NRSG370: Clinical integration: Specialty practice

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FACULTY OF HEALTH SCIENCES
School of Nursing, Midwifery and Paramedicine
National
2018, SEMESTER 2
NRSG370: Clinical integration: Specialty practice
UNIT OUTLINE
Credit points: 10
Prerequisites/incompatibles
• NRSG136 Introduction to Australian Nursing Practice
• NRSG137 Introduction to Nursing Practice
• NRSG261 Clinical Integration: Acute Care
• NRSG262 Clinical Integration: Mental Health
• NRSG354 Clinical Integration: Complex Care
National Team Leader & Ballarat Lecturer in Charge: Jenny D’Antonio
Office location: 105.G.09
Email: jenny.dantonio@acu.edu.au
Telephone: 03 5336 5365
Contact me: Email preferred
Melbourne: Lecturer in Charge: Alysia Coventry
Office location: 403.4.38
Email: Alysia.Coventry@acu.edu.au
Telephone: 9230 8118
Contact me: Email preferred, respond within 2-3 business days, I work a 9 day
fortnight (alternating Wednesdays off), please email
ReceptionSONMP.Melb@acu.edu.au for an appointment.
Brisbane: Lecturer in Charge: Theresa Harvey
Office location: 206.1.24
Email: Theresa.Harvey@acu.edu.au
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Telephone: 7386 16300
Contact me: email preferred option
North Sydney: Lecturer in Charge: Dr Christine Chisengantambu Winters
Office location: Level 7, 33 Berry Street, North Sydney
Email: christine.chisengantambu-Winters@acu.edu.au
Telephone: 9465 9085
Contact me: Email preferred
Canberra: Lecturer in Charge: Sharon Coman
Office location: 302.01.22
Email: Sharon.Coman@acu.edu.au
Telephone: (02) 6209 1366
Contact me: Email preferred
UNIT RATIONALE, DESCRIPTION and AIM: This unit provides students with the opportunity to
synthesise theory and experience acquired in previous and concurrent units in order to prepare
them for a specific nursing context. Students will actively engage in critical reflection on their ability
to undertake appropriate assessment(s) and maintain holistic perspectives and cultural awareness
during the delivery of nursing care to the person, family and community across the life span. This
unit will allow students to explore nursing care and /or health from a specialty and /or international
perspective. Students will critically evaluate their practice in order to create new knowledge from
which they may develop further, both personally and professionally.
Mode: Includes the following:
• 3-hour lecture (online or face-to-face);
• Clinical practicum;
• Online learning modules.
Attendance pattern: One three-hour lecture
Duration: This unit is run as blended learning unit during the course of the 10 weeks.
Lectures for this unit will occur during the scheduled intensives timetabled for final semester units.
You should anticipate undertaking 150 hours of study for this unit, including clinical placement,
completion of online modules, lecture attendance, readings and assignment preparation.
LEARNING OUTCOMES
The Bachelor of Nursing (BN), Bachelor of Nursing/Bachelor of Business Administration
(BNBADM) and the Bachelor of Nursing/Bachelor of Paramedicine (BNBP) courses are
professional program that require development of particular attributes for accreditation purposes.
These are also included in the learning outcomes -please see below
PROFESSIONAL STANDARDS FOR PRACTICE
The Nursing and Midwifery Board of Australia has Registered Nurse Standards for Practice. The
standards developed in this unit are:
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NMBA Registered nurse standards for practice: Learning Outcomes:
1. Thinks critically and analyses nursing practice.
1.1, 1.2, 1.3, 1.4, 1.
1, 5, 7, 8
2. Engages in therapeutic and professional relationships
2.1, 2.2, 2.3, 2.4, 2.6, 2.7 4, 6
3. Maintains the capability for practice.
3.1, 3.3, 3.4, 3.5 3, 8
4. Comprehensively conducts assessments.
4.1, 4.2, 4.3, 4.4 2, 3
5. Critical Thinking and Analysis:
5.1, 5.2, 5.3, 5.4, 5.5 2, 3
6. Provision and Coordination of Care:
6.1, 6.2, 6.3, 6.4, 6.5, 6.6 1, 2
7. Evaluates outcomes to inform nursing practice.
On successful completion of this unit, you should be able to:
1. Distinguish the roles and responsibilities of a nurse in the selected speciality practice area.
2. Utilise a collaborative approach to plan, coordinate and implement, after meticulous and
comprehensive assessment, evidence based, safe person-centred care of individuals
experiencing alterations in health specific to the elected specialty; and their families;(GA6)
3. Demonstrate safe use of selected technologies in the environment of the elected specialty
4. Utilise effective communication skills when interacting with people and the health care
team;(GA9)
5. Utilise a clinical decision-making framework in the provision of appropriate ethical, legal,
evidence-based, holistic care to people and their families/carers;
6. Promote the rights of clients and carers and their role in treatment planning and recovery.
(GA1)
7. Reflect upon personal perceptions and meanings of health, illness, dying and death as
appropriate in the specialty practice area; (GA4)
8. Extend your professional portfolio reflecting on your learning and development towards the
NMBA Registered nurse standards for practice using examples of skill development and
nursing. (GA4,10)
Additional Learning Outcomes for students undertaking an international health study program:
9. Explain how health and illness and health care practices are constructed by people within
the culture of a host country
10.Discuss factors that can impact on the roles and functions of health care professionals within
the host country
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GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. All Australian
universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater
emphasis on ethical behaviour and community responsibility than those of many other universities.
All of your units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
GA1 demonstrate respect for the dignity of each individual and for human diversity
GA2 recognise your responsibility to the common good, the environment and society
GA3 apply ethical perspectives in informed decision making
GA4 think critically and reflectively
GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline
and/or profession
GA6 solve problems in a variety of settings taking local and international perspectives
into account
GA7 work both autonomously and collaboratively
GA8 locate, organise, analyse, synthesise and evaluate information
GA9 demonstrate effective communication in oral and written English language and
visual media
GA10 utilise information and communication and other relevant technologies effectively
CONTENT
Topics will include:
1. Introduction to nursing in a specialty area
• The settings for specialised field of nursing
• The specialist knowledge and skills needed to provide care for people who require
nursing care in the specialist area
• Current models of care
2. Professional nursing standards
• Competencies
• Professional qualities
• Professional boundaries
• Ethical issues
3. Legislation
• Particular legislation associated with the specialty
• Current Policy and Standards of Care in specialty area
• Patient rights
4. Nursing care of the person who requires nursing care in the specialist area
• Comprehensive assessment (e.g. biopsychosocial, family, cultural)
• Advanced and specialist Clinical Assessment Skills
• Specialist environment, ward and personal assessment skills and protocols
• Admission and discharge planning
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5. Diagnosis
• Common observations, tests and procedures used in the specialist area
• Diagnosis and classification of disorders
6. Nursing Management
• Therapeutic interventions
• Advanced clinical skills
• Working in specialist teams
• Chronic and acute care issues
• Specific populations
o CALD
o Homeless
o Refugee
• Care co-ordination
7. Pharmacology
• Important classes of medications prescribed and the disorders for which they are used
• Applied pathophysiology underpinning the use of medications used to treat the people in
the specialist area
• The role of the specialist nurse in administration of medication and related nursing
interventions including medication indication, interactions, side effects and precautions
• Relevant legal and ethical issues related to the administration of medications
• Education and compliance
8. Communication
• Observation
• Interviewing (includes questioning, listening, jargon)
• Communication within the specialist and /or multidisciplinary team
• Communication with families
• Confidentiality
9. Co-morbidity
• Service delivery frameworks
• Screening and Assessment
• Referral and follow-up
10.Communication within the nursing team
• Leadership and management
QUALITY ASSURANCE AND STUDENT FEEDBACK
This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT)
online surveys.
In response to student feedback, timing and assessment design has been altered to suit off campus
learning and to accommodate for late and changed professional experience allocations. In addition,
the constructive alignment of learning outcomes, learning activities and assessment tasks was
reviewed and adjusted to foster student success in this unit.
SELT surveys are usually conducted at the end of the teaching period. Your practical and
constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the
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SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course
coordinators and/or through student representatives.
LEARNING AND TEACHING STRATEGY AND RATIONALE
This unit will comprise of a 3-hour lecture/webinar at the beginning of the semester, a clinical
practicum placement as well as other learning tasks throughout the semester. The unit will
utilise the fundamental clinical skills which students are familiar with through Inquiry-Based
Learning (IBL) and five previous semesters of practice in the clinical skills laboratories.
LECTURE CAPTURE
Lectures for this unit will be recorded and made available to students on each campus.
SCHEDULE
For the most up-to-date information, please check your LEO unit and note advice from your
lecturing and tutoring staff for changes to this schedule.
Starting Campus Topic Format
July 2nd North Sydney Commence online learning See LEO
July 9th North Sydney Introduction, assessments, placements,
Q&A
One, 3-hour Lecture –
see LEO and
timetabling for specific
times for your campus
July 16th
Ballarat
Melbourne
Introduction, assessments, placements,
Q&A
One, 3-hour Lecture –
see LEO and
timetabling for specific
times for your campus
July 23rd
Ballarat
Melbourne
Brisbane
Canberra
Commence online learning.
Introduction, assessments, placements,
Q&A
See LEO
July 30th Brisbane
Canberra
Commence online learning See LEO
CLINICAL
This unit requires attendance to a total of 80 clinical hours (equivalent of 2 weeks depending on
the health care facility). Please note that many students are under the required hours for course
completion. In this case an additional one week may be allocated with your NRSG 370 as makeup
hours. Students should be aware that certain health care facilities may have clinical placement
schedules that differ to the minimum duration requirements set by Australian Catholic University
(ACU). This means that students may be required to fulfil additional hours as set by a health care
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facility, increasing the total clinical placement duration to above 80 hours. ACU and their health
care facility partners have legal agreements in place, which means that if such health care facility
requirements are not met, the student may be awarded an NN grade for that clinical unit. Students
are required to submit a Medical Certificate or signed Statutory Declaration for any clinical hours
missed. All hours missed must be made up prior to course completion in order to meet AHPRA
requirements for registration.
Please refer to the Nursing Clinical Placement Manual on the Professional Practice LEO Page
2018.
❖ Clinical Placements
Clinical hours for NRSG370 may be undertaken in either a block placement or flexible mode.
Please refer to the 2018 Clinical Calendar (Professional Practice LEO Page 2018) for dates of
block placements. Where clinical placements associated with this unit are not available within
the periods stated students will be allocated to attend clinical at an alternative time.
It is each student’s responsibility to regularly check their ACU email account, the Professional
Practice LEO site and/or In Place for clinical placement dates, allocations and information.
Students who fail to attend an allocated clinical placement, without appropriate
correspondence with the Placement Services office PRIOR to the scheduled commencement
of the placement, will be awarded an NN (Fail) grade for the unit.
Enquiries relating to clinical placement allocations should be directed to the Placement
Services office on your campus. Students are to use only their ACU email account when
communicating via email. Private email addresses will not be responded to.
Prior to attending clinical placement students are advised to familiarise themselves with the
Nursing Clinical Placement Manual on the Professional Practice LEO Page 2018.
❖ Unsatisfactory, Unprofessional or Unsafe Behaviour
ACU or your host organisation can ask you to leave professional practice if your behaviour is
unsatisfactory, unprofessional or unsafe (this includes breaching scope of practice). This
might mean you’re unable to perform caring tasks without risk of harm or injury to yourself or
others, or that you’re disrupting other students. If this happens, you may be withdrawn from
placement and you’ll need to make an appointment with your Clinical Coordinator to discuss
the issues involved.
❖ Scope of Practice
It is important that all students are fully aware of their ‘Scope of Practice’.
Breaching ‘Scope of Practice’ will result in the student being withdrawn from placement and
a Fail Grade assigned to the placement.
Information regarding ‘Scope of practice’ can be found:
a) Student Clinical Placement Manual (includes ACU definition of scope)
b) Professional Practice LEO page
c) Professional Practice Experience online learning package NMBA Registered nurse standards
for practice
Definition of scope of Practice
“Scope of practice is that in which nurses are educated, competent to perform and
permitted by law. The actual scope of practice is influenced by the context in which the
nurse practices, the health needs of people, the level of competence and confidence of
the nurse and the policy requirements of the service provider”.
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❖ Mandatory Documentation for Clinical Placements
All FHS students who undertake placements as part of their course must meet certain
mandatory State or Territory legal and industry policy requirements. Students are required to
submit evidence that they have completed all mandatory requirements to the Placement
Services Office at the beginning of semester one each year. Information related to mandatory
requirements and submission of documentation can be found by contacting Placement
Services. Essential student pre-placement preparation
Please note: Students cannot be allocated to clinical placements until all documentation has
been received. Failure to submit mandatory documentation within the designated timeframe
will result in a Fail (NN) grade as per Academic Regulation 7.1: Assessment Procedures and
Requirements.
If at any time during a course enrolment an allocated clinical placement is cancelled due to a
student not updating their mandatory requirements an NN (Fail) grade will be awarded for the
clinical unit.
ASSESSMENT STRATEGY AND RATIONALE
A range of assessment procedures will be used to meet the unit learning outcomes and develop
graduate attributes consistent with University assessment requirements – please see table
below.
In order to pass this unit, you are required to attain a cumulative mark of 50% or above and
successfully complete a clinical practicum placement. A failure to attain either a cumulative mark
of 50% or a pass in clinical practicum will result in an NN (fail) grade being awarded for this unit.
The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome.
ELECTRONIC SUBMISSION, MARKING AND RETURN
Assessment Tasks Due date Weighting Learning Outcome/s Graduate
Attributes
Assessment Task 1:
Professional Portfolio –
clinical competency
assessment
• Nursing Competency
Assessment Schedule
(NCAS)
• Clinical skills assessments
1. Managing the care of a
client/patient for a span of
duty
2. Teaching a colleague
Within five (5)
business days of
the completion of
the clinical
placement
Hurdle 1, 2, 3, 4, 5, 6, 7, 8, 9 14, 6,9,10
Assessment Task 2: Case
Study Assignment
Monday 27th August,
2018 – 5.00pm
50%
(1600 words)
2,5,6 1,6
Assessment Task 3:
Part A – Online Module 1 & 2
Module 1: Issue of safety
Module 2: Confidentiality
Part B – Online Module 3
Reflection on personal perceptions
and meanings of health, illness,
dying and death
Friday 12th October,
2018 5.00pm
Part A: 35%
(1200 words)
Part B: 15%
(500 words)
1,8
7
10
4
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Assessment task 1: Professional portfolio consisting of:
1. The Nursing Competency Assessment Schedule (NCAS) is completed by the Clinical
Facilitator throughout the clinical placement. Students must achieve a minimum competency
rating of ‘supervised’ in order to gain a ‘Satisfactory’ grading for the placement. An
‘Unsatisfactory’ grading for the placement will result in an NN (Fail) grade for the unit. A copy
of the NCAS must be kept by the student.
2. Two (2) clinical skills assessments:
I. Managing the care of a client/patient for a span of duty
II. Teaching a Colleague
A minimum rating of ‘Supervised’ for each element of the performance criteria for each of
these skills must be obtained for the student to be deemed satisfactory. A maximum of two
(2) attempts are allowed for each clinical skill. A Satisfactory grading in each of the above
clinical skills assessments must be obtained in order for a Satisfactory grading to be awarded
for the clinical placement. An ‘Unsatisfactory’ grading for either of the above skills will result in
an unsatisfactory grading for the placement and an NN (Fail) grade for the unit. Clinical skills
assessments are conducted by the Clinical Facilitator or Registered Nurse nominated by the
Clinical Facilitator.
Due date: Within 5 days of completion of clinical placement
Weighting: Satisfactory/Unsatisfactory (Ungraded). Students must submit
and pass this assessment task to pass the unit.
Length and/or format: To be completed during Clinical Placement using the NCAS
forms available on the Nursing Professional Practice LEO
Page 2018 LEO page.
Purpose: Clinical assessment in the Bachelor of Nursing is based on the
NMBA Registered Nurse Standards for Practice. It is expected
that by the end of the course, you will have been able to meet
all of these competencies in order to be eligible for
registration.
Learning outcomes assessed: 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10
How to submit: Submission is online via the Nursing Professional Practice
LEO Page 2018 LEO page. Please select your campus tile
and submit in the appropriate clinical unit. It is the student’s
responsibility to ensure that all areas of the NCAS are
completed and signed prior to submission. Incomplete and
inaccurate submissions will be awarded an NN (Fail) grade for
NRSG 370.
Return of assignment: Submissions will not be returned to students. Students are
required to retain a copy of their Nursing Competency
Assessment Schedule and Clinical Skills Assessments for
their own records.
Assessment criteria: All documents that form part of the Clinical Portfolio can be
found in the Nursing Professional Practice LEO Page 2018 LEO
page.
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Assessment task 2: Case study Assignment
Students will complete a case study which discusses the provision of ethical, legal, evidence-based,
holistic person-centred care including the establishment of realistic and relevant goals through the
theoretical examination of a particular nursing specialty case study using the Clinical Reasoning
Cycle (Levett-Jones, 2013).
Due date: Monday 27
th August 2018, 5.00pm
Weighting: 50%
Length and/or format: 1600 words +/-10%
Purpose: The case study is designed to allow students the opportunity
to demonstrate synthesis of theory and experience acquired in
previous and concurrent units while exploring a specific
nursing context.
Learning outcomes assessed: 2, 5, 6
How to submit: Students should submit electronically via the appropriate
Turnitin drop box located in the assessment block on the LEO
site.
Return of assignment: Assignments will be marked online and students will be
notified via LEO when results and feedback are available.
Assessment criteria: Further information pertaining to the case study can be found
in the assessment block on LEO and in the APPENDIX of this
unit outline. Please refer to the criterion reference rubric.
Assessment task 3: Online modules – Part A & Part B
Students are required to complete three (3) online modules found on the LEO site. The online
modules cover a range of content related to the clinical specialty practice of your choice. Each
module has an activity attached which the students are required to complete. Your response to
all three modules must be submitted as instructed below.
Due date: Friday 12th October 5.00pm
Weighting: Part A 35%, Part B 15% – (50%)
Length and/or format: Part A 1200 Words, Part B 500 Words – (1700 words)
Purpose: Online module tasks are designed to enable students to
demonstrate understanding of the specialty practice
environment in terms of roles and responsibilities, rights,
communication processes and the meaning of illness for
patients. The modules include the critical analysis of an issue
of safety, confidentiality and a reflection on personal
perceptions and meanings of health, illness, dying and death
to consolidate learning about the specialty practice
environment.
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Learning outcomes assessed: Part A (1, 8), Part B (7)
How to submit: Part A: Students should compile their answers to online
modules 1 & 2 into a single document and submit into the
appropriate Turnitin drop box located in the assessment block
on the LEO site.
Part B: Students submit their response to module 3 into the
appropriate Turnitin drop box located in the assessment block
on the LEO site.
Return of assignment: Assignments will be marked online and students will be
notified via LEO when results and feedback are available.
Assessment criteria: Further information pertaining to the case study can be found
in the assessment block on LEO and in the APPENDIX of this
unit outline. Please refer to the criterion reference rubric.
REFERENCING
This unit requires you to use the American Psychological Association (APA) referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University Policies page of the Student
Portal.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the
Student Portal. You should particularly review the ACU student code of conduct and also the ACU
social media policy – your awareness of ACU’s expectation particular to student conduct is
essential.
ACADEMIC INTEGRITY
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the
Academic Honesty Policy are available from the website. Please read them, and note in particular
that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic
dishonesty can vary in severity, and can include being excluded from the course.
TURNITIN
The ‘Turnitin’ application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
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• teaching staff to identify areas of possible plagiarism in students’ written work.
• To submit, mark and return assessment tasks through the Grademark function in Turnitin.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more
important. Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the
Assignment submission details for each assessment task), you should submit your draft well in
advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final
submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be
used as a means of submitting, marking and returning assessment tasks and so a text matching
percentage will appear on your submission automatically.
FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND
TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students.
Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.
http://www.acu.edu.au/453155
STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your
Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a
resume and employment application and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a
disability or chronic medical condition; please contact them as early as possible.
The Support Services web page provides links for each service.
Inherent Requirements
To support your progression in this unit, students are directed to access the course inherent
requirements, on the link below, to understand the essential aspects of their course. If you
require assistance to enable you to achieve the knowledge, skills and attitudes outlined in the
inherent requirements, please speak with your academic and or a disability advisor for support.
www.acu.edu.au/inherent-requirements
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If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or
have a disability/medical condition which may impact on your studies, you are advised to notify
your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as
possible. For all aspects of support please contact the Office of Student Success via
https://www.studentportal.acu.edu.au/acuinfo/ss/departments-and-units
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further readings/ discussion forums.
https://leo.acu.edu.au/course/view.php?id=25795
In addition, for this unit you will be required to use the following technologies: Turnitin
TEXTS AND REFERENCES:
Required text(s)
There are no required texts associated with this unit
Recommended references
Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance
student teachers’ reflectivity during field experience placements. Teachers and Teaching,
5(1), 51-73, DOI: 10.1080/1354060990050104
International Council of Nurses (2012). The ICN code of ethics for nurses. Retrieved from
http://www.icn.ch/images/stories/documents/about/icncode_english.pdf
Levett-Jones, T. (2018). Clinical Reasoning: Learning to think like a nurse (2nd Ed). Frenchs
Forest, N.S.W.: Pearson.
Nursing and Midwifery Board of Australia (NMBA) (2018). Code of conduct for nurses.
Retrieved from: http://www.nursingmidwiferyboard.gov.au/Codes-GuidelinesStatements/Professional-standards.aspx
Code of Conduct for Nurses (Effective 1 March 2018)
Registered Nurse Standards for Practice (Effective 1 June 2016)
It is recommended that students consult their previously prescribed texts on physiology and
pathophysiology, pharmacology and nursing care for this unit.
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Further references
Farrell, M., & Dempsey, J. (2011). Smeltzer and Bare’s textbook of medical-surgical nursing
(3rd Australian and New Zealand ed.). Sydney: Wolters Kluwer Health/ Lippincott Williams &
Wilkins.
Forrester, K., & Griffiths, D. (2010). Essentials of law for health professionals (3rd ed.). Sydney:
Mosby Elsevier.
Jarvis, C., Forbes, H., Watt, E., (2012) Australian and New Zealand edition Jarvis’s Physical
Examination & Health Assessment St. Louis, Missouri: Elsevier/ Saunders.
King, J., Hawley, R., & Weller, B.F. (Eds.) (2008). Australian nurses’ dictionary (4th ed.).
Sydney: Balliere Tindall.
Martini, F. H., Nath, J. L. & Bartholomew, E. F. (2012). Fundamentals or anatomy & physiology
(9th International ed.). S. F. California: Pearson/ Benjamin Cummings.
McCance, K., Heuther, S., Brashers, V., & Rote, N. (Ed.). (2010). Pathophysiology: The biologic
basis for disease in adults and children (6th ed.). St. Louis: Mosby Elsevier.
McKenna, L. & Lim, A. G. (2012). Pharmacology for nursing and midwifery. (1st Australian and
New Zealand Edition). Broadway: Lippincott Williams & Wilkins
Nursing and Midwifery Board of Australia. (2013). National competency standards for the
registered nurse. Retrieved from http://www.nursingmidwiferyboard.gov.au/Codes-GuidelinesStatements/Codes-Guidelines.aspx
Tollefson, J. (2010). Clinical psychomotor skills: Assessment tools for nursing students (4th
ed.). South Melbourne: Cengage Learning
Extended reading
N/A
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APPENDIX A
Assessment task 2: Case Study
Students will complete a case study which discusses the provision of ethical, legal, evidencebased,
holistic person-centred care including the establishment of realistic and relevant goals
through the theoretical examination of a particular nursing specialty case study using the
Clinical Reasoning Cycle (Levett-Jones, 2013).
Students must select and respond to the case study question that reflects their allocated
clinical placement specialty. If you have not been allocated a specialty placement, OR you are
repeating this unit, please refer to your LEO campus announcements forum and the 3-hour
lecture for instructions on how to proceed (you should not repeat the same case study
question twice). Case study questions can be found on LEO via this link:
https://leo.acu.edu.au/course/view.php?id=27543&section=4
Due date: Monday 27th August, 2018 5.00pm
Weighting: 50%
Length and/or format: 1600 words +/-10%
Purpose: The case study is designed to allow students the
opportunity to demonstrate synthesis of theory and
experience acquired in previous and concurrent units
while exploring a specific nursing context.
Learning outcomes assessed: 2, 5, 6
How to submit: Student should submit into the appropriate Turnitin drop
box located in the assessment block on the LEO site.
Return of assignment: Assignments will be marked online and students will be
notified via LEO when results and feedback are
available.
Assessment criteria: Further information pertaining to the case study can be
found in the assessment block on LEO. Please also
refer to the criterion reference rubric below.
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Version: FINAL 201860_05.07.18
APPENDIX B
Criterion Referenced Rubric: Assessment Task 2, Case Study
Criteria for
marking
High Distinction
(95-100%)
High Distinction
(85-94%)
Distinction
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Unsatisfactory
(31-49%)
Unsatisfactory
(0-30%)
Sequencing
5%
The content in the case
study directly matches
the outline presented in
the introductory
paragraph. The case
study ends with a rational
conclusion.
The content in the case
study comprehensively
matches the outline
presented in the
introductory paragraph.
The case study ends with
a rational conclusion.
The content in the case
study thoroughly matches
the outline presented in
the introductory
paragraph and the case
study ends with a rational
conclusion.
The content in the case
study matches the
outline presented in the
introductory paragraph.
and the case study
ends with a rational
conclusion.
The content in the
case study mostly
matches the outline
presented in the
introductory
paragraph and the
case study ends with
a conclusion.
There is a clear
introduction, followed
by the body of the case
study, with a
conclusion. However,
content within the body
and within paragraphs
is not always logically
sequenced.
There is no clear
introduction, body
and/or conclusion.
There is no
sequencing evident.
Content
50%
Extensively defines and
discusses the provision of
ethical, legal, evidencebased,
holistic personcentred
care, including
the establishment of
realistic and relevant
goals.
Includes relevant
discussion on the
collection, processing and
presentation of
client/patient information.
Clearly identifies and
prioritises 3 relevant
nursing issues/ problems.
Strong evidence of use
and understanding of the
clinical reasoning cycle.
Comprehensively defines
and discusses the
provision of ethical, legal,
evidence-based, holistic
person-centred care,
including the
establishment of realistic
and relevant goals.
Includes relevant
discussion on the
collection, processing and
presentation of
client/patient information.
Clearly identifies and
prioritises 3 relevant
nursing issues/ problems.
Clear evidence of use and
understanding of the
clinical reasoning cycle.
Thoroughly defines and
discusses the provision of
ethical, legal, evidencebased,
holistic personcentred
care, including
the establishment of
realistic and relevant
goals
Includes discussion of the
collection, processing
and presentation of
client/patient information.
Clearly identifies and
prioritises 3 relevant
nursing issues/ problems.
Evidence of use and
understanding of the
clinical reasoning cycle.
Defines and describes
the provision of ethical,
legal, evidence-based,
holistic person-centred
care, including the
establishment of
relevant goals
Includes the collection,
processing and
presentation of
client/patient
information.
Identifies and prioritises
2-3 relevant nursing
issues/ problems.
Some evidence of use
and understanding of
the clinical reasoning
cycle.
Describes the
provision of ethical,
legal, evidence-based,
holistic personcentred
care, but does
not provide clear
rationale for choices
or the establishment
of relevant goals
Discusses the
collection, processing
and presentation of
client/patient
information.
Issues/problems
identified are unclear
or not relevant to the
case study. Minimal
evidence of use and
understanding of the
clinical reasoning
cycle.
Limited evidence of the
consideration or
provision of ethical,
legal, evidence-based,
holistic person-centred
care,
issues/problems
identified are not
relevant to the case
study or poorly
prioritised or key
issues/problems have
been omitted.
No evidence of use
and understanding of
the clinical reasoning
cycle
No evidence of the
consideration or
provision of ethical,
legal, evidencebased,
holistic person
centred care,
No issues/problems
identified.
No evidence of use
and understanding of
the clinical reasoning
cycle
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Critical thinking,
reasoning and
evaluation of
evidence
30%
There is evidence of
comprehensive depth and
breadth of reading. A
concise and well
supported analysis
related to nursing care
and issues/problems is
presented, and is
supported by adequate
and appropriate
evidence.
There is evidence of
detailed depth and breadth
of reading. A concise and
well supported analysis
related to nursing care and
issues/problems is
presented, and is
supported by adequate
and appropriate evidence.
There is evidence of both
depth and breadth of
reading. An analysis is
presented related to
nursing care and
issues/problems, and is
supported by appropriate
evidence.
An analysis is
presented related to
nursing care and
issues/problems
supported by evidence.
There is evidence of
supportive reading
An analysis is
presented related to
nursing care and
issues/problems with
minimal supportive
evidence
Minimal analysis is
presented related to
nursing care and
issues and/or analysis
presented lacks
relevance to the topic.
Little to no analysis is
presented related to
nursing care and
issues
Paragraph,
structure /
intelligibility
5%
Flawless presentation of
ideas.
The writing is organised
into paragraphs that are
structured well, and the
information is organised
appropriately within the
paragraph. Each
paragraph relates to a
discrete idea. There are
clear linking sentences
that link each paragraph to
the next consistently.
The writing is organised
into paragraphs, and the
information is organised
consistently and
appropriately within the
paragraph. Each
paragraph relates to a
discrete idea. There are
clear linking sentences
that link most paragraphs
to the next.
The writing is organised
into paragraphs, and
the information is
organised appropriately
within the paragraph.
Most paragraphs
relates to a discrete
idea. There are clear
linking sentences that
link most paragraphs to
the next.
The writing is
organised into
paragraphs, and the
information is mostly
organised
appropriately within
the paragraph. Most
paragraphs relates to
a discrete idea. The
paragraphs mostly link
to one another.
There is evidence of
paragraphs, however
paragraph structure is
disorganised, with no
clear ideas, and no
links.
Some evidence of
paragraphs, however
paragraph structure is
disorganised, with no
clear ideas, and no
links.
Sources &
Referencing
10%
Credible and relevant
references are used.
Accurate use of APA
referencing style in all
instances. A broad range
of in-text citations has
been used.
Credible and relevant
references are used.
Accurate use of APA
referencing style in all
instances. A range of intext
citations has been
used.
Credible and relevant
references are used.
APA referencing style is
almost always accurate.
A range of in-text
citations has been used.
Credible and relevant
references are used.
APA referencing style is
accurate on most
occasions. There is
limited use of a range of
in-text citation formats.
Credible and relevant
references are used.
APA referencing style
is demonstrated
inconsistently. There
is no variation of intext
citation format.
Not all references are
credible and/or
relevant. There are
inaccuracies with the
APA referencing style.
There may be an
overuse of direct
quotations.
Not all references are
credible and/or
relevant. There are
several inaccuracies
with the APA
referencing style.
There may be an
overuse of direct
quotations.
18
Version: FINAL 201860_05.07.18
APPENDIX C
Assessment task 3: Online Modules
Students are required to complete and submit the three (3) online modules. The online modules cover a
range of content, which should be related to the clinical specialty practice of your choice. Each module is
designed to help you achieve learning outcomes set for the unit, or to enhance your learning related to your
placement. Each module has an activity attached which the students are required to complete.
Module 1
Module one looked at the specific rights and responsibilities of the registered nurse in a specialty clinical
area, from the perspective of keeping the nurse and her/his patients/clients physically and emotionally safe.
It also raised the issue of legal responsibilities and identified issues specific to the specialty area.
For your assessment: Write 600 words on an issue of safety or of legal responsibility that you
explored in some depth, ensuring it is specifically related to the specialty area.
Module 2
Module two looks specifically at the rights of clients and in more depth the rights of carers in the process of
treatment and recovery. It raises some questions about how the nursing profession views and deals with
the rights of the carers and their need for information, particularly in the context of patients/clients who may
lack insight in their care needs.
For your assessment: Write 600 words on your understanding of the dilemma of providing
information to carers while considering the confidentiality concerns relating to the
patient/client. Don’t forget to consider the ethical implications in your consideration of the issues.
Ensure it is specifically related to the specialty area.
Submission: This paragraph should be clearly labelled and with module 1 written components placed in
single document and uploaded in the relevant drop box in assessment block (Assessment 3: Part A).
Module 3
For this module, you are asked to explore some of the writings in the public domain on how people have
made meaning of their health-related issues. In the module activity, you are asked to choose one of your
readings (from one of the three perspectives listed) and write a reflection on how that has changed your
19
Version: FINAL 201860_05.07.18
perspective or given you some insight into the meaning illness has for a particular person. When writing
your reflection make sure you consider your own perceptions, morals and ethics.
Preferably this will be from your area of specialty practice however this may prove difficult for some
specialties in this case pick a specialty area that interests you where there is information available.
For your assessment:
Review and refine your reflection from the activity (on ONE of the readings) for this module to a 500
word submission using the 5 R’s of reflection (Bain, Ballantyne, Packer & Mills, 1999).
Your reflection should consider:
• How that has changed your perspective or given you some insight into the meaning illness has for
that person;
• How you relate to this and make meaning of your own experiences;
• Your own perceptions, morals and ethics.
NOTE: For this assessment, it is not appropriate for you to reflect on a personal experience you have had
relating to death, dying or illness, rather you MUST select an article from the prescribed list provided in
LEO.
Submission: This paragraph should be clearly labelled Module 3 and uploaded in the relevant drop box in
assessment block on LEO (Assessment 3: Part B).
Assessment criteria: Further information pertaining to the case study can be found in
the assessment block on LEO. Please also refer to the criterion
reference rubric below.
Page 20 of 23 Version: v4
APPENDIX D
Criterion Referenced Rubric: Assessment Task 3, Part A – Online Modules 1 & 2
Criteria for
Marking
High Distinction
(95-100%)
High Distinction
(85-94%)
Distinction
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Unsatisfactory
(31-49%)
Unsatisfactory
(0-30%)
Discussions
60%
Cohesive and logical
discussions.
Comprehensive and
insightful analyses
which presents a
diverse range of
perspectives.
Cohesive and logical
discussions.
Thorough and
insightful analyses
which presents a
diverse range of
perspectives.
Cohesive and logical
discussions.
Well-developed
analyses and
critiques from a
diverse range of
perspectives.
Cohesive and
logical discussions.
Some attempt at
analysis and
critique from a
range of
perspectives
evident.
A logical discussion is
presented with limited
consideration of
alternative
viewpoints.
Minimal cohesion to
flow of discussions.
Broad generalisations
are made.
Discussions consist
largely of personal
opinion, and/or the
discussion lacks
alignment to the
required topic
No cohesion to flow
of discussions.
Broad generalisations
are made.
Discussions consist
largely of personal
opinion and/or the
selected topic is
inappropriate
Evidence to
support the
analysis
30%
Relevant, high quality
literature utilised with
sophisticated
interpretation and
analysis.
Relevant, high quality
literature utilised with
detailed interpretation
and analysis.
Relevant, quality
literature utilised with
consistent
appropriate
interpretation &
application.
Relevant literature
used with erratic but
appropriate
interpretation &
application.
Some relevant
literature used with
some attempt to
interpret & apply the
literature.
Minimal/irrelevant use
of the literature
No use of the
literature
Organisation,
Presentation and
Referencing
10%
Flawless
presentation.
Flawless use of APA
referencing style in all
instances. A range of
in-text citations has
been used.
Excellent standard of
written
communication with
few errors of spelling
and grammar.
Consistent accurate
use of APA
referencing style in all
instances. A range of
in-text citations has
been used.
High standard of
written
communication with
few errors of spelling
and grammar.
Accurate use of APA
referencing style on
most occasions. A
range of in-text
citations has been
used.
Effective written
communication with
few errors of
spelling and
grammar
Accurate use of
APA referencing
style on most
occasions. There is
limited use of a
range of in-text
citation formats.
Adequate written
communication
although a number of
spelling and
grammatical errors.
APA referencing style
is demonstrated
inconsistently. There
is no variation of intext
citation format.
Marginal, written
presentation and
referencing, not at an
academic/professional
standard.
There are inaccuracies
with the APA
referencing style.
Poor, written
presentation and
referencing, not at an
academic/profession
al standard.
There are several
inaccuracies with the
APA referencing
style.
Page 21 of 23 Version: v4
APPENDIX E
Criterion Referenced Rubric: Assessment Task 3, Part B – Online Modules 3
Criteria for Marking High Distinction
(95-100%)
High Distinction
(85-94%)
Distinction
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Unsatisfactory
(31-49%)
Unsatisfactory
(0-30%)
Reporting and
Responding
5%
Student has explicitly
identified an
appropriate critical
incident or issue, and
has:
– Reported what
happened or what the
issue or incident
involved.
– Explained why it is
relevant
– Responded to the
incident or issue by
making observations
and expressing an
informed (referenced)
opinion
– Posed questions to
address as a result of
the incident
Student has identified
an appropriate critical
incident or issue, and
has:
– Reported what
happened or what the
issue or incident
involved.
– Explained why it is
relevant
– Responded to the
incident or issue by
making observations
and expressing an
informed (referenced)
opinion
– Posed questions to
address as a result of
the incident
Student has identified
an appropriate critical
incident or issue, and
has:
– Reported what
happened or what the
issue or incident
involved.
– Explained why it is
relevant
– Responded to the
incident or issue by
making observations
and expressing an
informed (referenced)
opinion
Student has identified
an appropriate critical
incident or issue, and
has:
– Reported what
happened or what the
issue or incident
involved.
– Explained why it is
relevant
Student has identified
an appropriate critical
incident or issue, and
has:
– Reported what
happened or what the
issue or incident
involved.
Student has identified
an appropriate critical
incident or issue, but
has not explained
what was involved.
Student hasn’t
identified an
appropriate critical
incident or issue.
Relating
15%
Student has explicitly:
– Related or made a
connection between
the incident or issue
and own skills,
professional
experience, or
discipline knowledge
– Commented on
aspects that they
have or have not
experienced before
– Analysed the
similarities and
differences between
Student has:
– Related or made a
connection between
the incident or issue
and own skills,
professional
experience, or
discipline knowledge
– Commented on
aspects that they
have or have not
experienced before
– Analysed the
similarities and
differences between
Student has:
– Related or made a
connection between
the incident or issue
and own skills,
professional
experience, or
discipline knowledge
– Commented on
aspects that they
have or have not
experienced before
– Analysed the
similarities and
differences between
Student has:
– Related or made a
connection between
the incident or issue
and own skills,
professional
experience, or
discipline knowledge
– Commented on
aspects that they
have or have not
experienced before
Student has:
– Related or made a
connection between
the incident or issue
and own skills,
professional
experience, or
discipline knowledge
Student has
unsuccessfully
attempted to relate
(connect) the incident
or issue to their own
skills, professional
experience or
discipline knowledge
The student has not
made an effort to
relate (connect) the
incident or issue to
their own skills,
professional
experience or
discipline knowledge
Page 22 of 23 Version: v4
the conditions of this
environment and the
conditions of other
environments they
have encountered
– Explained the extent
to which their skills or
knowledge will
enable them to deal
with the incident or
issue
the conditions of this
environment and the
conditions of other
environments they
have encountered
– Explained the extent
to which their skills or
knowledge will
enable them to deal
with the incident or
issue
the conditions of this
environment and the
conditions of other
environments they
have encountered
Reasoning
25%
Student has explicitly:
– Highlighted in detail
significant factors
underlying the
incident or issue
– Explained and
analysed their
importance
– Referred to relevant
theory and literature
to support their
reasoning
– Considered different
perspectives – (eg
theoretical or ethical)
in relation to this
issue
Student has:
– Highlighted in detail
significant factors
underlying the
incident or issue
– Explained and
analysed their
importance
– Referred to relevant
theory and literature
to support their
reasoning
– Considered different
perspectives – (eg
theoretical or ethical)
in relation to this
issue
Student has:
– Highlighted in detail
significant factors
underlying the
incident or issue
– Explained and
analysed their
importance
– Referred to relevant
theory and literature
to support their
reasoning
Student has:
– Highlighted in detail
significant factors
underlying the
incident or issue
– Explained and
shown why they are
important
Student has:
– Highlighted in detail
significant factors
underlying the
incident or issue
Student has:
– Identified significant
factors underlying the
incident or issue, but
has not provided
details
Student has:
Limited
understanding of the
incident or issue and
its significance to
their discipline
Restructuring
15%
Student has explicitly:
– Explained how and
why future practice or
professional
understanding has
been reconstructed
– Described how they
would deal with this
next time
– Elaborated on what
might work and why
– Identified different
options and/or
scenarios and
Student has:
– Explained how and
why future practice or
professional
understanding has
been reconstructed
– Described how they
would deal with this
next time
– Elaborated on what
might work and why
– Identified different
options and/or
scenarios and
Student has:
– Explained how and
why future practice or
professional
understanding has
been reconstructed
– Described how they
would deal with this
next time
– Elaborated on what
might work and why
– Explained how
theories or relevant
literature support
their ideas
Student has:
– Explained how
future practice or
professional
understanding has
been reconstructed
– Described how they
would deal with this
next time
– Explained how
relevant literature
supports their ideas
Student has:
– Explained how
future practice or
professional
understanding could
be reconstructed
– Described how they
would deal with this
next time
Student has:
– Provided an
Unsatisfactory
attempt at reframing
or reconstructing
future practice or
professional
understanding.
Student has:
– Not explained how
future practice or
professional
understanding could
be reconstructed.
Page 23 of 23 Version: v4
hypothesised
possible outcomes
– Explained how
theories or relevant
literature support
their ideas
– Explored whether
changes could be
made to benefit other
stakeholders
hypothesised
possible outcomes
– Explained how
theories or relevant
literature support
their ideas
– Explored whether
changes could be
made to benefit other
stakeholders
Integration of
Reflective
Components
30%
The student has
explicitly
and successfully
integrated each of the
elements (reporting
and responding,
relating, reasoning,
and reconstructing) of
the reflection.
There is evidence
that the
reconstruction builds
on each of the other
elements.
The four elements
are linked clearly,
cohesively, and
logically.
The student has
successfully
integrated each of the
elements (reporting
and responding,
relating, reasoning,
and reconstructing) of
the reflection.
There is evidence
that the
reconstruction builds
on each of the other
elements.
The four elements
are linked clearly,
cohesively, and
logically.
The student has
successfully
integrated each of the
elements (reporting
and responding,
relating, reasoning,
and reconstructing) of
the reflection.
There is evidence
that the
reconstruction builds
on each of the other
elements.
The student has
integrated all of the
elements (reporting
and responding,
relating, reasoning,
and reconstructing)
into a cohesive
reflection.
The student has
integrated some but
not all of the
elements (reporting
and responding,
relating, reasoning,
and reconstructing)
into a cohesive
reflection.
The student has
unsatisfactorily
attempted to
integrate the
elements (reporting
and responding,
relating, reasoning,
and reconstructing) of
the reflection.
The student has not
made an attempt to
integrate the
elements (reporting
and responding,
relating, reasoning,
and reconstructing) of
the reflection.
Organisation,
Presentation and
Referencing
10%
Flawless
presentation.
Flawless use of APA
referencing style in all
instances. A range of
in-text citations has
been used.
Excellent standard of
written
communication with
few errors of spelling
and grammar.
Consistent accurate
use of APA
referencing style in all
instances. A range of
in-text citations has
been used.
High standard of
written
communication with
few errors of spelling
and grammar.
Accurate use of APA
referencing style on
most occasions. A
range of in-text
citations has been
used.
Effective written
communication with
few errors of spelling
and grammar
Accurate use of APA
referencing style on
most occasions.
There is limited use
of a range of in-text
citation formats.
Adequate written
communication
although a number of
spelling and
grammatical errors.
APA referencing style
is demonstrated
inconsistently. There
is no variation of intext
citation format.
Marginal, written
presentation and
referencing, not at an
academic/profession
al standard.
There are
inaccuracies with the
APA referencing
style.
Poor, written
presentation and
referencing, not at an
academic/profession
al standard.
There are several
inaccuracies with the
APA referencing
style.

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