Nursing & Midwifery UG Orientation Presentation & Midwifery UG...Nursing/Midwifery Welcome from all the ... • ... care, intensive care, paediatrics, GP centres, ATSI (dependent on

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NMSWBachelor of Nursing,

Bachelor of Midwifery,

Bachelor of Nursing/Midwifery

Welcome from all the staff in the School of Nursing, Midwifery &

Social Work

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Program

• Learning to Learn – Marion Tower

• Program information – Bernadette Watson

Peta Winters-Chang

• Placements information – Alison Bourke

• Student admin – Carmen McNaught

• NAMSA

• Questions and answers

• Meet your teachers

CRICOS Provider No 00025B

Welcome to university and becoming a learner!

• Some things to think about:

• Study loads

– Components

– Teaching times

• Blended learning

• Teaching environment

• Communicating

• Assessment

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Why learn about learning?

Because learning results in a change in knowledge or behaviour. Understanding what it takes to get that knowledge can help you become a better learner.

Learners build knowledge as they explore the world around them, observe, interact with, converse and engage with others, and make connections between new ideas and prior understandings.

What is learning?

• An active process of engaging and manipulating experiences and conversations in order to build a picture of the world (Dewey, 1938; Piaget, 1964; Vygotsky, 1986).

• Builds on prior knowledge– involves enriching, building on, challenging existing understanding

• Occurs in complex social environments– a social activity involving people, the words they speak, their cultural context and their

actions (Bransford, et al., 2006; Rogoff, 1998)

• Is situated in authentic contexts– provides the opportunity to engage with specific ideas and concepts (Greeno, 2006;

Kolodner, 2006).

• Requires sustained motivation and cognitive engagement– considerable mental effort and persistence are required

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Surface learning

• Surface learners put in minimal study, reproduce work and are focussed on ‘just passing’

• Surface learning– This involves recall, memorising information

– Reciting facts, rules, theories

• Learning strategies– Focus on learning individual components of information eg. a list of patient diagnoses

– Rote learning

– Limit study to ‘essential’ information

– Often have negative attitudes about learning eg. I’m just here to learn how to be a midwife

Deep learning

• Deep learners develop understanding and make sense of what they are learning and create their own ideas and meanings

• Deep learning– Involves trying to understand

– Seeking meaning

• Learning strategies– Focus on meaning to develop own understanding

– Relate and connect idea with experience

– Ask questions, discuss ideas and compare perspectives

– Explore beyond immediate requirements

– Often have a positive attitude to learning

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What can I do while I learn to become a ‘deep’ learner?• Try an ‘achieving’ approach!

– An achieving approach will build your confidence and provide you with rewards

• Learning strategies– Identify assessment criteria and estimate how much work you think you will need to do to get

a high grade

– Do the suggested readings / tasks

– Schedule your time to work in a dedicated work area

– Choose peers who are going to go with you

– Be a model student!

How do I develop as a deep learner?

• Develop metacognitive strategies ( ‘WTH’ I hear you say?)– Simply put these are strategies or techniques to help you learn successfully!

• What is metacognition?– Thinking about thinking – it helps you understand and control your learning and includes

being aware of how you learn, identifying your learning needs and identifying resources

• Metacognition involves– Knowledge of cognition – knowing what influences your performance, knowing strategies for

learning and knowing what strategy to use when

– Regulation of cognition – setting goals and planning, monitoring and controlling learning and evaluating results of strategies used to learn

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What type of learner am I?Stanger-Hall (2012)

• Cognitively passive– I previewed the reading before class

– I came to class

– I read the assigned text

– I reviewed my class notes

– I rewrote my notes

– I made index cards

– I highlighted the text

– I looked up information

– I asked a classmate or tutor to explain the material to me

• Cognitively active– I asked myself: “How does it work?” and “Why

does it work this way

– I drew my own flowcharts or diagrams

– I broke down complex processes step-by-step

– I wrote my own study questions

– I reorganized the class information

– I compared and contrasted

– I fit all the facts into a bigger picture

– I tried to figure out the answer before looking it up

– I closed my notes and tested how much I remembered. I asked myself: “How are individual steps connected?” and “Why are they connected?”

– I drew and labeled diagrams from memory and figured out missing pieces.

– I asked myself: “How does this impact my life?” and “What does it tell me about my body?”

Metacognitive teaching strategies:For those who think we choose activities for torture:

• We use teaching and learning strategies to help you develop metacognitive skills

– Formative assessment – this is assessment that is either not afforded a mark or is low in marks

– Asking you questions

– Providing you with resources to point you in the right direction

– Using assessment strategies that promote deep learning eg. presentations, analysis

– Encouraging self reflection so that you analyse your assumptions eg. journaling

– Promoting autonomous learning experiences where we give you challenging experiences and ask you to deconstruct them

– Asking you to work in groups where you learn cooperative problem solving

– Asking you to self explain so that you can make sense of what you are learning

– Providing opportunity for making mistakes – this allows you to learn in a supported environment and to reflect on mistakes by way of learning eg. simulation

– And of course we have summative, formal assessment which grades your

achievement

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Metacognitive learning strategies – how can you help yourself?

• In general – ask yourself– How have I prepared for class?

– What is the best way to prepare for class?

– What questions can I ask?

• Post assessment– What did I do well?

– Why did I get something wrong?

– How can I avoid the same thing happening again?

Metacognitive learning strategies

• Remember back to regulation of cognition – planning, monitoring, evaluating

• Develop a plan– What am I supposed to learn?

– What comes first – prioritise

– How much time do I have?

– What do I already know that will help?

– What does my reading tell me?

– In what direction should I go?

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Metacognitive learning strategies

• Monitor your plan and understanding and fix up what isn’t working– How am I going?

– How should I proceed?

– Am I on the right track?

– What is important in all of this information?

– What do I do if I am struggling or don’t understand?

• Evaluate your plan after completing tasks– How did that go?

– What did I learn?

– What will I do the same or differently?

– What did I miss?

– Do I need to fill in any gaps?

– Can I apply anything from this situation to another?

Some more things to think about

• Take time to settle into uni

• Talk to friends, family and peers

• Talk to a uni counsellor or advisor

• Work with other students

• Reflect on your study

• Access various services

• Seeking help when you need it is a positive first step!

• Talk to academic staff

• Talk to program leaders

• Contact counselling, chaplaincy, welfare, equity, disabilities and health

• Find free workshops, self-help resources and consultations that develop your academic, computing and library research skills

• Access library and computing services

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Some examples of resources

• http://www.uq.edu.au/student-services/

• http://www.uq.edu.au/student-services/learning

• http://www.uq.edu.au/student-services/new2uq

• http://www.uq.edu.au/student-services/counselling

• http://www.uq.edu.au/student-services/learning/online-workshops

• http://www.uq.edu.au/student-services/learning/workshops

• http://www.uq.edu.au/student-services/learning/task-management

• http://www.uq.edu.au/student-services/learning/steps-for-successful-assignments

Finally

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Program Information

• Why UQ?

• Course Progression

• Placements


The UQ advantage

• UQ ranked 42 in the world listing of top 200 universities

• Only Qld University member of the GO8 Universitas 21 international collaboration -opportunities for international placement

• World class facilities, including on-campus accommodation

• Option to pursue Honours, postgraduate studies and/or PhD


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The Nursing & Midwifery advantage

• Integrated problem-based learning curriculum:

• Lectures

• Problem Based Learning (PBL)

• Clinical Based Learning (CBL)

• Hospital placement – week 5


Course List

• Bachelor of Nursing

• Bachelor of Midwifery

• Bachelors of Nursing/Midwifery (dual degree)


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First Semester – Common Semester

•Foundations of Practice:

NURS1001 Embryology, Neonate & Child

NURS1002 Adolescents & Young Adults

NURS1003 Adults & Older Persons

•Systematic Preparation for Clinical Practice:

NURS1004 Clinical Practice 1


Year 1 , Semester 2 –Nursing

• Foundations of Nursing Practice:

• Promoting Healthy Lifestyles

• NURS1005 Cardiovascular Health

• NURS1006 Respiratory Health

• NURS1007 Musculoskeletal Health

• Systematic Preparation for Clinical Practice:

• NURS1008 Clinical Practice 2


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Year 1, Semester 2 –Midwifery and dual degree

• Foundations of Midwifery Practice:

• MIDW1005 Preconception & Pregnancy Planning

• MIDW1006 The Midwifery & Healthy Pregnancy

• MIDW1007 Preparing for Birth & Parenting

• Systematic Preparation for Midwifery Practice:

• MIDW1008 Clinical Midwifery Practice 2


Intermediate Years

• BNursing or BMidwifery – Year 2

same pattern as Year 1

• Bachelors of Nursing/Midwifery (dual degree) – Years 2,3

same pattern as Year 1

Year 2 NURS courses,

Year 3 MIDW courses

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Midwifery –Continuity of Care

• 20 Continuity of Care experiences

• Continuity of Care and Clinical requirements protocol

• Information session during lectures

• CoC Coordinator: Peta Winters-Chang


Final Year

First Semester

•Clinical Nursing/ Midwifery Practice 5 (5 days per week, all shifts with

preceptors)

Final Semester

•Clinical Practice 6 (5 days per week, all shifts with

preceptors)


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Accelerated Option

• 2.5 years (Bachelor of Nursing or Bachelor of Midwifery)

• 3.5 years (Bachelors of Nursing/Midwifery dual degree)

• Bachelor of Nursing or Bachelor of Midwifery

o Year 1 – 2 semesters

o Year 2 – 3 semesters (Semester 1, Semester 2, Summer Semester)

o Year 3 – 1 semester (Semester 1)

• Bachelors of Nursing/Midwifery dual degree

o Years 1 and 2 - 2 semesters per year

o Year 3 – 3 semesters (Semester 1, Semester 2, Summer Semester)

o Year 3 – 1 semester (Semester 1)

• Must have GPA of 5 in each of the two preceding semesters

of study .


QUESTIONS ABOUT YOUR COURSE?

• ECP

• Blackboard site

• Course Coordinator


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The Clinical Placement Team

Andrea Steel

Clinical Placements Coordinator

Alison Bourke

Clinical Lead Academic

Koki Thavarajoo

Placements Administrative Assistant

Mark Cleaver

Placements Manager

• Please email all placement enquiries to:

[email protected]


Clinical Partners

• HSN

• Mater Redlands, South Brisbane and Springfield

• RBWH

• Caboolture Hospital

• Redcliffe Hospital

• Ipswich Hospital

• Redlands Hospital

• Logan Hospital

• QE2 Hospital


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Placement Hours – B Nursing


• Year 1 – 15 shifts (120 hours) each semester


This includes 6 Mental Health shifts (either Semester 1 or 2)

• Year 3, Semester 1 – 33 shifts (264 hours)

This is your elective semester. Elective may include rural, aged care, acute care, intensive care, paediatrics, GP centres, ATSI (dependent on availability)


• Total: 135 shifts (1080 hours)

Placement Hours – B Midwifery






• Semester 2 – 42 shifts (336 hours)


• PLUS 20 Continuity of Care

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Placement Hours – BNursing/BMidwifery (dual)


• Year 1, Semester 1 – 15 shifts (120 hours) - Nursing

• Semester 2 – 15 shifts (120 hours) - Midwifery

• Year 2 – 15 shifts (120 hours) each semester - Nursing


• Year 3, 15 shifts (120 hours) each semester – Midwifery

•

• Year 4, Semester 1 – 42 shifts (336 hours) – Nursing/Midwifery

• Semester 2 – 42 shifts (336 hours ) – Midwifery/Nursing


• PLUS 20 Continuity of Care

CLINICAL PARTNERS

• Even though you are assigned a Placement Hospital this does not mean all placements will be at this hospital

– Mental Health

– Specialty placements for BN

– Logan and Redlands area

– Placements may need to move if the placement provider decides to no longer support UQ students

– Mater students may rotate through Blue Care

Prepare that you may need to travel.


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Clinical Placements

• All clinical placements are exceptional learning opportunities.

• All students have access to extraordinary lecturers and tutors

• All students must complete compulsory pre-placement requirements


HOSPITAL ALLOCATION

• Random Preferencing in Sinet

• Changing hospital Students submit form to Clinical Placement Coordinator

Students are placed on a waiting list

Once a spot opens up applications are assessed on a needs basis in consultation with the Program Director and Clinical Lead

Successful students will be notified via their student email

Other students can remain on a waiting list

Form will be made available under Clinical Placement tab on Blackboard Site


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ROSTERS

• Rosters vary from site to site

• Required to be available for shifts 24 hours a day, 7 days a week including weekends

• Rosters generally available to you 2 weeks pre start of placement

• Arranged in conjunction with the clinical unit to ensure safety of patients is met

• Midwifery rosters arranged so you get a varied clinical experience in all areas – not just Birth Suite

• Final year you are often expected to follow a Preceptor’s roster therefore you must ensure you are able to manage this with your outside Uni commitments

• You must make sure you can safely get to your vehicle after you finish work (security)


MISSED SHIFT POLICY

• Blackboard site of your clinical course

• What to do if you are sick

• What to do if you need to miss a shift because of exception circumstances

• Who to contact

• What paperwork you need

• How to make up a shift

• Medical Certificates


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BLACKBOARD SITES

• Clinical Placement Tab

• AHPRA Information

• Ward Profiles

• Any relevant hospital information

• Hospital Pre Placement Requirements

• Incident Reporting

• Rosters

• Missed Shift Guidelines


Professional requirements

• Uniform (polo shirt, badge)

• Shoes

• You are representing UQ and also the Nursing or Midwifery profession

• Professional language

• Nurses and Midwives Code of Conduct

• Social Media Policy


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Social media - Australian Health Practitioner Regulation Agency

• Social media is a popular means of online communication.

• Social networking sites aid both professional and personal communication.

• Aside from personal use, nurses and midwives also use social media to connect with colleagues and professional networks.

• CAUTION: potential implications of online behaviour, which may affect the nurse or midwife’s professional life & registration.

Social Media•Considerations for nurses and midwives:

• Know your employer’s policies and procedures relating to social media.

• before posting a comment / information / photograph strongly consider “do I really want this information in the public domain?” and “is this post respectful and appropriate or could it be considered offensive.

• do I know and understand the social networking site’s privacy policy? This includes who will store personal or professional information, and how this information will be used.

• do I understand and have I applied the appropriate privacy settings in my social network accounts. This will prevent unexpected information sharing.

• http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Codes-Guidelines/Social-media-policy.aspx

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Social MediaThe Code of Professional Conduct for Nurses in Australia (2008) and the

Code of Professional Conduct for Midwives in Australia (2008) outline the following three conduct statements, which are essential in guiding online

activities:

NMBA, 2014

• Nurses and midwives respect the dignity, culture, ethnicity, values and beliefs of people receiving care and treatment, and of their colleagues.

• Nurses and midwives treat personal information obtained in a professional capacity as private and confidential.

• Nurses and midwives maintain and build on the community’s trust and confidence in the professions at all times.

Ready for placement

• Other commitments in your life – work, family

• Pre-commencement requirements all done

• Transport – dummy run

• Uniform

• Right roster?

• Take timesheet

• Pack lunch

• Checked ECP and Blackboard

• Load phone numbers

• Know professional requirements

• Rest up before you start


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Student Administration


Before week 1• Pre-commencement requirements

• Enrolled in courses

• Know the timetable (mySI-net, not my.UQ)

• Signed on to PBL and CBL

• Looked at ECP, Bb site

• Ordered uniform

• Use your UQ email

• Know who’s who


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Pre-Commencement Requirements

• NMSW Documents Bb site

• Facebook page

• Due date: 24 February

• 5% audit of documents

• No immunity = no placement


Summary of Pre-commencement requirements


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Other (Pre-Placement) requirements

•Hospital specific

•Submit as instructed or take with you

•Example: iHealth modules


First few weeks of semester

• Collect uniform

• Check out Student Services workshops

• Do tasks in mySInet

eg Integrity Tutorial

• Dummy run of hospital before first shift

• Make friends

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Uniform Collection Session

• Wednesday of week 4

• Time and place TBA by email

• Bring student card


Know your dates

• Friday of week 2

• HECS census date 31 March

• Withdraw without Academic Penalty –30 April

• Withdraw with Academic Penalty –before beginning examinations

• Examination dates


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HOLIDAYS

• Should I take a Holiday during

• Semester?

• No. It is very difficult to meet the requirements of this comprehensive course and holiday.

• Remember prior to making any holiday arrangements talk to your lecturer or tutor or make an appointment with the Program Lead or Program Director.


INTERRUPTION TO STUDY

• Continuous Enrolment rule

• If you decide to take a break from study you need to make an application to the Dean via the School

• Once your application is processed you will receive an email advising that you have either been approved or not approved.

• If approved there may be conditions.


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NAMSANursing and Midwifery Student Association

• Not for profit organisation for

UQ students of Nursing and Midwifery

• Facebook (UQ NAMSA) – Join and see for updates:

Launch Party

Pub Crawls

End of year ball

Trivia night

Professional Development Evenings

ANY QUESTIONS?

• [email protected]
