|Coffs Harbour||Session 1||Session 1|
|Gold Coast||Session 1||Session 1|
|Lismore||Session 1||Session 1|
Develops assessment, clinical reasoning and diagnostic skills. Students will build upon knowledge and skills in anatomy, physiology, pharmacology and evidence based-practice to demonstrate skills in clinical reasoning and diagnosis. Students will identify, collate and comprehend clinical data, including laboratory and radiology, with which to make clinical decisions.
- Introduction to clinical reasoning
- Hypothesis building
- Inductive and deductive reasoning
- Contemplating options and consequences
- Narrative reasoning
- Collaborative reasoning
- Diagnostic and laboratory results
- Cardiac and respiratory diagnostic procedures and laboratory results
- Renal and urinary diagnostic procedures and laboratory results
- Gastrointestinal and endocrine diagnostic procedures and laboratory results
- Musculoskeletal and nervous system diagnostic procedures and laboratory results
- Health information and technology
- Documenting and communicating clinical reasoning and decisions
- Accessing diagnostic and expert systems
- Formulation, assessment and diagnosis in mental health nursing contexts
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||describe and discuss the components of diagnostic reasoning, differential diagnosis and clinical decision making||Intellectual rigour||Knowledge of a discipline|
|2||differentiate the various forms of clinical reasoning and demonstrate their use in identifying solutions to a problem||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|3||analyse clinical diagnostic and laboratory results with which to form diagnostic and care plans in clinical settings||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|4||integrate evidence, clinical judgement, inter-professional perspectives and patient preferences in planning and evaluating care||Intellectual rigour||Ethical practice||Knowledge of a discipline|
|5||analyse and create appropriate approaches to documentation and communication in clinical settings.||Intellectual rigour||Knowledge of a discipline|
- Levett-Jones, T. , 2018, Clinical Reasoning: Learning to think like a nurse, Pearson, Sydney.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2019 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.