School of Nursing and Midwifery

401211 Health Variations 4 - Acute Life Threatening Conditions

Autumn 2019
 Unit Details

Unit Code: 401211

Unit Name: Health Variations 4 - Acute Life Threatening Conditions
Credit Points: 10
Unit Level: 3
Assumed Knowledge: Primary health care, foundational knowledge of human biological sciences including human
body systems, basic concepts in pharmacology and pathophysiology and the National Health
Priorities and the relationship to nursing practice.

Note: Students with any problems, concerns or doubts should discuss those with the Unit Coordinator as early as they can.

Unit Coordinator
Name: Ms Debbie Hetherington
Phone: (02) 4570 1915
Location: Liverpool
Email: 401211@westernsydney.edu.au
Consultation Arrangement:
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 the generic email above..
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.

Deputy Unit Coordinator

Name: Mrs Nicole McIntosh
Phone: (02) 4620 1919
Location: Hawkesbury
Email: 401211@westernsydney.edu.au

Edition: Autumn 2019

Copyright 2019
c University Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School. Copyright for acknowledged materials reproduced
herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968.
Contents
1 About Health Variations 4 - Acute Life Threatening Conditions 2
1.1 An Introduction to this Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Unit as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . . 2

2 Assessment Information 3
2.1 Unit Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.2 Approach to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.3 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.4 Assessment Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.4.1 Online quiz to assess knowledge from teaching weeks 1, 2 & 3 . . . . . . . . . . . . . . . . . 5
2.4.2 Short Answer Exam based on one case study of acute life - threatening and/or traumatic
complex health condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.4.3 Closed book examination 100 multiple choice . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.5 General Submission Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3 Teaching and Learning Activities 11

4 Learning Resources 16
4.1 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Note: The relevant Learning Guide Companion supplements this document

1
1 About Health Variations 4 - Acute Life Threatening Conditions
1.1 An Introduction to this Unit
This unit develops a student’s knowledge and skills related to the pathophysiology, pharmacology and nursing care
for people who experience an acute life-threatening and/or traumatic condition that may involve multiple systems
failure. National Health Priority case studies based on National Health Priority areas are used in the unit to focus on
cardiovascular health, and injury prevention and control. The unit will also consider habilitation and rehabilitation of
people who have experienced acute life-threatening or traumatic complex health issues.

1.2 What is Expected of You

Study Load
A student is expected to study an hour per credit point a week. For example a 10 credit point unit would require 10
hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.

Attendance
It is strongly recommended that students attend all scheduled learning activities to support their learning.

Online Learning Requirements

Unit materials will be made available on the unit’s vUWS (E-Learning) site (https://vuws.westernsydney.edu.au/).
You 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 by the teaching team.

Special Requirements
Essential Equipment:
Essential Equipment: Access to an internet enabled device 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.
Legislative Pre-Requisites:
Not Applicable

1.3 Changes to Unit as a Result of Past Student Feedback

The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and units of study. The survey results inform unit content and design,
learning guides, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this unit. At the end of the semester
you will be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit.
You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide
feedback for individual teaching staff.

As a result of student feedback, the following changes and improvements to this unit have recently been made:

– The assessment item 2 has been changed to a turn it in assessment rather than an in class SAT assessment.

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2 Assessment Information
2.1 Unit Learning Outcomes
The Health Variations 4 unit is part of Bachelor of Nursing. The unit provides the foundation for developing com-
prehensive, 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.

Outcome
1 Interpret relevant pathophysiological processes that are related to National Health Priority case studies
concerning an acute life-threatening and/or traumatic condition and its implications for professional nursing
practice
2 Analyse the results of specific diagnostic procedures that might be used to confirm specific health
breakdown diagnoses associated with acute life threatening and/or traumatic complex health conditions
3 Interpret the pharmacological concepts and their safe effective application in professional nursing practice
related to caring for people with acute life threatening and/or traumatic complex health conditions
4 Justify the selection and prioritisation of nursing strategies to provide safe effective evidence based nursing
care for individuals and their family who experience an acute life-threatening event or traumatic complex
health condition
5 Apply the principles of habilitation and rehabilitation as they relate to individuals who experience an acute
life-threatening or traumatic complex health issues

2.2 Approach to Learning

1. Blended Learning Activity
Blended learning activities have been embedded throughout the unit content to enhance the student learning ex-
periences 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
2. Tutorial/Workshop/Seminar
A tutorial/workshop/seminar 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.
3. 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

3
2.3 Assessment Summary
The assessment items in this unit are designed to enable you to demonstrate that you have achieved the unit learning
outcomes. Completion and submission of all assessment items which have been designated as mandatory or compul-
sory is essential to receive a passing grade.

To pass this unit you must:

- Achieve at least 50% when all assessment marks are totalled
- 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 Com-
mittees. Please see Assessment policy; https://policies.westernsydney.edu.au/document/view.current.php?id=227

Item Weight Due Date ULOs Assessed Threshold

Online quiz to assess 15% Opens 0900 hours 25/03/2019 Closes 1-4 No
knowledge from teaching 0900 01/04/2019
weeks 1, 2 & 3
Short Answer Exam based 35% 06/05/2019- 1700 hours 1-5 No
on one case study of acute
life - threatening and/or
traumatic complex health
condition
Closed book examination 50% Western Sydney University formal 1-5 No
100 multiple choice examination period

Feedback on Assessment
Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.

Feedback will be provided in accordance with the marking criteria for your assessment described in the subject
outline for your unit.

4
2.4 Assessment Details
2.4.1 Online quiz to assess knowledge from teaching weeks 1, 2 & 3

Weight: 15%
Type of Collaboration: Individual
Due: Opens 0900 hours 25/03/2019 Closes 0900 01/04/2019
Submission: On line
Format: 1. On line quiz to assess knowledge from weeks 1, 2 & 3
Length: 30 minutes
Curriculum Mode: Quiz

Details:
The online quiz will consist of 20 multiple choice questions. The online quiz will be available under the assessment
tab on the unit vUWS site. The quiz will be open from 0900 hours, Monday 25th March 2019 until 0900 hours,
Monday, 1st April, 2019. You will have 30 minutes to complete the quiz and may only attempt the quiz once. You
are strongly encouraged to complete the quiz early in the availability period to avoid unforeseen difficulties. If you
experience technical difficulties whilst attempting the quiz you are to email the unit coordinator at the time of the
difficulty with full details and appropriate documentation. No claim of technical difficulty will be considered after the
quiz period has closed. If you experience illness or misadventure during the entire period of the availability of the
quiz you will need to apply for Special Consideration with supporting documentation. If an application for special
consideration is accepted, a supplementary quiz will be offered in week 9.
Aim of assessment
The purpose of this assessment is to provide students with feedback regarding their knowledge in relation to:
1. Relevant pathophysiological processes that are related to National Health Priority case studies concern-
ing an acute life-threatening and/or traumatic condition and its implications for professional nursing practice.
2. The relevance and use of specific diagnostic procedures that might be used to confirm specific health
breakdown diagnoses associated with acute life threatening and/or traumatic complex health conditions.
3. Pharmacological concepts and their safe effective application in professional nursing practice related to
caring for people with acute life threatening and/or traumatic complex health conditions.
4. The selection and prioritisation of nursing strategies to provide safe effective nursing care for individuals
and their family who experience an acute life-threatening event or traumatic complex health condition.

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

Marking Criteria:
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Criteria 1 - Demonstrates Demonstrates Limited knowledge Limited knowledge Inadequate
Demonstrates exceptional knowledge and and understanding and understanding knowledge and
knowledge and knowledge and understanding of in numerous key of numerous tested understanding of
application of understanding of most areas tested. areas tested. areas demonstrated. areas tested
concepts related to the areas tested 11.5-12.5 10-11 7.5-9.5 demonstrated
acute life 13-15 <7
threatening and/or
traumatic complex
health conditions.
/15

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2.4.2 Short Answer Exam based on one case study of acute life - threatening and/or traumatic complex
health condition

Weight: 35%
Type of Collaboration: Individual
Due: 06/05/2019- 1700 hours
Submission: Turnitin
Format: 2. Short Answer Questions based on one case study of an acute life-threatening and/or
traumatic complex health condition
Length: 1250 words
Curriculum Mode: Short Answer

Details:
Short Answer Questions based on one case study of an acute life-threatening and/or traumatic complex health con-
dition. Submitted via turnitin.
1. Critically analyse and explains the pathogenesis of the patient’s condition or deterioration. Selects a high priority
nursing strategy, including rationale.
2. Critical analysis of diagnostic result (ABG) relating to the underlying pathogenesis.The case study will be available
from week 1 of semester under the assessment tab in vUWS
Aim of assessment
The purpose of the assessment is to enable students to demonstrate knowledge by analysing accurately information
in a case study of a critically ill or deteriorating patient. It will include knowledge and concepts in relation to:
1. Pathophysiological processes related to National Health Priority case studies concerning an acute
life-threatening and/or traumatic condition and its implications for professional nursing practice.
2. The selection and prioritisation of nursing strategies to provide safe effective nursing care for individuals
and their family who experience an acute life-threatening event or traumatic complex health condition.
3. Specific diagnostic procedures that might be used to confirm specific health breakdown diagnoses associated
with acute life threatening and/or traumatic complex health conditions.

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

Marking Criteria:
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Criteria 1 - Using Provides an Provides an Provides an Provides a basic Superficial analysis
the case study accurate, clear and accurate analysis of accurate analysis of analysis of the of the pathogenesis
analyse the comprehensive the pathogenesis in the pathogenesis in pathogenesis in in relation to the
pathogenesis in analysis of the relation to the relation to the relation to the clinical
relation to the pathogenesis in clinical clinical clinical manifestations.
clinical relation to the manifestations. manifestations. manifestations. There are major
manifestations. clinical 11.5-12.5 However, the There may be inaccuracies,
/15 manifestations. information may be minor inaccuracies, omissions or
13-15 incomplete or lack omissions or repetition of
clarity. repetition of information, lack of
10-11 information, lack of clarity or logical
clarity or logical flow.
flow. <7
7.5-9.5
Select ONE (1) Provides an Provides an Provides an Provides an Incorrect
appropriate nursing appropriate, appropriate and appropriate and appropriate but prioritisation.
strategy, including accurate, clear and accurate nursing accurate nursing basic nursing Does not accurately
the rationale. comprehensive strategy and strategy and strategy and identify the nursing
/5 nursing strategy rationale. rationale. However, rationale. There strategy OR
and rationale. 4 the information may be minor identifies the
4.5-5 may be incomplete inaccuracies, strategy but does
or lack clarity. omissions and lack not accurately
3.5 of clarity. explain the
2.5-3 rationale.
<2

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Criteria High Distinction Distinction Credit Pass Unsatisfactory
Criteria 2 - Critically analyses Critically analyses Analyses ABG Discusses ABG refers to ABG
Critically analyse ABG diagnostic ABG diagnostic diagnostic result, diagnostic result diagnostic result
diagnostic result result, and result, and and accurately with little analysis. with inaccuracies in
Arterial blood gas, comprehensively accurately relates relate to the Some inaccuracies relating to the
and relate to the and accurately to the underlying underlying in relating to the underlying
underlying relates to the pathogenesis. pathogenesis underlying pathogenesis
pathogenesis underlying 7.5-8 However, response pathogenesis. Inaccurately
/10 pathogenesis. may lack some 5-6 discusses ABG
8.5-10 relevant information diagnostic results
or clarity in relating with little/no
to pathogenesis. relating to the
6.5-7.0 underlying
pathogenesis.
<4
Academic Writing Writes in an Writes clearly and Ideas are clearly Writes in a Writes in an
Style. advanced style succinctly with a documented reasonably clear, elementary style
/5 exhibiting highly coherent, logical Use of written word but limited use of with basic use of
coherent and logical flow of ideas enables effective language sometimes language and poor
flow of ideas. exhibiting advanced flow of ideas. hinders the effective articulation of
No errors in clarity. Minor errors in flow of ideas and ideas.
referencing, No errors in referencing, meaning. Organisation of
spelling, grammar, referencing, spelling, grammar, Minor, frequent material and main
punctuation or spelling, grammar, punctuation or errors in points are unclear,
sentence structure. punctuation or sentence structure referencing, confused or
4.5-5 sentence structure. that do not impede spelling, grammar, disorganised
4 the logical flow of punctuation or Multiple errors in
ideas and meaning. sentence structure referencing,
3.5 sometimes impede spelling, grammar,
meaning and the punctuation and
flow of ideas. sentence structure.
2.5-3 <2

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2.4.3 Closed book examination 100 multiple choice

Weight: 50%
Type of Collaboration: Individual
Due: Western Sydney University formal examination period
Submission: Western Sydney University formal examination period
Format: 3. End of session.
Closed book examination: MCQ

Length: 2 hours
Curriculum Mode: Multiple Choice

Aim of assessment
The aim of this examination is to assess student’s understanding of the topics and applications of the unit.
Details This MCQ examination is a closed book exam.
This will comprise 100 multiple choice questions.
i Note: The exam includes all the material covered from the tutorial notes, CPU and online lectures.
i Note: Resubmission of assessment items will not normally be considered.
i Note: Dictionaries and translators a will not be allowed into the examination room.

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2.5 General Submission Requirements
Submission
– All assignments must be submitted by the specified due date and time.
– Complete your assignment and follow the individual assessment item instructions on how to submit. You must
keep a copy of all assignments submitted for marking.
Turnitin
– The Turnitin plagiarism prevention system may be used within this unit. Turnitin is accessed via logging into
vUWS for the unit. If Turnitin is being used with this unit, this means that your assignments have to be
submitted through the Turnitin system. Turnitin from iParadigms is a web-based text-matching software that
identifies and reports on similarities between documents. It is also widely utilised as a tool to improve academic
writing skills. Turnitin compares electronically submitted papers against the following:
– Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages
– Student papers: including Western Sydney University student submissions since 2007
– Scholarly literature: Turnitin has partnered with leading content publishers, including library databases,
text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Pro-
quest, Emerald and Sage)

– Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is
an important tool to assist students with their academic writing by promoting awareness of plagiarism.By
submitting your assignment to Turnitin you will be certifying that:
– I hold a copy of this assignment if the original is lost or damaged
– No part of this assignment has been copied from any other student’s work or from any other source except
where due acknowledgement is made in the assignment
– No part of the assignment has been written for me by any other person/s
– I have complied with the specified word length for this assignment
– I am aware that this work may be reproduced and submitted to plagiarism detection software programs for
the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism
checking).
Self-Plagiarising
– You are to ensure that no part of any submitted assignment for this unit or product has been submitted by
yourself in another (previous or current) assessment from any unit, except where appropriately referenced, and
with prior permission form the Lecturer/Tutor/Unit Co-ordinator of this unit.
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 day for 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.
– Saturday and Sunday are counted as one calendar day each.
– Assessments will not be accepted after the marked assessment task has been returned to students.
– 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. To apply for an extension of time, locate an application
form via the Western Sydney University homepage or copy the following link:
https://www.westernsydney.edu.au/currentstudents/current students/forms

Application forms must be submitted to the Unit Coordinator/Convenor. Requests for extension should be made as
early as possible and submitted within policy deadlines. Appropriate, supporting documentation must be submitted
with the application. An application for an extension does not automatically mean that an extension will be granted.
Assessments will not be accepted after the marked assessment task has been returned to students.

Resubmission Resubmission of assessment items will not normally be granted if requested.

9
Application for 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 consideration2 or the Student Centre/Sydney City Campus Reception. 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.

10
 3 Teaching and Learning Activities

Weeks Activities Activities Readings Activities Assessments Due

Week 1 MODULE 1: Case Study 1 Online resources related Bullock, S., & Manias, E.
04-03-2019 to primary survey and (2014). Fundamentals of
hospital acquired pharmacology (7th ed.).
pneumonia Frenchs Forest, Australia:
Pearson Australia.
Introduction of unit Hospital acquired Craft, J., Gordon, C.,
pneumonia Heuther, S., McCance, K.,
& Brashers, V. (2014).
Understanding
pathophysiology (2nd ed.).
Chatswood, Australia:
Elsevier Australia.
Introduction to shock Wagner, K. D., &
Hardin-Pierce, M. G.
(2014). High-acuity
nursing (6th ed.). Upper
11

Saddle River, NJ: Pearson.

Introduction to sepsis
Primary survey
Week 2 MODULE 2: Case Study 2 Online resources related to Bullock, S., & Manias, E.
11-03-2019 respiratory deterioration. (2014). Fundamentals of
pharmacology (7th ed.).
Frenchs Forest, Australia:
Pearson Australia.
Overview of Sepsis Sepsis Craft, J., Gordon, C.,
Heuther, S., McCance, K.,
& Brashers, V. (2014).
Understanding
pathophysiology (2nd ed.).
Chatswood, Australia:
Elsevier Australia.
 Weeks Activities Activities Readings Activities Assessments Due
Wagner, K. D., &
Hardin-Pierce, M. G.
(2014). High-acuity
nursing (6th ed.). Upper
Saddle River, NJ: Pearson.
Week 3 MODULE 3: Case Study 3 Online resources related Bullock, S., & Manias, E.
18-03-2019 to cardiovascular (2014). Fundamentals of
compromise. pharmacology (7th ed.).
Frenchs Forest, Australia:
Pearson Australia.
Overview of segment Segment elevation Craft, J., Gordon, C.,
elevation myocardial myocardial infarction ( Heuther, S., McCance, K.,
infarction( STEMI) STEMI) and cardiogenic & Brashers, V. (2014).
shock Understanding
pathophysiology (2nd ed.).
Chatswood, Australia:
Elsevier Australia.
Wagner, K. D., &
12

Hardin-Pierce, M. G.
(2014). High-acuity
nursing (6th ed.). Upper
Saddle River, NJ: Pearson.
Week 4 MODULE 4: Case study 4 Online resources related Bullock, S., & Manias, E. - Online quiz to assess
25-03-2019 to traumatic brain injury (2014). Fundamentals of knowledge from teaching
pharmacology (7th ed.). weeks 1, 2 & 3
Frenchs Forest, Australia:
Pearson Australia.
Overview nervous system Traumatic brain injury & Craft, J., Gordon, C.,
(NS) anatomy and organ donation Heuther, S., McCance, K.,
physiology. & Brashers, V. (2014).
Understanding
pathophysiology (2nd ed.).
Chatswood, Australia:
Elsevier Australia.
 Weeks Activities Activities Readings Activities Assessments Due
Assessment 1: Online Wagner, K. D., &
Quiz Opens on Monday, Hardin-Pierce, M. G.
25th March, 2018 at 0900 (2014). High-acuity
hours nursing (6th ed.). Upper
Saddle River, NJ: Pearson.
Week 5 MODULE 5: Case Study 5 Online resources related Curtis, K., & Ramsden, C. Liverpool and Hawkesbury
01-04-2019 to burns (2016). Emergency and on Clinical placement
trauma care: For nurse
and paramedics (2nd
Australian & New Zealand
ed.). Chatswood,
Australia: Elsevier.
Overview of Burns Burns
(Liverpool & Hawkesbury
campus only)
Week 6 MODULE 6: Case Study 7 Understanding MODS in Curtis, K., & Ramsden, C. Liverpool and Hawkesbury
08-04-2019 context of acute Elliott, D., Aitken, L., & on Clinical placement
life-threatening and/or Chaboyer, W. (2015).
13

traumatic conditions ACCCN’s critical care

nursing. (3rd ed.).
Chatswood, Australia:
Elsevier.
Overview of multiple Multi-organ dysfunction Wagner, K. D., &
organ dysfunction Hardin-Pierce, M. G.
(2014). High-acuity
nursing (6th ed.). Upper
Saddle River, NJ: Pearson.
(Liverpool & Hawkesbury
campus only)
Week 7 Clinical Placement Clinical Placement Clinical Placement Clinical Placement ALL CAMPUSES ON
15-04-2019 CLINICAL PLACEMENT
Week 8 Clinical Placement Clinical Placement Clinical Placement Clinical Placement ALL CAMPUSES ON
22-04-2019 CLINICAL PLACEMENT
 Weeks Activities Activities Readings Activities Assessments Due
Week 9 Clinical Placement Clinical Placement Clinical Placement Clinical Placement ALL CAMPUSES ON - Short Answer Exam
29-04-2019 CLINICAL PLACEMENT based on one case study
of acute life - threatening
and/or traumatic complex
health condition
Week 10 MODULE 5: Case Study 5 Online resources related Curtis, K., & Ramsden, C. Parramatta and
06-05-2019 to burns (2016). Emergency and Campbelltown on Clinical
trauma care: For nurse placement
and paramedics (2nd
Australian & New Zealand
ed.). Chatswood,
Australia: Elsevie
Overview of Burns Burns
(Parramatta &
Campbelltown campus
only)
Week 11 MODULE 6: Case Study 6 Understanding MODS in Curtis, K., & Ramsden, C. Parramatta and
13-05-2019 context of acute Elliott, D., Aitken, L., & Campbelltown on Clinical
14

life-threatening and/or Chaboyer, W. (2015). placement

traumatic conditions ACCCN’s critical care
nursing. (3rd ed.).
Chatswood, Australia:
Elsevier.
Overview of multiple Multi-organ dysfunction Wagner, K. D., &
organ dysfunction Hardin-Pierce, M. G.
(2014). High-acuity
nursing (6th ed.). Upper
Saddle River, NJ: Pearson.
(Parramatta &
Campbelltown campus
only)
Week 12 MODULE 7: Case Study 7 Online resources related Wagner, K. D., &
20-05-2019 to the endocrine system Hardin-Pierce, M. G.
(2014). High-acuity
nursing (6th ed.). Upper
Saddle River, NJ: Pearson.
 Weeks Activities Activities Readings Activities Assessments Due
Overview of endocrine Diabetic ketoacidosis
function
Week 13 MODULE 8: Case study 8 Online resources related Wagner, K. D., &
27-05-2019 to multi trauma Hardin-Pierce, M. G.
(2014). High-acuity
nursing (6th ed.). Upper
Saddle River, NJ: Pearson.
Overview of Multi trauma Multi trauma motor
veichal accident
Week 14 MODULE 9: Review results and Pre tutorial preparation,
03-06-2019 discussion of assessment 2 overview unit, answer
review questions
Review Questions Review of unit
Tutorial exercises to
prepare for examination
Week 15 STUVAC STUVAC STUVAC STUVAC
10-06-2019
15

Week 16 Formal Western Sydney Formal Western Sydney Formal Western Sydney Formal Western Sydney
17-06-2019 University examination University examination University examination University examination
period period period period
Week 17 Formal Western Sydney Formal Western Sydney Formal Western Sydney Formal Western Sydney
24-06-2019 University examination University examination University examination University examination
period period period period
The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the unit’s vUWS site.
4 Learning Resources
4.1 Recommended Readings
Essential Reading
– For a list of readings, please refer to the unit vUWS site under Readings and Resources

16