401003 Professional Communication 护理 assignment 代写
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401003 Professional Communication 护理 assignment 代写
401003 Professional Communication
School of Nursing and Midwifery | Autumn 2017
LEARNING GUIDE
Undergraduate - Nursing
401003 – Professional Communication
Learning Guide – Autumn 2017
Table of Contents
......................................................................................................................................................................................................................2
Table of Contents ....................................................................................................................................................................................2
1 1 Introduction to the unit ................................ ................................ ................................ .............................. 3 3
1.1 Unit Details .....................................................................................................................................................................................3
1.2 Handbook summary ....................................................................................................................................................................3
1.3 Staff ..................................................................................................................................................................................................3
1.4 Essential requirements Format ................................................................................................................................................ 4
1.5 Changes to unit as a result of student feedback ................................................................................................................. 4
2 2 Assessment Information ................................ ................................ ................................ ............................. 5 5
2.1 Course level learning outcomes .............................................................................................................................................. 5
2.2 Learning Outcomes...................................................................................................................................................................... 7
2.3 Engaging with the unit ................................................................................................................................................................ 7
2.4 Assessment summary ................................................................................................................................................................ 8
2.5 To pass this unit ........................................................................................................................................................................... 9
2.6 Assessment details .................................................................................................................................................................... 10
Assessment 1: Literacy Screening Activity ................................................................................................................................. 10
Assessment 2: in Class Writing Task ............................................................................................................................................ 12
Marking criteria and standards: Assessment 2 – In Class Writing Task .............................................................................. 13
Assessment 3: Structured essay: Professional Communication ........................................................................................... 15
Marking criteria and standards: Assessment 3 – Professional Communication Essay ................................................... 18
Assessment 4: End of session OSCA .......................................................................................................................................... 23
Marking criteria and standards: Assessment 4 – End of session ......................................................................................... 25
2.7 Submission requirements ........................................................................................................................................................ 28
Late submission ............................................................................................................................................................................... 28
Extension of due date for submission ........................................................................................................................................ 29
Resubmission .................................................................................................................................................................................... 29
Special consideration...................................................................................................................................................................... 29
3 3 Teac hing and learning activities ................................ ................................ ................................ ............ 30
4 4 Learning resources ................................ ................................ ................................ ................................. ... 40
4.1 Essential library resources ...................................................................................................................................................... 40
4.2 Literacy & numeracy resources .............................................................................................................................................. 41
4.3 Citing resources and referencing ........................................................................................................................................... 41
5 5 Important information................................ ................................ ................................ ............................. 42
5.1 What is expected of you .......................................................................................................................................................... 42
5.2 What you can expect from the teaching team .................................................................................................................. 42
Staff responsibilities ........................................................................................................................................................................ 42
On-Line learning requirements .................................................................................................................................................... 42
5.3 Raising concerns ........................................................................................................................................................................ 43
5.4 Links to policy ............................................................................................................................................................................ 43
5.5 Links to other resources .......................................................................................................................................................... 44
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401003 – Professional Communication
Learning Guide – Autumn 2017
1 Introduction to the unit
1.1 Unit Details
Unit Code and Unit Name: 401003 Professional Communication
Teaching Session and Year: Autumn 2017
Credit Points: 10
1.2 Handbook summary
This unit develops the written and interpersonal skills of students in preparation for professional practice.
Students are introduced to the concepts of language, literacy and learning styles that are required for
both academic and professional life. Cultural sensitivity, safety and competence that facilitate
appropriate intercultural communication are explored within the context of contemporary healthcare.
1.3 Staff
Position Contact Details
Unit
Coordinator
Name: Dr Diana Jefferies
Campus
Coordinators
Campbelltown
Ms Kate O’Reilly
(02) 4620 3362
Hawkesbury
Dr Paul Glew
(02) 4570 1163
Lithgow
Chris Hayley
Parramatta
Ms Leone Pike
(02) 9685 9447
Teaching Staff
Please refer to the unit vUWS site for a full list of teaching staff.
Contact
Protocol
Your tutor is the point of first contact for students who have queries relating to
the unit. If you are unable to contact your Tutor please contact your Campus
Coordinator.
If the staff member is not available leave a telephone message, including your
name and contact telephone number, alternatively, you can send an email. Email
communication with academic staff must be via Western Sydney University
student email accounts only. Emails sent from any non-Western Sydney
University address will not receive a response. Student Email Accounts can be
activated via the Western Sydney University Home page from Western Central.
Student
Consultation
Tutors will advise of consultation times on the vUWS site or outside their offices
or in the School of Nursing and Midwifery reception area. If you are unable to
contact your tutor please contact your Campus Coordinator.
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401003 – Professional Communication
Learning Guide – Autumn 2017
1.4 Essential requirements Format
Essential equipment
Access to a computer and the internet is essential in order to be able to: access course materials; to
participate in discussion groups; and to access additional resources provided by the lecturer during the
session. See
http://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/uwsonline
_student_support for further information.
1.5 Changes to unit as a result of student feedback
The University values student feedback in order to improve the quality of its educational programs. As a
result of student feedback, the following changes and improvements to this unit have recently been
made:
• Feedback has informed changes to the content of the blended learning activities and the structure
of the assessment tasks to more effectively promote understanding of the major concepts.
• Based on student feedback on the unit, Assessment 3 has been reviewed. Students will receive
more consistent feedback on Assessment 3 that they can use to improve their academic
performance in future written assessments.
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401003 – Professional Communication
Learning Guide – Autumn 2017
2 Assessment Information
2.1 Course level learning outcomes
The following shows how this unit will contribute to completion of course level outcomes, Western Sydney University graduate attributes and the Nursing
and Midwifery Board of Australia Registered Nurse Standards for Practice.
401003 NMBA Revised Standards
Course Level Outcomes WSU
1.1
1.2
1.3
1.4
1.5
1.6
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
3.1
3.2
3.3
3.4
3.5
3.6
3.7
4.1
4.2
4.3
4.4
5.1
5.2
5.3
5.4
5.5
6.1
6.2
6.3
6.4
6.5
7.1
7.2
7.3
2. Demonstrate an ability to assess, plan,
implement and evaluate safe, collaborative
care within relevant legislative frameworks
and professional scope of practice of self and
others.
1, 3, 4, 5
12. Evidence a capacity to provide culturally
sensitive, safe and competent care and to
acknowledge and advocate for the rights of
individuals, families and groups who hold
diverse cultural and spiritual beliefs.
2, 3, 5,
14. Communicate ethically with Aboriginal
and Torres Strait Islander peoples and other
culturally diverse individuals or groups to
promote their independence and control of
their health situation.
2
15. Demonstrate sound written and spoken
English communication skills for the purpose
of ensuring effective and appropriate
professional communication including
documentation.
1
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401003 – Professional Communication
Learning Guide – Autumn 2017
401003 NMBA Revised Standards
Course Level Outcomes WSU
1.1
1.2
1.3
1.4
1.5
1.6
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
3.1
3.2
3.3
3.4
3.5
3.6
3.7
4.1
4.2
4.3
4.4
5.1
5.2
5.3
5.4
5.5
6.1
6.2
6.3
6.4
6.5
7.1
7.2
7.3
16. Communicate effectively and enable
productive professional relationships,
partnerships, and coordination of care.
1, 4, 5
17. Use critical self-reflection to achieve
personal and professional self-awareness
about own practice and the need for
professional development.
3, 5
19. Engage in critical reflection and critical
thinking as a strategy for becoming a life-long
learner in personal and professional life.
1
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401003 – Professional Communication
Learning Guide – Autumn 2017
2.2 Learning Outcomes
The Professional Communication unit is part of the Bachelor of Nursing and Bachelor or Nursing
Advanced courses. The unit provides the foundation for developing comprehensive, coherent and
connected knowledge in the nursing discipline and introduces and develops interaction skills which will
be required by graduates in their work environments.
Learning outcomes for the unit are outlined below.
. 1.
Implement written and spoken English communication skills for the purpose of
engaging in appropriate professional communication.
. 2.
Describe communication strategies that enable effective partnerships and
professional relationships.
. 3.
Discuss the concepts of lifelong learning, learning styles, reflection and critical
thinking, as they relate to professional nursing development.
. 4.
Describe how cultural sensitivity, safety and cultural competence will facilitate safe
and appropriate communication with Aboriginal and Torres Strait Islander people
and appropriate intercultural communication.
. 5.
Utilise appropriate communication skills to support completion of a holistic health
assessment.
. 6.
Show safe accurate clinical communication using the ISBAR approach.
2.3 Engaging with the unit
Activity How will teaching activities support achievement of learning outcomes?
Blended
Learning
Activity
Blended learning activities have been embedded throughout the unit content to
enhance the student learning experiences through the use of tutorials, clinical
practice units, audio visual material, small group work, and online quiz material.
Access to a computer and the internet is essential in order to be able to: access
course materials; to participate in discussion groups; and to access additional
resources provided by the lecturer during the session. See
http://www.westernsydney.edu.au/currentstudents/current_students/services_and
_facilities/uwsonline_student_support for further information.
Tutorial/ /
Workshop
A tutorial is a small group activity that enables you to have lecture content explained
by the tutor if required. You will then be able to apply, explore and debate the
content through interactive learning activities with other students.
Group Work
Group work enhances student learning. Through planned group activities, and
discussion with other students, you will have the opportunity to clarify your own
thoughts and understandings of unit concepts. Group work also offers the
opportunity to cooperate in a team situation and to learn skills that will assist you to
work effectively in a health care team.
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401003 – Professional Communication
Learning Guide – Autumn 2017
2.4 Assessment summary
ASSESSMENT
NUMBER
ASSESSMENT ITEM AND DUE DATE LEARNING
OUTCOMES
WEIGHTING
. 1.
Literacy Screening Activity
Word count/Duration: 100-120 words, 20
minutes
Due Date: Week 1, in Tutorial
1
Satisfactory/
Unsatisfactory
. 2.
In class Writing Task
Writing a paraphrase of a designated paragraph
from a recommended reading
Word count/Duration: 200 words, 30 minutes
Due Date: Week 4, 13th - 17th March 2017 in
Tutorial
1 20%
. 3.
Structured essay: Professional Communication
Students will be expected to summarise
recommended readings and reflect on unit
content
Word count: 1000 words
Due Date: Week 9, Monday 17th April 2017 at
1700 hours
3,4 40%
. 4.
End of session OSCA
Patient/nurse interaction – listening, speaking
and documentation skills
Duration: 20 minutes (including 5 minutes
documentation) followed by 10 minute for
assessor marking
Due Date: Formal Western Sydney University
Examination Period
2,5,6 40%
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401003 – Professional Communication
Learning Guide – Autumn 2017
2.5 To pass this unit
• Achieve a satisfactory grade for Assessment 1
AND
• Achieve at least 50% when assessments 2, 3, and 4 marks are totalled
AND
• Complete and submit all assessment tasks at the required time and required academic standard
You should note that, consistent with the Assessment Policy – Criteria and Standards-Based
Assessment Policy, the final marks and grades are subject to determination of School and University
Assessment and Progression Committees. Please see Assessment policy;
http://policies.uws.edu.au/view.current.php?id=00227.
Fail Non Sub mission Grade (FNS)
The FNS grade will be awarded if you do not complete one or more of the mandatory assessment
requirements listed in this Learning Guide or you do not officially withdraw from this unit.
The following are some common examples of where an FNS grade is awarded: Did not
· submit any assessment tasks
· submit all of the mandatory assessment tasks
· meet all of the specified attendance requirements
· sit the final exam
· complete all allocated clinical placement hours
The FNS grade will be awarded irrespective of whether you achieve 50 or greater overall in the unit, for
example you may achieve 35FNS or 55FNS.
Reassessment
Under special circumstances, as determined by the School of Nursing and Midwifery’s School Academic
Committee, after unit results are entered for the semester, a unit may provide the opportunity for
reassessment of a single assessment item to enable students the opportunity to improve their
performance against the criteria and standards. Notification of reassessment, with the reassessment
details, will be emailed to the student via their student scholar account during the semester break,
providing students a set time period to respond. Students who fail to respond within the advised
timeframe will risk losing their reassessment opportunity.
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401003 – Professional Communication
Learning Guide – Autumn 2017
2.6 Assessment details
401003 Professional Communication 护理 assignment 代写
Assessment 1: Literacy Screening Activity
Weighting: Satisfactory / Unsatisfactory
(This assessment is not a test but must be completed to pass this subject)
Word count: 100 - 120 words, 20 mins
Due Date: Week 1, Monday 20th - Friday 24th February 2017 in Tutorial
Submission details: Refer to Submission Requirements (p.28)
Marking Criteria and Standards: See the vUWS site for a descriptor of literacy screening levels.
Aim of assessment
Good academic literacy and writing are essential skills for students if they are to complete their Bachelor
of Nursing Degree and work in the healthcare system. The literacy screening activity assesses your
individual level of academic literacy so that you can seek assistance with your writing skills as necessary.
You may receive an email after this assessment has been completed which recommends that you seek
assistance with your academic writing skills from the Professional Communication: Academic Literacy
(PCAL) skills support staff on your campus.
The PCAL staff are experienced English for Speakers of Other Languages (ESOL) teachers. You can
contact the PCALS staff on your campus via the emails below:
There are copies of the Professional Communication Academic Literacy Skills workbook available in
the Western Sydney University Store, or you can download a PDF copy from the unit vUWS site and work
through the exercises.
You can receive further support by attending the PCAL Support workshops - these are advertised on
vUWS with times for your campus.
All students enrolled in the Bachelor of Nursing can seek assistance from the PCALS staff.
Details
This literacy screening activity is a brief writing activity that all students complete at the commencement
of the unit:
• The general topic does not require any specific nursing knowledge.
• The activity will be completed in class during the week 1 tutorial.
• It does not require any student preparation as it is a post-enrolment English language assessment
(PELA), with a satisfactory or unsatisfactory weighting for completion of the writing activity.
• For this activity you are asked to provide a 100–120 word sample of your writing using formal
language.
• The student will complete the writing activity independently during the time allocated in class
without the use of a dictionary or any mobile device.
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401003 – Professional Communication
Learning Guide – Autumn 2017
Resources
i. Examples may be available on the vUWS site.
ii. There are a number of textbooks and resources available through the Western Sydney University
Library that may assist you. Please refer to the unit’s vUWS site for specific unit resources
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401003 – Professional Communication
Learning Guide – Autumn 2017
Assessment 2: in Class Writing Task
Weighting: 20%
Word count: 200 words / 30 mins
Due Date: Week 4, Monday 13th - Friday 17th March 2017 in Tutorial
Submission details: Refer to Submission Requirements (p.28)
Marking Criteria and Standards: See page 13
Aim of assessment
Academic writing for your university assessments requires that you summarise information from
published sources such as journal articles, books, reports and websites into paragraphs to support your
ideas. Your ideas and the information from other sources must be paraphrased or written in your own
words so that you avoid allegations of academic misconduct or plagiarism.
A paraphrase demonstrates your understanding of a text and your ability to accurately rephrase it in your
own words.
To paraphrase effectively, you should follow the following steps:
1. You need to read and reread the original source until you understand it fully
2. You need to identify the main and secondary ideas in the original source
3. You can highlight or underline these ideas
4. You write the main ideas in your own words
The paraphrase you will complete in the In Class Writing Test will help you prepare for Assessment 3, the
Professional Communication Essay. The three (3) designated sources for Assessment 2 are found in your
essential textbooks and are the sources you will use in your Professional Communication Essay.
Details
To prepare for the In Class Writing Test, students are advised to read and to practise paraphrasing each
of the three (3) designated extracts taken from the weekly readings and found under the Assessments
tab on vUWS for this Unit.
You will complete the In Class Writing Test during your tutorial in week 4 under exam conditions. Your
tutor will give you one (1) of the three (3) designated paragraphs which you will paraphrase in 200
words without the use of a dictionary or any electronic device during the allocated 30 minutes.
The paraphrase needs to be presented as a structured academic paragraph that expresses the meaning
of the designated paragraph.
Resources
i) The designated paragraphs taken from the essential texts will be available under the
Assessments information section on the vUWS site for this Unit.
ii) Refer to the e-Resource and PDF of the Professional Communication: Academic Literacy
Skills Resource Book on paraphrasing and basic paragraph structure. Remember that a
paraphrase must not contain a direct quote or secondary sources.
iii) There are a number of textbooks and resources available through the Western Sydney
University Library that may assist you. Please refer to the unit’s vUWS site for specific unit
resources.
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401003 – Professional Communication
Learning Guide – Autumn 2017
Marking criteria and standards: Assessment 2 – In Class Writing Task
Mark High Distinction Distinction Credit Pass Fail
Paraphrase of the designated
paragraph from an essential text
Rewrites author's ideas clearly in
own words
/ / 10
This exceptional
paraphrase writing in
the student’s paragraph
describes the content
of the text in a clear
and precise manner, in
the student’s own
words.
This very good or
superior paraphrase
writing in the student’s
paragraph clearly
describes the content
of the text in the
student’s own words.
This good paraphrase
writing in the student’s
paragraph describes
the content of the text
in the student’s own
words.
This adequate
paraphrase writing in
the student’s paragraph
describes the content
of the text in a
satisfactory but limited
manner or cites too
much from the original
source.
This poor paraphrase
writing in the student’s
paraphrase does not
satisfy the minimum
requirements and is
unclear and
disconnected.
The student does not
use their own words.
8.5-10 7.5-8 6.5-7 5-6 ≤4.5
Presentation
Paraphrase of the designated
paragraph from the essential text
is clearly written
/10
The paragraph is
presented in logically
sequenced sentences
that are interesting,
complex, original and
compelling, and have
excellent coherent and
cohesive flow.
The writing style
demonstrates use of a
wide range of
appropriate academic
vocabulary that
describes the ideas in
an expert, innovative
and precise manner.
Sentence structure,
grammar and spelling
are all accurate.
The paragraph is
presented in logically
sequenced sentences
that are effectively
varied and convincing,
and have a very
coherent and cohesive
flow.
The writing style
demonstrates use of an
appropriate and very
good range of
academic vocabulary
and accurate grammar
and control of spelling.
The paragraph is
presented in sentences
that mostly have good
coherent and cohesive
flow and demonstrate
a degree of effective
written expression.
The writing style
demonstrates an above
average use of
academic vocabulary
and expressions.
There may be some
minor errors in
grammar, spelling,
vocabulary and
punctuation.
The basic meaning of
the paragraph is
apparent, but it lacks
overall progression and
is not written in
logically sequenced
sentences.
Some use of informal
and personal language.
Grammar, vocabulary,
spelling and
punctuation contain
noticeable errors.
Adequately though
minimally addresses
the criteria as set.
The paragraph is
written in inadequately
sequenced sentences
and contains frequent
errors in spelling,
vocabulary, grammar
and/or a writing style
which includes
punctuation and
sentence structure that
detracts from the
readability.
Frequent use of
informal and personal
language.
8.5-10 7.5-8 6.5-7 5-6 ≤4.5
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401003 – Professional Communication
Learning Guide – Autumn 2017
Overall Comments by Marker:
Mark: __________________/20 Grade: HD D C P F (CIRCLE)
Markers Name: ______________________ Markers Signature: _________________________ Date: _______/_ _____/2017 7
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401003 – Professional Communication
Learning Guide – Autumn 2017
Assessment 3: Structured essay: Professional Communication
Weighting: 40%
Word count: There is a word limit of 1000 words. Use your computer to total the number of words used
in your assignment. However, do not include the reference list at the end of your assignment in the word
count. In-text citations will be included in the additional 10% word count. If you exceed the word limit by
more than 10% the marker will stop marking at 1000 words plus 10%.
Due Date: Week 9, Monday 17th April 2017 at 1700 hours
Submission details: Refer to Submission Requirements (p.28)
Marking Criteria and Standards: See page 18-22
Aim of assessment
The Professional Communication Essay is your opportunity to discuss the importance of professional
communication in ensuring patient safety
Answering this question in an essay format has two objectives:
• To assist you to develop academic reading and writing skills;
• And help you integrate knowledge about effective communication for nursing practice patient
safety.
Details
Students will submit the assessment as an academic essay (1000 words) based on the set readings and
reliable additional sources via Turnitin. No paper copy of this assessment will be accepted for marking
(See Submission Requirements) . .
You will be provided with three (3) designated extracts found under the assessments tab on vUWS taken
from set weekly chapter readings in the essential texts for this Unit. These extracts and additional sources
must be referenced using correct APA style both in-text in the essay and on the reference list.
In addition to the three (3) designated extracts that you paraphrase, summarise and reference in your
essay, you must also paraphrase, summarise and reference two (2) relevant, reliable and current
academic sources in your essay. O O ne (1) ) of the additional sources must be a nursing journal article, and
one (1) must be from a reputable nursing Website source or report (e.g. the Nursing and Midwifery Board
of Australia (NMBA) codes and guidelines).
Resources
• The three (3) designated extracts will be available in the Assessments section on the vUWS site
for this unit.
• The two (2) additional sources may be accessed from any or all of the following: relevant
electronic databases such as CINAHL and MEDLINE, and / or library shelves.
• Turnitin link for the assessment on the vUWS site for the unit.
• There are a number of textbooks and resources available through the Western Sydney
University Library that may assist you. Please refer to the unit’s vUWS site for specific unit
resources.
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401003 – Professional Communication
Learning Guide – Autumn 2017
Correct Writing Style
Students will write an essay that has the following elements:
• The essay is appropriately structured and contains an introduction, a middle, and a conclusion
(see the information below);
• All ideas that come from another source of information, such as a journal article, a book, a
website, or a report are appropriately referenced using the American Psychological
Association (APA) (6 th ed.) referencing style as per the Western Sydney University American
Psychological Association referencing style guide, which is available from the Western Sydney
University Library website (for further information see the information below);
• The essay is written in a formal tone, without the use of colloquial or slang words/ expressions;
• The essay is objective and written in the third person (he/she/it or they/them/their);
• The essay is written clearly and concisely using correct spelling and grammar and written in
completed sentences and paragraphs (bullet point summaries are NOT acceptable in
academic essays).
Online Resources to support your essay writing
Each week, read the material in the Learning Materials Folder on vUWS under PCALS resources. These
resources provide relevant and reliable information to assist you to write well-structured academic
paragraphs in your essay. Although some of this information will be presented in selected tutorials, this
information can also be used as a self- directed online resource. The information includes:
1. The recommended chapters of the Professional Communication Academic Literacy (PCAL)
Skills e-Resource Book.
2. A PCALS Slideshow.
You are recommended to regularly submit early drafts of your essay to Turnitin. Use your preliminary
Originality Report to reflect on the feedback, and make improvements to your writing and APA
referencing in-text and the reference list. You are expected to ensure you have summarised and
acknowledged all sources and that your Turnitin Originality Report contains only an acceptable small
percentage matching. You can submit multiple times to Turnitin. However, only your final submission to
Turnitin will be recorded so that your essay can be marked.
• Before your final submission, you can receive feedback on your draft essay from your tutor and
PCAL staff if you give them a printed copy of a Turnitin Originality Report with in-text referencing
and a reference list.
• To ensure that you have accurately referenced your essay, you must do the following:
a) Acknowledge all the sources of information within the essay (in-text referencing) and in a
Reference List at the end of your essay using the American Psychological Association (APA)
(6 th ed.) referencing style as per Western Sydney University American Psychological
Association referencing style guide, which is available from the Western Sydney University
Library website.
b) Ensure that only material that is cited in text in your essay will appear in the final reference list.
c) Do not use non-academic literature.
d) It isnot acceptable to copy any information from other sources, including Websites or other
electronic sources, other students, books, journals, etc. and present it as your own work
(please see Student Academic Misconduct
policy: http://policies.uws.edu.au/view.current.php?id=00304
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401003 – Professional Communication
Learning Guide – Autumn 2017
Presentation format:
• Final submission of your assessment to Turnitin is your declaration of originality of your work, and
that it has not been submitted previously for assessment in any unit.
• The word count, or length of the essay, must be checked. Use your computer ‘word count’
function to tell you the length of your essay, i.e. how many words you have written. Do not include
the reference list at the end of your essay in the word count. If you exceed the word limit by more
than 10% the marker will stop marking at the 1000 word, plus 10% point.
• Student numbers must appear on the submission file in Turnitin, and on each page as footer with
all pages sequentially numbered
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401003 – Professional Communication
Learning Guide – Autumn 2017
Marking criteria and standards: Assessment 3 – Professional Communication Essay
Mark High Distinction Distinction Credit Pass Fail
Academic writing
The essay is written using correct
sentence and paragraph
structures, with correct spelling
and punctuation.
/ /2 20 0
Sentences free of
errors in vocabulary,
spelling, grammar,
punctuation, and style.
Meaning consistently
communicated through
a complex range of
language. Adheres to
word limit.
No major errors, and
most sentences free of
minor errors in
vocabulary, spelling,
grammar, punctuation
and style. Meaning
communicated
through an
appropriate range of
language. Adheres to
word limit.
Most sentences free of
errors of vocabulary,
spelling, grammar,
punctuation, and
style. Meaning is
communicated through
a simple but
appropriate range of
language. Adheres to
word limit.
Up to half of the
sentences are free of
errors in vocabulary,
spelling, grammar,
punctuation, and style.
Meaning is usually
communicated
through simple,
sometimes
appropriate language.
May not adhere to word
limit.
More than half of
sentences contain
errors in vocabulary,
spelling, grammar,
punctuation, and style.
Communication of
meaning is impeded
because of
inappropriate use of
language. May not
adhere to word limit.
17.5-20 15.5-17 13.5-15 10-13 ≤9.5
Essay Structure
Introduction
Introduction includes a thesis
statement and outline of essay
structure.
/ / 10
Introductory paragraph
describes the scope of
the topic, features a
clear thesis statement,
and outlines the topics
to be covered in the
essay.
Introductory paragraph
includes some
definitions of
concepts related to the
topic, features a thesis
statement, and lists
points that will be
covered in the essay.
Introductory paragraph
includes helpful
background
information, and a
sentence that can be
interpreted as a thesis
statement.
Introductory paragraph
includes some
background
information and a
sentenc e with some
features of a thesis
statement.
The first paragraph
does not provide
background
information or a thesis
statement.
9-10 8-8.5 7-7.5 5-6.5 ≤4.5
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Mark High Distinction Distinction Credit Pass Fail
Body
Body paragraphs are based, linked
and structured around a main idea.
/ /2 20 0
Body paragraphs
arranged in a logical
sequence, and clear
connections between
paragraphs made
through linking of ideas.
Body paragraphs
include a main point in
the topic sentence,
which is elaborated on
in supporting
sentences.
Body paragraphs
arranged in a logical
sequence, and some
connections between
paragraphs made
through linking of ideas.
Body paragraphs
include a main point in
the topic sentence,
with mostly supporting
sentences.
Most body paragraphs
relate to the thesis
statement, and some
connections are made
between paragraphs.
Most body paragraphs
include a main idea
that most sentences
relate to.
More than half of the
body paragraphs relate
to the thesis statement.
Some body
paragraphs include a
main idea that most
sentences relate to.
Paragraphs do not
relate to the thesis
statement, or
paragraphs do not
include a clear idea.
17.5-20 15.5-17 13.5-15 10-13 ≤9.5
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Mark High Distinction Distinction Credit Pass Fail
Conclusion
Conclusion contains a summary of
arguments and a concluding
statement.
/ / 10
Conclusion includes a
summary of the main
points and a clear
answer to the topic,
and a final comment
which explores wider
implications.
Conclusion reviews the
main points and relates
these logically to the
answer
Conclusion lists the
main points and offers
an answer drawing
some support from
these points.
Conclusion lists the
main points or
restates the thesis
statement as an
answer to the question.
No evidence of a
conclusion, or no
attempt to summarise
points made in the
essay or restate the
thesis statement.
9-10 8-8.5 7-7.5 5-6.5 ≤4.5
Discussion and use of resources
The discussion demonstrates an
understanding of the importance
of professional communication in
nursing practice
/20
The essay fully
identifies and describes
all relevant aspects of
professional
communication that
ensures patient safety.
The essay defines the
relevant terms and
explains clearly the
relationship between
ideas.
The essay identifies and
describes almost all
relevant aspects of
professional
communication that
ensures patient safety.
The essay defines
almost all relevant
terms and explains the
relationship between
ideas.
The essay identifies and
describes the main
aspects of
professional
communication that
ensures patient safety.
The essay defines most
relevant terms and
makes reasonable links
between ideas.
The essay identifies and
describes some
aspects of
professional
communication that
ensures p atient safety.
The essay defines some
terms and attempts to
make a link between
ideas.
The essay does not
correctly identify or
describe professional
communication that
ensures patient safety.
The essay defines few
or no terms and does
not explain links
between ideas.
17.5-20 15.5-17 13.5-15 10-13 ≤9.5
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Mark High Distinction Distinction Credit Pass Fail
Attribution and references
The essay uses evidence
appropriately and integrates ideas
from sources including the three
(3) set extracts.
Reference list contains current
sources including the 3 provided
extracts, 1 journal article and 1
website
/10
All claims are
supported by evidence
from a range of
sources. The three set
extracts and additional
references are carefully
integrated with the
writer's own ideas.
Sources are
paraphrased and
summarised
appropriately.
Almost all claims are
supported by evidence
from sources. The
three set extracts and
additional references
are integrated with the
writer's own ideas.
Sources are
paraphrased and
summarised
appropriately.
Most claims are
supported by evidence
from sources. The
three set extracts are
used and partially
integrated with the
writer's own ideas.
Sources are
paraphrased and
summarised
appropriately.
Some claims are
supported by
evidence from
sources. The three set
extracts are referred to
with some integration
with the writer's own
ideas. Some attempt at
paraphrasing the
sources.
Little or no evidence is
given to support claims.
The three extracts are
not referred to, or used
as a substitute for the
writer's own ideas.
Sources are quoted
verbatim without
attempt at paraphrase.
9-10 8-8.5 7-7.5 5-6.5 ≤4.5
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Mark High Distinction Distinction Credit Pass Fail
The reference list and in-text
citations are formatted according
to APA style
/10
The reference list and
in-text citations are
correctly formatted and
punctuated throughout.
The 4 elements of the
APA referencing style
are present in most
entries of the reference
list, and most of the
reference list and in-
text citations are
correct in format and
punctuation, including
complex citations or
unusual source
materials.
The 4 elements of the
APA referencing style
are present in most
entries of the reference
list, and more than half
of the reference list and
in-text citations are
correct in format (eg.
alphabetical order,
hanging indent, italics)
and punctuation (eg.
caps, spacing, commas,
full stops). In-text
citations for direct
quotes include page
numbers.
The 4 elements of the
APA referencing style
are present in most
entries of the reference
list. Some attempt at
appropriate in-text
citation, formatting and
punctuation has been
demonstrated.
Reference list is missing
or most entries do not
feature the 4 elements
of the APA referencing
style (creator,
copyright date, title of
work and source). In-
text citations omitted
or used incorrectly.
Some cited sources are
not included in the
reference list, or some
references are not
referred to in the text.
9-10 8-8.5 7-7.5 5-6.5 ≤4.5
Please Note:
Although these marking criteria give a mark out of 100, the student’s mark for this essay will be calculated to an equivalent mark out of 40.
Overall Comments by Marker:
Mark: __________________/40 Grade: HD D C P F (CIRCLE)
Markers Name: ______________________ Markers Signature: _________________________ Date: _______/______/2017
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401003 – Professional Communication
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Assessment 4: End of session OSCA
Weighting: 40%
Duration: 20 minutes
Due Date: During Formal Western Sydney University Examination Period
Submission details: Refer to Submission Requirements (p.28)
Marking Criteria and Standards: See page 24
Aim of assessment
The Objective Structured Clinical Assessment (OSCA) skill demonstration will consist of the student
(nurse) discussing and documenting general health issues to make assessments of a patient (OSCA
assessor). This nurse and patient interaction will involve the student (nurse):
• reading documentation and writing a record for patient notes
• using introductions to commence a nurse and patient interaction
• verifying consent for a health assessment and the documentation
• using non-verbal and verbal nursing communication skills
• asking questions about general health information
• giving responses to patient health information
• concluding a nurse and patient interaction
The marking criteria and standards sheet indicates the marks for this assessment. This includes the task
performance criteria for interactive communication and documentation for this assessment.
Details
The Professional Communication OSCA requires you to demonstrate all the skills you have learned during
the semester:
1. The oral communication skills (speaking and listening) during your 15 minute interview with your
patient;
2. And written communication skills (5 minutes) as you document the findings of the interview as a
progress note on the Nurse-Patient Interaction Record.
You will be required to attend the CPU during the formal Western Sydney University examination period
in full SoNM Nursing Uniform. You will need to demonstrate the nurse and patient interaction using
speaking and listening skills to make a health assessment and document findings from discussion of
general and mental status and well-being, exercise, nutrition, pain, cultural practices and personal health
beliefs.
You are advised to practice your nurse and patient health assessment interaction skills at each tutorial in
preparation for this assessment. For successful completion of the OSCA you will need a mark of at least
20 out of 40.
Resources
i. The task performance criteria with the marking criteria and standards sheets will be available
on vUWS from week 1 and used during the tutorial sessions.
ii. Examples of the nursing assessments, interactions and patient information are available in the
essential texts and the additional textbooks and resources for this unit. The Western Sydney
University Library may assist you with further resources. Please refer to the unit’s v site for the
specific unit resources.
Student Guidelines for participating in OSCA are available on the unit vUWS site
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401003 – Professional Communication
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Student Number:____________________ Student Name: _________________________________________
PROFESSIONAL COMMUNICATION 401003
School of Nursing and Midwifery
Nurse-patient interaction
CAMPUS: Campbelltown Hawkesbury Parramatta (please tick one)
OSCA assessment time to complete 15 minutes (interview) and 5 minutes (documentation)
(Please circle a mark)
TASK PERFORMANCE CRITERIA (Interview)
Attempted Not
Attempted
Comments
1. Reads appropriate documentation including patient notes and introduces self to
patient (states name and designation).
0.5 0
2. Requests patient consent to undertake a health assessment.
0.5 0
• Confirms patient identity and checks for allergies.
0.5 0
• Ensures patient is in a position of comfort and uses appropriate culturally
competent body language and eye contact.
0.5 0
• Communicates using a calm tone of voice, speaks clearly, and uses culturally
appropriate language to make the meaning of the interaction clear, and can
generally be understood throughout.
0.5 0
• Displays empathetic listening and supportive communicative skills that reflects
interest, understanding, sensitivity and cultural competence.
1 - 0.5 0
• Assesses the patient by using appropriate questions to elicit health information
relevant to the patient and documentation.
Part 1 –Student (nurse) engages in a general status health assessment with the
patient. The student (nurse):
• Asks at least four (or more) questions related to patient’s health
• Asks relevant initial assessment questions
• Responds verbally and clarifies patient information
• Responds to patient’s questions and paraphrases understanding through
discussion with the patient using cultural competence
2 - 1.5 - 1 - 0.5 0
• Assesses the patient by using appropriate questions to elicit detailed health
information relevant to the patient and documentation.
Part 2 - Student (nurse) conduct a further health assessment of the patient by
discussing detailed aspects related to this health issue and patient well-being. The
student (nurse):
• Asks at least four (or more) relevant questions involving details about the
patient’s health issue using cultural competence
• Responds appropriately to the patient, offering some possible
explanations about the health issue / to improve well-being.
2 - 1.5 - 1 - 0.5
• Assesses the patient by using appropriate questions to elicit health information
relevant to the patient and documentation.
Part 3 – Student (nurse) uses the health assessment information to:
• Describe and confirm what the patient said
• Discuss with the patient your understanding of the health issue and any
implication for well-being using cultural competence
• Explore how this health issue and improvement in well-being might be
related to culture, values or personal beliefs.
2 - 1.5 - 1 - 0.5 0
• Concludes the interaction and explains that he/she is at hand for any further
assistance.
0.5 0
Task Performance Criteria (Interview) Total = /10
(Add this total out of 10 as a subtotal to the final mark in the Rubric)
Subtotal = Subtotal =
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Marking criteria and standards: Assessment 4 – End of session
Mark High Distinction Distinction Credit Pass Fail
Speech is fluent and cohesive
The student uses clear language to
link complex ideas.
Their speech has clear continuity.
/ /5 5
Speaks fluently with
little repetition, self-
correction and
hesitation to express
complex concepts; and
uses coherent well
connected language.
Speaks continuously
with some repetition,
self-correction, and
hesitation to search for
an expression; and uses
a range of connected
language.
Speaks at length to
avoid silence with some
loss of coherence,
repetition, self-
correction, and
hesitation to search for
words; and uses mostly
connected language.
Maintains a flow of
speech but uses
repetition, self-
correction, or slow
speech pace with
hesitation to search for
words; and uses
repetition of phrases to
connect language that
reduces fluency.
Speech has frequent
and noticeable pauses,
repetition, and self-
correction with a lack of
fluency and coherence;
and breakdowns in
connected language
occur with frequent
unclear vocabulary and
meaning.
5 4-4.5 3-3.5 2.5 ≤2
Use of Lexical Resource - -
The use of language shows an
ability to precisely express
complex meanings and
appropriate attitudes.
/5
Uses an exceptional
range of vocabulary
and expressions with
full flexibility and
precision to explain
meaning, and express
all formal and informal
vocabulary and
phrases; and accurately
communicates with
skilful rephrasing.
Uses a very good and
flexible range of
vocabulary and
expressions to explain
words beyond a single
meaning; expresses
formal and informal
vocabulary and uses
words that commonly
occur together with
occasional inaccuracy;
and successfully
communicates using
rephrasing.
Uses a good range of
vocabulary to make
meaning clear, with
some inaccurate word
choices; has some lack
of formal and informal
words but not enough
to cause confusion or
misunderstanding in
the listener; and
communicates by
rephrasing to convey
meaning.
Uses an adequate
range of vocabulary but
may lack words for
unfamiliar topics using
limited flexibility or a
narrow understanding
of meaning with
overuse of informal
words and some
inaccurate word usage;
and communicates by
rephrasing with a
limited range of words
to convey meaning.
Uses vocabulary limited
to a familiar topic to
convey basic meaning
but for unfamiliar topics
uses frequently
inaccurate word
choices with many
short responses and
long pauses; and
communicates with
limited rephrasing on
unfamiliar topics, and
simple vocabulary to
convey personal
details.
5 4-4.5 3-3.5 2.5 ≤2
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Mark High Distinction Distinction Credit Pass Fail
Grammatical Range and
Accuracy – –
The student uses a range of
accurate sentence structures to
convey the correct meaning of
complex ideas and appropriate
attitudes.
/5
Uses an accurate and
exceptional range of
simple and complex
sentences with natural
expression; and
produces consistently
accurate connected
language with very
occasional ‘slips’ in
complex
communication.
Uses a very good
range of simple and
complex sentences
with flexibility and
occasional inaccuracy;
and produces a
majority of accurate
sentences with good
connected language,
some omitted words
and occasional lack of
structure in complex
communication.
Uses a good range of
simple and complex
sentences with some
flexibility in structures
and some inaccurate
usage; and frequently
produces accurate
simple sentences with
mostly connected
language but some
complex sentences lack
structure in
communication.
Uses an adequate
range of simple and
complex sentences
with limited flexibility
and frequent inaccurate
usage reducing
comprehension; simple
sentences are accurate
but complex
communication is
incorrect and meaning
can be impaired.
Uses some simple
sentences but lacks
accurate usage of
complex sentences and
this frequently impedes
listener comprehension;
produces apparently
memorised
expressions, or lacks
connected language
using frequent one-
word questions and
answers.
5 4-4.5 3-3.5 2.5 ≤2
Pronunciation – –
The student uses a range of words
and sounds in speech that is fully
comprehensible to the listener.
/ /5 5
Effortlessly uses an
exceptional range of
words and sounds with
precision and subtlety;
accurate use of speech
features throughout
communication; and
accent has no effect on
comprehension.
Uses a very good
range of words and
sounds with only
occasional lapses;
sustains speech
features throughout
communication; and
accent has a minimal
effect on
comprehension.
Uses a good range of
words and sounds with
some speech features
not sustained; generally
uses speech features in
communication with
mispronunciation or
accent reducing clarity
and comprehension at
times.
Uses an adequate
range of linking words
and sounds with some
speech features but
often speaks each word
separately; uses some
speech features in
communication with
mispronunciation or
accent frequently
reducing clarity and
comprehension.
A use of limited words
and sounds with
frequent
mispronunciations or
has an accent that
causes a lack of clarity
and difficulty in
comprehension.
5 4-4.5 3-3.5 2.5 ≤2
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401003 – Professional Communication
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Mark High Distinction Distinction Credit Pass Fail
Task Performance Criteria
(Documentation) - -
Written health assessment
(Nurse- - Patient Interaction:
Health Assessment Nursing
Record) based on the Professional
Communication task performance
criteria for the nurse-patient
interaction OSCA.
/ / 10
Exceptional
documentation
covering all aspects of
the task as found on
the Nurse-Patient
Interaction: Health
Assessment Nursing
Record.
Demonstrates an
excellent
understanding of
effective professional
communication in
nursing. Evidence of
exceptional use of
written communication.
Very good
documentation
covering most aspects
of the task as found on
the Nurse-Patient
Interaction: Health
Assessment Nursing
Record.
Demonstrates a very
good understanding of
effective nursing
communication.
Evidence of very good
use of written
communication.
Good documentation
covering many aspects
of the task as found on
the Nurse-Patient
Interaction: Health
Assessment Nursing
Record.
Demonstrates a good
understanding of
effective nursing
communication.
Evidence of an
adequate use of written
communication.
Adequate
documentation
covering some aspects
of the task as found on
the Nurse-Patient
Interaction: Health
Assessment Nursing
Record.
Demonstrates an
understanding of
effective nursing
communication.
However, written
communication is
limited, not sufficiently
developed, and
inadequate.
Poor documentation
covering minimal
aspects of the task as
found on the Nurse-
Patient Interaction:
Health Assessment
Nursing Record. The
documentation is
inappropriate for
nursing
communication.
The written
communication is
undeveloped and
insufficient.
8.5 – 10 7.5 – 8 6.5 – 7 5 - 6 ≤4.5
Overall Comments by Marker:
Mark: ___________/40 Grade: HD D C P F (CIRCLE)
Markers Name: ___________________________ Markers Signature: _________________________________ Date: _________/______/2017
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2.7 Submission requirements
All assignments must be submitted by the due date and time as specified in this document.
Complete your assignment and submit your electronic copy as per the instructions below; (do not submit
an assignment via Australia Post):
Format
All assignments are to be typed.
Typing must be according to the following format. Required format:
Length: as designated by assignment
3 cm left and right margins
Double Spaced
Font: Arial or Times New Roman
Font size: 12pt
All borrowings from other sources must be properly referenced and a reference list must be included
at the end.
Each assessment item will direct you to one of the submission options below:
Step Electronic submission - Electronic copy only
1.
Students are to submit an electronic copy of your assignment. Students are not required to
submit the original hard copy of their assessment on campus.
2. Submit your assessment electronically through the “Turnitin” link on the unit vUWS site.
3.
Students are to upload the assignment with the following title;
Surname_Firstname_assignment title
4. Your assessment must be submitted in .doc, docx. or.pdf format.
5.
This assessment is marked online; no paper copy will be accepted. Marks, comments and the
marking criteria will be released online. If you do not receive your marked assignment when
all others have been returned, it is your responsibility to contact the unit coordinator for
assistance.
6.
Feedback
Feedback will be provided in accordance with the marking criteria for your assessment
described in the subject outline for your unit.
Further instructions for Turnitin:
http://library.westernsydney.edu.au/main/sites/default/files/pdf/Turnitin_Student_Instructi
ons.pdf
Note : : In some cases, the tutor or lecturer may not be the marker for the given assignment
Late submission
If you submit a late assessment, without receiving approval for an extension of time, (see next item), you
will be penalised by 10% per calendar day up to 10 days. In other words, marks equal to 10% of the
assignment’s weight will be deducted from the mark awarded.
For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for
each late day
Days = week days and weekends. Saturday and Sunday each count as one calendar day
Assessments will not be accepted after the marked assessment task has been returned to students
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This is consistent with Clause 51 of the Western Sydney University’s Assessment Policy – Criteria and
Standards-Based Assessment.
Extension of due date for submission
Extensions are only granted in exceptional circumstances.
processed.
To apply for an extension of time:
1. Locate an application form via the Western Sydney University homepage or copy the following link:
http://www.westernsydney.edu.au/currentstudents/current_students/forms
2. Scroll down to ‘Form categories’. Select ‘Assessment’.
3. Select ‘Request for Extension’ link.
4. Print and complete the form and scan to your computer along with any supporting documentation
(links to cloud storage sites will not be accepted)
5. Application forms must be submitted to the Campus Co-ordinator
• Requests for extension may be submitted before the due date of the assignment and no later than
5:00pm two working days after the due date of an assignment or other assessment task including
web-based quizzes
• Appropriate, supporting documentation must be submitted with the application
• An application for an extension does not automatically mean that an extension will be approved
• Assessments will not be accepted after the marked assessment task has been returned to students
• Where an extension is approved the new due date for submission is calculated from the original
due date of the assessment and not from the date of the extension application, submission or
approval.
Resubmission
Resubmission of assessment items will not normally be granted if requested.
Special consideration
It is strongly recommended that you attend all scheduled learning activities to support your learning. If
you have suffered misadventure, illness, or you have experienced exceptional circumstances that have
prevented your attendance at class or your completion and submission of assessment tasks you may
need to apply for Special Consideration via the Western Sydney University website
http://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/special_co
nsideration2 or the Student Centre.
Special Consideration is not automatically granted. It is your responsibility to ensure that any missed
content has been covered. Your lecturer will give you more information on how this must be done.
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3 Teaching and learning activities
The timetable related to unit activities can be found at http://platformweb.uws.edu.au/pweb_tt/start.asp
Please also see the following link for important dates related to unit activities:
http://www.uws.edu.au/currentstudents/current_students/dates/2017_academic_year_dateline
Week
(beginning)
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Weekly
Tutorials
(Face- - to- - face class)
Weekly Readings
Only certain pages of the
chapters are used. The online
activities and tutorial notes
refer to specific pages
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Week One
20 February
Introduction to vUWS
Podcast 1 - Nursing, Midwifery and
person-centred care in health
assessment
Library Slideshow - Finding quality
information sources
PCAL Skills Slideshow 1 – Reading and
note taking
Tutorial 1 – Introduction to person-
centred care and the nurse’s role in
health assessment
Writing skills for nursing studies:
• Language Screening Activity
Unit outline, Learning Guide and
expectations:
Introduction to the tutorial group,
tutor and Professional
Communication Academic Literacy
Skills (PCALS) support staff
Hill, Hall & Glew (2017, pp. 3-20).
Chapter 1 - Introduction to
Nursing, Midwifery and person-
centred care
Levett-Jones (2014, pp.1-11)
Chapter 1 The Relationship
between communication and
patient safety
PCAL Skills e-Resource Book:
Chapter 1 - Reading and note
taking
Hill, Hall & Glew (2017, pp. 4-14).
Levett-Jones (2014, pp.1-11)
Assessment 1: In class Literacy Screening Activity - - Word count/Duration: 100- 120 words, 20 minutes - - Due Date: Week 1, 22rd - - 26 th February 2017 in Tutorial
To be completed during your scheduled tutorial class in week 1
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University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
401003 – Professional Communication
Learning Guide – Autumn 2017
Week
(beginning)
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Weekly
Tutorials
(Face- - to- - face class)
Weekly Readings
Only certain pages of the
chapters are used. The online
activities and tutorial notes
refer to specific pages
Assessment
Learning Guide and Unit Outline
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Week Two
27 February
Podcast 2 - Communication skills in
nurse/patient interactions to collect
objective data for holistic health
assessment
Library Slideshow – APA Referencing
a paraphrase and summary
PCAL Skills Slideshow 2 –
Paraphrasing, summarising and
quoting
Tutorial 2 - Communication skills for
holistic health assessment:
• Collecting objective data for
a holistic health assessment
• Preparation for Assessment
2 (Due in Week 4)
Hill, Hall & Glew (2017, pp. 578-
627). Chapter 30 -Comprehensive
health assessment
Levett-Jones (2014 pp. 12-25)
Chapter 2 Key Attributes of
Patient-Safe Communication
PCAL Skills e-Resource Book:
Chapter 2 - Analysing the
assessment task
Hill, Hall & Glew (2017, pp. 578-581)
Levett-Jones (2014 pp. 12-25)
Week Three
6 March
Podcast 3 - Communication in nurse
and patient interactions to collect
subjective data for holistic health
assessment
Library Slideshow – APA Referencing
a book
PCAL Skills Slideshow 3 – Question
analysis and the writing process
Tutorial 3 - Communication skills for
holistic health assessment:
• Effective nurse/patient
interactions
• Collecting subjective data
Hill, Hall & Glew (2017, pp.119-145).
Chapter 7 -Communication
2.3 in Critical Conversations
PCAL Skills e-Resource Book:
Chapter 3 - Referencing and
avoiding plagiarism
Hill, Hall & Glew (2017, pp.119-130).
Levett-Jones (2014 pp. 19-21)
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University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
401003 – Professional Communication
Learning Guide – Autumn 2017
Week
(beginning)
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Weekly
Tutorials
(Face- - to- - face class)
Weekly Readings
Only certain pages of the
chapters are used. The online
activities and tutorial notes
refer to specific pages
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- -L L earning Activities
vUWS
Week Four
13 March
Podcast 4 – Self-awareness and
reflection in nursing care and
assessment
Library Slideshow – APA Referencing
a journal article
PCAL Skills Slideshow 4 – Using an
academic writing process
Tutorial 4 - Learning and the
relationship to professional and
academic life:
• Reflection in the practice of
nursing care and assessment
Hill, Hall & Glew (2017, pp. 242-
257). Chapter 13 - Thoughtful
Practice, self-awareness and
reflection
Levett-Jones (2014 pp. 26-36)
Why do patients complain about
how health professionals
communicate?
PCAL Skills e-Resource Book:
Chapter 4 - Writing essays 1:
Essay structure
Hill, Hall & Glew (2017, pp. 242-257).
Levett-Jones (2014 pp. 26-36)
Assessment 2: In class writing task - - Due Date: Week 4, 13 th – – 18th March 2017 - - Word count/Duration: 200 words, 30 minutes
To be completed during your scheduled tutorial class in week 4
©School of Nursing and Midwifery Page 32 of 44
University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
401003 – Professional Communication
Learning Guide – Autumn 2017
Week
(beginning)
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Weekly
Tutorials
(Face- - to- - face class)
Weekly Readings
Only certain pages of the
chapters are used. The online
activities and tutorial notes
refer to specific pages
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- -L L earning Activities
vUWS
Week Five
20 March
Podcast 5 – Emotional intelligence
and self-concept in person-centred
nursing
Library Slideshow – APA Referencing
a web report
PCAL Skills Slideshow 5 – Structuring
writing using academic paragraphs
Tutorial 5 - Learning and the
relationship to professional and
academic life:
• Emotional intelligence and
self-concept in the practice
of nursing
• Reading a Research Article
Hill, Hall & Glew (2017, pp. 430-
451). Chapter 24 - Self-concept
and mental health
Eunson (2016, pp.316-343).
Chapter 9 - Interpersonal skills 1:
Emotional intelligence, self-talk
and assertiveness
PCAL Skills e-Resource Book:
Chapter 5 - Writing essays 2:
Paragraph structure
Hill, Hall & Glew (2017, pp. 430-439)
Eunson (2016, pp.317-330).
©School of Nursing and Midwifery Page 33 of 44
University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
401003 – Professional Communication
Learning Guide – Autumn 2017
Week
(beginning)
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Weekly
Tutorials
(Face- - to- - face class)
Weekly Readings
Only certain pages of the
chapters are used. The online
activities and tutorial notes
refer to specific pages
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Week Six
27 March
Podcast 6 – Professional and
Academic Integrity
Library Slideshow – APA Referencing
Webinar
PCAL Skills Slideshow 6 - The
characteristics of academic language
for essay writing
Tutorial 6 -. Academic integrity,
ethics, and professional practice
• What is academic integrity?
• The relationship between
academic integrity and
professional ethics
Hill, Hall & Glew (2017, pp. 196-
215). Chapter 11 – Values, ethics
and advocacy
Levett-Jones (2014 pp. 74-82)
Chapter 7 – Open Disclosure
PCAL Skills e-Resource Book:
Chapter 6 - Grammar, editing,
proofreading and presentation
PCAL Skills e-Resource Book:
Chapter 7 - Critical thinking and
analysis
Hill, Hall & Glew (2014, pp. 196-211)
Levett-Jones (2014 pp. 74-82)
©School of Nursing and Midwifery Page 34 of 44
University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
401003 – Professional Communication
Learning Guide – Autumn 2017
Week
(beginning)
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Weekly
Tutorials
(Face- - to- - face class)
Weekly Readings
Only certain pages of the
chapters are used. The online
activities and tutorial notes
refer to specific pages
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Week Seven
3 April
Podcast 7 – Lifelong learning, learning
styles and psychosocial development
Library Slideshow – APA Referencing
a book chapter or section
PCAL Skills Slideshow 7 -
Proofreading, editing and
presentation of academic writing
PCAL Skills e-Resource Book: Chapter
8 - Argument and using evidence; and
Chapter 9 - Academic language
Tutorial 7 - Learning and the
relationship to professional and
academic life:
• Lifelong learning, learning
styles and psychosocial
assessment in nursing care
Hill, Hall & Glew (2017, pp. 146-
167). Chapter 8 - Education and
counselling
Levett-Jones (2014 pp. 84-91)
Chapter 8 – Discharge Planning and
Continuity of Care
Hill, Hall & Glew (2017, pp. 146-167).
Levett-Jones (2014 pp. 84-91)
Week Eight
10 April
Public Holiday
– 14 April
Inter Session Break
©School of Nursing and Midwifery Page 35 of 44
University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
401003 – Professional Communication
Learning Guide – Autumn 2017
Week
(beginning)
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Weekly
Tutorials
(Face- - to- - face class)
Weekly Readings
Only certain pages of the
chapters are used. The online
activities and tutorial notes
refer to specific pages
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Week Nine
17 April
Public Holiday
– 17 April
Podcast 8 – Language and literacy for
professional nursing and academic
life: Nursing/medical terminology and
language
Library Referencing – vUWS
Discussion Forum
PCAL Skills Slideshow 8 – Nursing and
medical terminology and language
PCAL Skills e-Resource Book: Chapter
10 - Other styles and forms of writing
(Genres)
Tutorial 8 - Nursing language and
medical terminology
• English skills requirements
for registration as a nurse
with the Australian Health
Practitioners Regulatory
Authority and the Nursing
and Midwifery Board of
Australia.
Hill, Hall & Glew (2017, pp. 1271-
1280). Appendix B – Medical
terminology; Appendix C –
Abbreviations and symbols
Levett-Jones (2014 pp. 234-243)
Chapter 21 – Creating safe
healthcare organisations
Hill, Hall & Glew (2017, pp. 1271-1280).
Levett-Jones (2014 pp. 234-243)
Assessment 3: Professional Communication Essay - - Due Date: Week 9, Monday 17th April 2017 at 1700 hours - - Word count: 1000 words
Public holiday is on Monday 17 April 2017. I f your class is scheduled on this day refer tovUWS site for attendance requirements.
©School of Nursing and Midwifery Page 36 of 44
University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
401003 – Professional Communication
Learning Guide – Autumn 2017
Week
(beginning)
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Weekly
Tutorials
(Face- - to- - face class)
Weekly Readings
Only certain pages of the
chapters are used. The online
activities and tutorial notes
refer to specific pages
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Week Ten
24 April
Public Holiday
– 25 April
Podcast 9 – Using professional
nursing language in assessing general
health status and wellbeing
PCAL Skills Slideshow 9 – Nursing
interactions about general health and
wellbeing
• Nursing terminology and
language for general status
assessments
• Using communication skills
in assessments for nursing
care
Tutorial 9 Using professional
language to ensure patient safety
• Understanding how vital
signs communicate patient
information
Hill, Hall & Glew (2017, pp. 628-
656). Chapter 31 - Vital signs
Hill, Hall & Glew (2017, pp. 628-
656).
Public holiday on Tuesday 25 April 2017. If your class is scheduled on this day refer to vUWS site for attendance requirement.
Week Eleven
1 May
Podcast 10 – Nursing communication
using the ISBAR approach and
applications to nursing care
PCAL Skills Slideshow 10 – Nursing
interactions about nutrition and
health
Tutorial 10 - Clinical communication
using the ISBAR approach and
application to nutrition assessment
for nursing care:
I - Introduction
S - Situation
B - Background
A - Assessment
R - Recommendation
Hill, Hall & Glew (2017, pp. 347-
370). Chapter 20 – Documenting,
reporting and conferring
Levett-Jones (2014 pp. 62-72)
Chapter 6 – Clinical handover
Hill, Hall & Glew (2017, pp. 347-370).
Levett-Jones (2014 pp. 62-72)
©School of Nursing and Midwifery Page 37 of 44
University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
401003 – Professional Communication
Learning Guide – Autumn 2017
Week
(beginning)
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Weekly
Tutorials
(Face- - to- - face class)
Weekly Readings
Only certain pages of the
chapters are used. The online
activities and tutorial notes
refe r to specific pages
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Week Twelve
8 May
Podcast 11 – Cultural sensitivity and
safety in person-centred nursing
PCAL Skills Slideshow 11 – Nursing
interactions about cultures and
lifestyles
Tutorial 11 - Introduction to cultural
sensitivity, safety and competence for
nursing care and assessment
Hill, Hall & Glew (2017, pp. 98-118).
Chapter 6 - Cultural diversity
Levett-Jones (2014 pp. 170-184).
Chapter 16 – Communicating with
people from culturally and
linguistically diverse backgrounds
Hill, Hall & Glew (2017, pp. 98-118).
Levett-Jones (2014 pp. 170-184).
Week Thirteen
15 May
Podcast 12 – Cultural diversity,
competence and intercultural
communication for nursing in
Australia
PCAL Skills Slideshow 12 – Nursing
interactions using verbal and non-
verbal communication skills
Slideshow Assessment 3 OSCA –
Documenting a health assessment:
Nursing record and patient progress
notes
Tutorial 12 - Models for developing
cultural competence and intercultural
communication for nursing care and
assessment
Hill, Hall & Glew (2017, pp. 98-118).
Chapter 6 - Cultural diversity
Levett-Jones (2014 pp. 160-
169).Chapter 15 – Communicating
with Aboriginal and Torres Strait
Islander people
Hill, Hall & Glew (2017, pp. 98-118).
Levett-Jones (2014 pp. 160-169).
©School of Nursing and Midwifery Page 38 of 44
University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
401003 – Professional Communication
Learning Guide – Autumn 2017
Week
(beginning)
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Weekly
Tutorials
(Face- - to- - face class)
Weekly Readings
Only certain pages of the
chapters are used. The online
activities and tutorial notes
refer to specific pages
Complete before Tutorial.
Weekly Self- - Directed
Preparation and Online
e e- - Learning Activities
vUWS
Week
Fourteen
22 May
Podcast 13 – Communication skills in
nursing care assessments of religious
practices and spirituality
PCAL Skills Slideshow 13 – Nursing
interactions about beliefs and
practices
Slideshow Assessment 3 OSCA –
Review of communication skills for
nurse-patient interactions in health
assessment
Tutorial 13 - Communication skills
consolidation:
• Nurse-patient interactions in
assessing spirituality and
religious practices
• Revision of communication skills
- Health professional interactions
Hill, Hall & Glew (2017, pp. 558-
575). Chapter 29 –Spirituality
Levett-Jones (2014 pp. 186-
194).Chapter 17 – Communicating
with people about their spiritual
needs
Hill, Hall & Glew (2017, pp. 558-
575)
Levett-Jones (2014 pp. 186-194).
Week Fifteen
29 May
STUVAC
Week Sixteen
5 June
Formal Western Sydney University examination period
Week
Seventeen
12 June
Formal Western Sydney University examination period
Week
Eighteen
19 June
Formal Western Sydney University examination period
©School of Nursing and Midwifery Page 39 of 44
University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
401003 – Professional Communication
Learning Guide – Autumn 2017
4 Learning resources
4.1 Essential library resources
Essential
Texts
The required readings for this unit are as follows:
Hill, R., Hall, H., & Glew P. (Eds.). (2017). Fundamentals of nursing and midwifery:
A person-centred approach to care (3rd Australian and New Zealand ed.).
Sydney, Australia: Lippincott Williams & Wilkins.
Levett-Jones, T, (Ed.). (2014). Critical Conversations for Patient safety: An
Essential Guide for Health Professionals, Melbourne, Australia: Pearson
(available as an e-text)
Resources
The following link provides access to the documents listed below.
Code of ethics, conduct and competency standards for Nursing and Midwifery
Nursing and Midwifery Board of Australia. (2008). Code of ethics for nurses in
Australia. Retrieved from
http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W
D10%2f1352&dbid=AP&chksum=GTNolhwLC8InBn7hiEFeag%3d%3d
Nursing and Midwifery Board of Australia. (2008). Code of professional conduct for
nurses in Australia. Retrieved from
http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W
D10%2f1353&dbid=AP&chksum=Ac7KxRPDt289C5Bx%2ff4q3Q%3d%3d
Nursing and Midwifery Board of Australia. (2010). A nurse’s guide to professional
boundaries. Retrieved from
http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W
D10%2f1347&dbid=AP&chksum=bes7sYtZAWnmggO%2fzV0uBQ%3d%3d
Nurses and Midwifery Board of Australia. (2016). Registered nurse standards for
practice. Retrieved from
http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W
D16%2f19524&dbid=AP&chksum=R5Pkrn8yVpb9bJvtpTRe8w%3d%3d
Additional
Reading List
Anderson, I., Baum, F. & Bentley, M. (Eds.). (2007). Beyond band aids: Exploring
the underlying social determinants of Aboriginal health. Papers from the
Social Determinants of Aboriginal Health Workshop, Adelaide, July 2004.
Cooperative Research Centre for Aboriginal Health. Retrieved from
http://www.lowitja.org.au/sites/default/files/docs/BeyondBandaidsText.pdf
Birks M, Chapman YB, Davis J (eds) (2015) Professional and Therapeutic
Communication. Oxford University Press, Melbourne
DeLaune SC, Ladner PK, McTier L, Tollefson J, Lawrence J (eds) (2016)
Australian and New Zealand Fundamentals of Nursing. Cengage Learning,
Melbourne
Dempsey, J., Hillege S., & Hill, R. (2014). Fundamentals of nursing and midwifery:
A person-centred approach to care (2nd ed.). Sydney, NSW: Lippincott
Williams & Wilkins.
Eunson, B. (2016). Communicating in the 21st century (4th ed.). Milton, Australia:
John Wiley & Sons Australia.
Faigley, L. (2011). The little Penguin handbook (2nd ed.). Frenchs Forest,
Australia: Pearson Australia.
Gimenez J (2011) Writing for Nursing and Midwifery Students. Palgrave Study
Skills, 2nd edn. Palgrave Macmillan, London
Guilmartin, N. (2010). Healing conversations: What to say when you don’t know
what to say. San Francisco, CA: Jossey – Bass.
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401003 – Professional Communication
Learning Guide – Autumn 2017
Hally, M.B. (2009). A guide for international nursing students in Australia and New
Zealand. Chatswood, Australia: Elsevier.
Higgs, J., Ajjawi, R., Mc Allister, L., Trede, F., & Loftus, S. (2012). Communicating
in the health sciences (3rd ed.). South Melbourne, Australia: Oxford University
Press.
Jefferies D, Johnson M, Nicholls D (2012) Comparing Written and Oral
Approaches to Clinical Reporting in Nursing Contemporary Nurse 42:129-138
Lewis, P., & Foley, D. (2014). Weber & Kelley’s health assessment in nursing (2nd
ANZ ed.). Sydney, Australia: Lippincott Williams and Wilkins.
O’Toole, G. (2012). Communication: Core interpersonal skills for health
professionals (2nd ed.). Chatswood, Australia: Churchill Livingstone Elsevier.
Potter, P.J., & Frisch, N. (2007). Holistic assessment and care: Presence in the
process. Nursing Clinics of North America, 42(2), 213-228.
doi:10.1016/j.cnur.2007.03.005
Parliament of Australia. (2008). Apology to Australia’s Indigenous peoples.
Australian Government. Retrieved from http://australia.gov.au/about-
australia/our-country/our-people/apology-to-australias-indigenous-peoples
Stein-Parbury, J. (2013). Patient & person: Interpersonal skills in nursing (5th ed.).
Chatswood, Australia :Elsevier Australia.
4.2 Literacy & numeracy resources
The School of Nursing and Midwifery have qualified staff in the teaching of English language and literacy
who are available to support all students in Professional Communication and Academic Literacy (PCAL)
Skills on each campus. Contact details below. Please email for PCAL Support workshops, small group and
individual appointments.
Campbelltown C ampus
Hawkesbury Campus
Lithgow Campus
Parramatta Campus
Library
You are encouraged to make good use of the resources offered by the Library. Library resources can be
accessed via the Western Sydney University web site
4.3 Citing resources and referencing
References must be correctly and adequately given in the American Psychological Association (APA) (6th
ed.) referencing style as per the Western Sydney University (2016) American Psychological Association
referencing style guide. Available from:
https://library.westernsydney.edu.au/main/sites/default/files/cite_APA.pdf
When writing assignments, reports, research papers or theses, you must acknowledge quotations,
information and ideas taken from other authors through a list of references. Full details of referencing
systems can be found at: https://library.westernsydney.edu.au/main/guides/referencing-citation
©School of Nursing and Midwifery Page 41 of 44
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Learning Guide – Autumn 2017
5 Important information
5.1 What is expected of you
Study load
For a 10 credit point unit, students are expected to study 10 hours per week for 14 weeks on that unit.
For example, if class time totals 2 hours per week, then students are expected to study a further 8 hours
per week outside of class time.
Attendance
Students should attend all tutorials and CPU’s during the semester. Attendance at these learning
activities assists you in seeking clarification and reinforces key concepts that contribute to the
construction of assessment tasks. From our experience students who choose not to attend place
themselves at a higher risk of not achieving a pass grade
5.2 What you can expect from the teaching team
Academic staff carry out their teaching responsibilities under the authority of the Deputy Dean and
Director of Academic Program. The responsibilities of staff are outlined below:
Staff responsibilities
• Assess students' work fairly, objectively and consistently and when in doubt consult with the unit
coordinator or Academic course advisor.
• Provide students with appropriate, helpful and explanatory feedback on all work submitted for
assessment.
• Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and
examinations for students with special requirements and to seek assistance from the Disability
Advisor and Counsellor where appropriate and needed.
• Ensure deadlines for the submission of examination papers to the Academic Registrar are met.
• Immediately report to the unit coordinator any instances of student cheating, collusion and/or
plagiarism.
On-Line learning requirements
Unit materials will be made available on the unit’s vUWS (E-Learning) site.
Students are expected to consult vUWS at least twice a week, as all unit announcements will be made
via vUWS. Teaching and learning materials will be regularly updated and posted online
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Learning Guide – Autumn 2017
5.3 Raising concerns
If you have a concern about this unit please contact your lecturer or tutor in the first instance. If the
matter is not resolved, then you may contact the unit coordinator (see inside front cover). If you would
prefer to speak to someone else, you are advised to contact your Director of Academic Program (see
the online handbook to identify your Director of Academic Program and their contact details
http://handbook.westernsydney.edu.au/hbook/).
More information about resolving complaints is available on the Western Sydney University website.
http://www.westernsydney.edu.au/complaints/complaints_management_and_resolution.
The University also has a confidential Complaints Resolution Unit (see link above) Staff in that unit can
provide you with advice on addressing your concerns within the School and, in some circumstances,
they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit
within a six month timeframe. You may contact this unit of the University at any time however we would
appreciate the opportunity to resolve the complaint in the first instance.
5.4 Links to policy
The University has a number of policies that relate to teaching and learning, Important policies affecting
students include:
• Student Code of Conduct Policy: http://policies.uws.edu.au/view.current.php?id=00258
• Assessment Policy – Criteria and Standards-Based Assessment:
http://policies.uws.edu.au/view.current.php?id=00227
• Examinations Policy: http://policies.uws.edu.au/view.current.php?id=00204
• Special Consideration Policy: http://policies.uws.edu.au/view.current.php?id=00205
• Review of Grade Policy: http://policies.uws.edu.au/view.current.php?id=00203
• Student Misconduct Rule Policy: http://policies.uws.edu.au/view.current.php?id=00304
• Enrolment Policy (includes a section on the Western Sydney University Student Email Account):
http://policies.uws.edu.au/view.current.php?id=00019
• Bullying Prevention Policy and Guidelines:
http://policies.uws.edu.au/view.current.php?id=00099 &
http://policies.uws.edu.au/view.current.php?id=00240
• Sexual Harassment Prevention Policy: http://policies.uws.edu.au/view.current.php?id=00103
Breaches of the Student Misconduct Rule Policy can have very serious consequences. It is essential that
you are familiar with this policy and how to avoid misconduct of any type.
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401003 – Professional Communication
Learning Guide – Autumn 2017
5.5 Links to other resources
Life at Western
Sydney University
Find out about life outside the lecture theatre – news and events, services
and facilities, career information and more!
http://www.westernsydney.edu.au/future/future_students_home/studen
tlife
E E- - Learning
Check your vUWS sites regularly for unit announcements and to keep up
with online discussions. If you do not have access to vUWS please contact
e-learning on http://elearning.westernsydney.edu.au
Stude nt Support
Services
Supporting, Connecting, Engaging, working together towards Success
Access a broad range of student support services for local and
international students to enhance your experiences at Western Sydney
University -
https://www.westernsydney.edu.au/currentstudents/current_students/se
rvices_and_facilities
If you have any personal issues that may impact your studies, you don’t
have to deal with them on your own.
Contact Student Welfare service, Counselling Service, Disability Service, or
Student Advocate as early as possible.
Course and unit rules
This site provides information on pre-requisites, co-requisites and other
matters concerning how your course is structured.
http://www.westernsydney.edu.au/currentstudents/current_students/enr
olment/course_and_unit_rules
Course inherent
requirements
The home page link for the Inherent Requirements for the Bachelor of
Nursing, Bachelor of Nursing (Advanced), Bachelor of Nursing (Graduate
Entry) and Bachelor of Midwifery can be found at:
http://www.westernsydney.edu.au/ir/inherent_requirements/bachelor_of
_nursing_inherent_requirements
Student Services and
Facilities
Services and facilities for current students is a unit that can offer students
assistance in writing good exam essays. It offers a number of workshops
that will support your learning and enable you to achieve success at
university. These include: bridging programs, academic skills workshops,
Peer Assisted Study Sessions (PASS)
Policies
This site includes the full details of policies that apply to you as a Western
Sydney University student.
http://www.uws.edu.au/policies/a-z
Ministry NSW Health
http://www.health.nsw.gov.au/
©School of Nursing and Midwifery Page 44 of 44
University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K
401003 Professional Communication 护理 assignment 代写
