment
Assessment for this course is ongoing throughout the semester. Your knowledge and understanding of course content is assessed through participation in class exercises, oral/written presentations and through the application of learned skills and insights. Full assessment briefs will be provided and can be found on CANVAS.
Assessment Tasks
|
Task |
Method and Type |
Ungraded |
Due Date |
||
|
Knowledge |
Product Based |
Practical |
|||
|
AT1- Knowledge Assessment 1 |
Part A-7 MCQs Part B- 3 Short answer questions (online, in-class assessment) |
- |
- |
S/NYS |
Week 3, TBA |
AT2-Knowledge Assessment 2 |
Part 1-8 MCQs Part 2- 3 Short answer questions (online, at-home timed assessment) |
- |
- |
S/NYS |
Week 5, TBA |
|
AT3- Knowledge Assessment 3 |
6 Short answer questions (online, at-home timed assessment) |
- |
- |
S/NYS |
Week 6, TBA |
|
AT4- Practical Assessment |
- |
- |
Practical task for 2 clients in lab |
S/NYS |
Week 6, TBA |
Assessment Matrix
Other Information
Student Attendance
All students are required to:
- Check student emails and Canvas announcements daily. On occasions timetable and assessment dates may need to change. If this occurs, you will be notified.
- Attend and participate appropriately in all scheduled activities.
- Complete pre-class preparation – e.g., recommended reading and learning activities on Canvas.
- Study all material provided to maximize chances of meeting the Unit's objectives.
- Complete post-class activities as per canvas.
- Meet the 100% attendance requirement for lectures.
- Up to 80% attendance will be accepted with evidence in the form of a medical certificate or statutory declaration. It will be the student's responsibility to catch up and/ or seek assistance from their educator. If a student’s attendance falls below 80%, they will undergo a review by the RMIT Nursing Program Coordinator and may be required to repeat the course.
- All students must demonstrate 80% engagement with the learning resources provided. This includes but is not limited to the Canvas practice knowledge quizzes, which must be completed on time. Canvas analytics will be used to identify student engagement. This can affect student progression.
- All students must meet the 100% attendance requirement for practical sessions. Evidence in the form of a medical certificate or statutory declaration must be provided if one cannot attend to qualify for a make-up session. The 'make-up' session time and date will be at the discretion of the RMIT Nursing Program Coordinator. Non-attendance to the make-up session without evidence to support the non-attendance can result in no further opportunity.
- Full laboratory uniform is required for laboratory sessions. Students not appropriately attired will not be allowed to practice.
- Failure to meet the 100% practical sessions attendance requirement can result in exclusion from the clinical skills assessments, leading to a Not Yet Satisfactory result and ultimately Not Yet Competent outcome in relevant courses.
- Four hundred (400) clinical placement hours must be completed by the end of the Diploma of nursing program to meet the program requirements.
Important information regarding Assessment Tasks:
- Refer to individual assessment task instructions for information on when and how to submit and specific assessment conditions.
- All written assessments must be submitted online through Canvas and/or on paper.
- Students are assessed as either S (satisfactory) or NYS (Not yet satisfactory) for each task. Each task explains how students are assessed.
- Every task must be completed satisfactorily to be assessed as competent in the unit.
Assessment Attempts:
- Students are permitted 2 attempts on written and practical assessments.
- Resubmissions are not automatic and will only be approved at the discretion of the Program Coordinator, after consultation with the teacher. Attendance and course engagement will be taken into consideration when deciding.
- All resubmissions must be completed and submitted no more than 7 days after the work has been assessed.
- It is the student’s responsibility to check canvas for assessment results and feedback and respond accordingly.
Recognition of Prior Learning and Credit Transfer
If you think you have some or all of the knowledge and competencies described, please discuss the Recognition of Prior Learning and Credit Transfer options with may be available to you with your Course Coordinator:
For more information go to:
Please read the following thoroughly by clicking the links:
Student support
Your first point of contact for any support needs with your assessments should be your teacher and assessor. If you require further support, you should consider contacting the following support services at RMIT.
Assessment adjustments
Students requiring support or adjustments for their formal assessments task or exams should contact Equitable Learning Services (ELS), for more information on the types of adjustments provided, access RMIT adjustments to assessment.
Special consideration
If unexpected circumstances affect your ability to complete an assessment you can apply for special consideration. For more information access RMIT special consideration.
Appeals
As an RMIT student you are entitled to seek a review of decisions that impact on your studies. For more information access RMIT appeals.
Course Overview: Access Course Overview