|Coffs Harbour||Session 1||Session 1|
|Gold Coast||Session 1,2||Session 1,2|
|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.
- Prescribed text information is not currently available.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.