401003 Professional Communication 護理 assignment 代寫

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  • 401003 Professional Communication 護理 assignment 代寫

    401003 Professional Communication
    School of Nursing and Midwifery | Autumn 2017
    LEARNING GUIDE
    Undergraduate - Nursing
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Table of Contents
    ......................................................................................................................................................................................................................2
    Table of Contents ....................................................................................................................................................................................2
    1 1 Introduction to the unit ................................ ................................ ................................ .............................. 3 3
    1.1 Unit Details .....................................................................................................................................................................................3
    1.2 Handbook summary ....................................................................................................................................................................3
    1.3 Staff ..................................................................................................................................................................................................3
    1.4 Essential requirements Format ................................................................................................................................................ 4
    1.5 Changes to unit as a result of student feedback ................................................................................................................. 4
    2 2 Assessment Information ................................ ................................ ................................ ............................. 5 5
    2.1 Course level learning outcomes .............................................................................................................................................. 5
    2.2 Learning Outcomes...................................................................................................................................................................... 7
    2.3 Engaging with the unit ................................................................................................................................................................ 7
    2.4 Assessment summary ................................................................................................................................................................ 8
    2.5 To pass this unit ........................................................................................................................................................................... 9
    2.6 Assessment details .................................................................................................................................................................... 10
    Assessment 1: Literacy Screening Activity ................................................................................................................................. 10
    Assessment 2: in Class Writing Task ............................................................................................................................................ 12
    Marking criteria and standards: Assessment 2 – In Class Writing Task .............................................................................. 13
    Assessment 3: Structured essay: Professional Communication ........................................................................................... 15
    Marking criteria and standards: Assessment 3 – Professional Communication Essay ................................................... 18
    Assessment 4: End of session OSCA .......................................................................................................................................... 23
    Marking criteria and standards: Assessment 4 – End of session ......................................................................................... 25
    2.7 Submission requirements ........................................................................................................................................................ 28
    Late submission ............................................................................................................................................................................... 28
    Extension of due date for submission ........................................................................................................................................ 29
    Resubmission .................................................................................................................................................................................... 29
    Special consideration...................................................................................................................................................................... 29
    3 3 Teac hing and learning activities ................................ ................................ ................................ ............ 30
    4 4 Learning resources ................................ ................................ ................................ ................................. ... 40
    4.1 Essential library resources ...................................................................................................................................................... 40
    4.2 Literacy & numeracy resources .............................................................................................................................................. 41
    4.3 Citing resources and referencing ........................................................................................................................................... 41
    5 5 Important information................................ ................................ ................................ ............................. 42
    5.1 What is expected of you .......................................................................................................................................................... 42
    5.2 What you can expect from the teaching team .................................................................................................................. 42
    Staff responsibilities ........................................................................................................................................................................ 42
    On-Line learning requirements .................................................................................................................................................... 42
    5.3 Raising concerns ........................................................................................................................................................................ 43
    5.4 Links to policy ............................................................................................................................................................................ 43
    5.5 Links to other resources .......................................................................................................................................................... 44
    ©School of Nursing and Midwifery  Page 2 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    1  Introduction to the unit
    1.1  Unit Details
    Unit Code and Unit Name:  401003 Professional Communication
    Teaching Session and Year: Autumn 2017
    Credit Points:  10
    1.2 Handbook summary
    This unit develops the written and interpersonal skills of students in preparation for professional practice.
    Students are introduced to the concepts of language, literacy and learning styles that are required for
    both academic and professional life. Cultural sensitivity, safety and competence that facilitate
    appropriate intercultural communication are explored within the context of contemporary healthcare.
    1.3 Staff
    Position Contact Details
    Unit
    Coordinator
    Name: Dr Diana Jefferies
    Email: d.jefferies@westernsydney.edu.au Phone: (02) 9685 9304
    Campus
    Coordinators
    Campbelltown
    Ms Kate O’Reilly
    K.O’Reilly@westernsydney.edu.au
    (02) 4620 3362
    Hawkesbury
    Dr Paul Glew
    p.glew@westernsydney.edu.au
    (02) 4570 1163
    Lithgow
    Chris Hayley
    c.haley@westernsydney.edu.au
    Parramatta
    Ms Leone Pike
    l.pike@westernsydney.edu.au
    (02) 9685 9447
    Teaching Staff
    Please refer to the unit vUWS site for a full list of teaching staff.
    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 your Campus
    Coordinator.
    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.
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    1.4 Essential requirements Format
    Essential equipment
    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.
    1.5 Changes to unit as a result of student feedback
    The University values student feedback in order to improve the quality of its educational programs. As a
    result of student feedback, the following changes and improvements to this unit have recently been
    made:
    • Feedback has informed changes to the content of the blended learning activities and the structure
    of the assessment tasks to more effectively promote understanding of the major concepts.
    • Based on student feedback on the unit, Assessment 3 has been reviewed. Students will receive
    more consistent feedback on Assessment 3 that they can use to improve their academic
    performance in future written assessments.
    ©School of Nursing and Midwifery  Page 4 of 44
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    2  Assessment Information
    2.1 Course level learning outcomes
    The following shows how this unit will contribute to completion of course level outcomes, Western Sydney University graduate attributes and the Nursing
    and Midwifery Board of Australia Registered Nurse Standards for Practice.
    401003 NMBA Revised Standards
    Course Level Outcomes  WSU
    1.1
    1.2
    1.3
    1.4
    1.5
    1.6
    2.1
    2.2
    2.3
    2.4
    2.5
    2.6
    2.7
    2.8
    3.1
    3.2
    3.3
    3.4
    3.5
    3.6
    3.7
    4.1
    4.2
    4.3
    4.4
    5.1
    5.2
    5.3
    5.4
    5.5
    6.1
    6.2
    6.3
    6.4
    6.5
    7.1
    7.2
    7.3
    2. Demonstrate an ability to assess, plan,
    implement and evaluate safe, collaborative
    care within relevant legislative frameworks
    and professional scope of practice of self and
    others.
    1, 3, 4, 5
    12. Evidence a capacity to provide culturally
    sensitive, safe and competent care and to
    acknowledge and advocate for the rights of
    individuals, families and groups who hold
    diverse cultural and spiritual beliefs.
    2, 3, 5,
    14. Communicate ethically with Aboriginal
    and Torres Strait Islander peoples and other
    culturally diverse individuals or groups to
    promote their independence and control of
    their health situation.
    2
    15. Demonstrate sound written and spoken
    English communication skills for the purpose
    of ensuring effective and appropriate
    professional communication including
    documentation.
    1
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    401003 NMBA Revised Standards
    Course Level Outcomes  WSU
    1.1
    1.2
    1.3
    1.4
    1.5
    1.6
    2.1
    2.2
    2.3
    2.4
    2.5
    2.6
    2.7
    2.8
    3.1
    3.2
    3.3
    3.4
    3.5
    3.6
    3.7
    4.1
    4.2
    4.3
    4.4
    5.1
    5.2
    5.3
    5.4
    5.5
    6.1
    6.2
    6.3
    6.4
    6.5
    7.1
    7.2
    7.3
    16. Communicate effectively and enable
    productive professional relationships,
    partnerships, and coordination of care.
    1, 4, 5
    17. Use critical self-reflection to achieve
    personal and professional self-awareness
    about own practice and the need for
    professional development.
    3, 5
    19. Engage in critical reflection and critical
    thinking as a strategy for becoming a life-long
    learner in personal and professional life.
    1
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    2.2 Learning Outcomes
    The Professional Communication unit is part of the Bachelor of Nursing and Bachelor or Nursing
    Advanced courses. The unit provides the foundation for developing comprehensive, 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.
    . 1.
    Implement written and spoken English communication skills for the purpose of
    engaging in appropriate professional communication.
    . 2.
    Describe communication strategies that enable effective partnerships and
    professional relationships.
    . 3.
    Discuss the concepts of lifelong learning, learning styles, reflection and critical
    thinking, as they relate to professional nursing development.
    . 4.
    Describe how cultural sensitivity, safety and cultural competence will facilitate safe
    and appropriate communication with Aboriginal and Torres Strait Islander people
    and appropriate intercultural communication.
    . 5.
    Utilise appropriate communication skills to support completion of a holistic health
    assessment. 
    . 6.
    Show safe accurate clinical communication using the ISBAR approach.
    2.3 Engaging with the unit
    Activity How will teaching activities support achievement of learning outcomes?
    Blended
    Learning
    Activity
    Blended learning activities have been embedded throughout the unit content to
    enhance the student learning experiences 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.
    Tutorial/ /
    Workshop
    A tutorial 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.
    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.
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    2.4 Assessment summary
    ASSESSMENT
    NUMBER
    ASSESSMENT ITEM AND DUE DATE LEARNING
    OUTCOMES
    WEIGHTING
    . 1.
    Literacy Screening Activity
    Word count/Duration: 100-120 words, 20
    minutes
    Due Date: Week 1, in Tutorial
    1
    Satisfactory/
    Unsatisfactory
    . 2.
    In class Writing Task
    Writing a paraphrase of a designated paragraph
    from a recommended reading
    Word count/Duration: 200 words, 30 minutes
    Due Date: Week 4, 13th - 17th March 2017 in
    Tutorial
    1  20%
    . 3.
    Structured essay: Professional Communication
    Students will be expected to summarise
    recommended readings and reflect on unit
    content
    Word count: 1000 words
    Due Date: Week 9, Monday 17th April 2017 at
    1700 hours
    3,4  40%
    . 4.
    End of session OSCA
    Patient/nurse interaction – listening, speaking
    and documentation skills
    Duration: 20 minutes (including 5 minutes
    documentation) followed by 10 minute for
    assessor marking
    Due Date: Formal Western Sydney University
    Examination Period
    2,5,6  40%
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    2.5 To pass this unit
    • Achieve a satisfactory grade for Assessment 1
    AND
    • Achieve at least 50% when assessments 2, 3, and 4 marks are totalled
    AND
    • 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 Committees. Please see Assessment policy;
    http://policies.uws.edu.au/view.current.php?id=00227.
    Fail Non Sub mission Grade (FNS)
    The FNS grade will be awarded if you do not complete one or more of the mandatory assessment
    requirements listed in this Learning Guide or you do not officially withdraw from this unit.
    The following are some common examples of where an FNS grade is awarded: Did not
    · submit any assessment tasks
    · submit all of the mandatory assessment tasks
    · meet all of the specified attendance requirements
    · sit the final exam
    · complete all allocated clinical placement hours
    The FNS grade will be awarded irrespective of whether you achieve 50 or greater overall in the unit, for
    example you may achieve 35FNS or 55FNS.
    Reassessment
    Under special circumstances, as determined by the School of Nursing and Midwifery’s School Academic
    Committee, after unit results are entered for the semester, a unit may provide the opportunity for
    reassessment of a single assessment item to enable students the opportunity to improve their
    performance against the criteria and standards. Notification of reassessment, with the reassessment
    details, will be emailed to the student via their student scholar account during the semester break,
    providing students a set time period to respond. Students who fail to respond within the advised
    timeframe will risk losing their reassessment opportunity.
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    2.6 Assessment details

    401003 Professional Communication 護理 assignment 代寫
    Assessment 1: Literacy Screening Activity
    Weighting: Satisfactory / Unsatisfactory
    (This assessment is not a test but must be completed to pass this subject)
    Word count: 100 - 120 words, 20 mins
    Due Date: Week 1, Monday 20th - Friday 24th February 2017 in Tutorial
    Submission details: Refer to Submission Requirements (p.28)
    Marking Criteria and Standards: See the vUWS site for a descriptor of literacy screening levels.
    Aim of assessment
    Good academic literacy and writing are essential skills for students if they are to complete their Bachelor
    of Nursing Degree and work in the healthcare system. The literacy screening activity assesses your
    individual level of academic literacy so that you can seek assistance with your writing skills as necessary.
    You may receive an email after this assessment has been completed which recommends that you seek
    assistance with your academic writing skills from the  Professional Communication: Academic Literacy
    (PCAL) skills support staff on your campus.
    The PCAL staff are experienced English for Speakers of Other Languages (ESOL) teachers. You can
    contact the PCALS staff on your campus via the emails below:
    NM_Campbelltown_Literacy_Tutors@westernsydney.edu.au
    NM_Hawkesbury_Literacy_Tutors@westernsydney.edu.au
    NM_Parramatta_Literacy_Tutors@westernsydney.edu.au
    There are copies of the  Professional Communication Academic Literacy Skills workbook available in
    the Western Sydney University Store, or you can download a PDF copy from the unit vUWS site and work
    through the exercises.
    You can receive further support by attending the  PCAL Support workshops - these are advertised on
    vUWS with times for your campus.
    All students enrolled in the Bachelor of Nursing can seek assistance from the PCALS staff.
    Details
    This literacy screening activity is a brief writing activity that all students complete at the commencement
    of the unit:
    •  The general topic does not require any specific nursing knowledge.
    •  The activity will be completed in class during the week 1 tutorial.
    •  It does not require any student preparation as it is a post-enrolment English language assessment
    (PELA), with a satisfactory or unsatisfactory weighting for completion of the writing activity.
    •  For this activity you are asked to provide a 100–120 word sample of your writing using formal
    language.
    •  The student will complete the writing activity independently during the time allocated in class
    without the use of a dictionary or any mobile device.
    ©School of Nursing and Midwifery  Page 10 of 44
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    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
    ©School of Nursing and Midwifery  Page 11 of 44
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Assessment 2: in Class Writing Task
    Weighting: 20%
    Word count: 200 words / 30 mins
    Due Date: Week 4, Monday 13th - Friday 17th March 2017 in Tutorial
    Submission details: Refer to Submission Requirements (p.28)
    Marking Criteria and Standards: See page 13
    Aim of assessment
    Academic writing for your university assessments requires that you summarise information from
    published sources such as journal articles, books, reports and websites into paragraphs to support your
    ideas. Your ideas and the information from other sources must be paraphrased or written in your own
    words so that you avoid allegations of academic misconduct or plagiarism.
    A paraphrase demonstrates your understanding of a text and your ability to accurately rephrase it in your
    own words.
    To paraphrase effectively, you should follow the following steps:
    1.  You need to read and reread the original source until you understand it fully
    2.  You need to identify the main and secondary ideas in the original source
    3.  You can highlight or underline these ideas
    4.  You write the main ideas in your own words
    The paraphrase you will complete in the In Class Writing Test will help you prepare for Assessment 3, the
    Professional Communication Essay. The  three (3) designated sources for Assessment 2 are found in your
    essential textbooks and are the sources you will use in your Professional Communication Essay.
    Details
    To prepare for the In Class Writing Test, students are advised to read and to practise paraphrasing each
    of the  three (3) designated extracts taken from the weekly readings and found under the Assessments
    tab on vUWS for this Unit.
    You will complete the In Class Writing Test during your tutorial in week 4 under exam conditions. Your
    tutor will give you  one (1) of the  three (3) designated paragraphs which you will paraphrase in  200
    words without the use of a dictionary or any electronic device during the allocated  30 minutes.
    The paraphrase needs to be presented as a structured academic paragraph that expresses the meaning
    of the designated paragraph.
    Resources
    i)  The designated paragraphs taken from the essential texts will be available under the
    Assessments information section on the vUWS site for this Unit.
    ii)  Refer to the e-Resource and PDF of the Professional Communication: Academic Literacy
    Skills Resource Book on paraphrasing and basic paragraph structure. Remember that a
    paraphrase must not contain a direct quote or secondary sources.
    iii)  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.
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Marking criteria and standards: Assessment 2 – In Class Writing Task
    Mark High Distinction Distinction Credit Pass Fail
    Paraphrase of the designated
    paragraph from an essential text
    Rewrites author's ideas clearly in
    own words
    / / 10
    This  exceptional
    paraphrase writing in
    the student’s paragraph
    describes the content
    of the text in a clear
    and precise manner, in
    the student’s own
    words.
    This  very good or
    superior paraphrase
    writing in the student’s
    paragraph clearly
    describes the content
    of the text in the
    student’s own words.
    This  good paraphrase
    writing in the student’s
    paragraph describes
    the content of the text
    in the student’s own
    words.
    This  adequate
    paraphrase writing in
    the student’s paragraph
    describes the content
    of the text in a
    satisfactory but limited
    manner or cites too
    much from the original
    source.
    This poor paraphrase
    writing in the student’s
    paraphrase does not
    satisfy the minimum
    requirements and is
    unclear and
    disconnected.
    The student does not
    use their own words.
    8.5-10  7.5-8  6.5-7  5-6  ≤4.5
    Presentation
    Paraphrase of the designated
    paragraph from the essential text
    is clearly written
    /10
    The paragraph is
    presented in logically
    sequenced sentences
    that are  interesting,
    complex, original and
    compelling, and have
    excellent coherent and
    cohesive flow.
    The writing style
    demonstrates use of a
    wide range of
    appropriate academic
    vocabulary that
    describes the ideas in
    an  expert, innovative
    and precise manner.
    Sentence structure,
    grammar and spelling
    are  all accurate.
    The paragraph is
    presented in logically
    sequenced sentences
    that are  effectively
    varied and convincing,
    and have a  very
    coherent and cohesive
    flow.
    The writing style
    demonstrates use of an
    appropriate and  very
    good range of
    academic vocabulary
    and accurate grammar
    and control of spelling.
    The paragraph is
    presented in sentences
    that  mostly have  good
    coherent and cohesive
    flow and  demonstrate
    a degree of effective
    written expression.
    The writing style
    demonstrates an above
    average use of
    academic vocabulary
    and expressions.
    There may be some
    minor errors in
    grammar, spelling,
    vocabulary and
    punctuation.
    The  basic meaning of
    the paragraph is
    apparent, but it lacks
    overall progression and
    is not written in
    logically sequenced
    sentences.
    Some use of informal
    and personal language.
    Grammar, vocabulary,
    spelling and
    punctuation contain
    noticeable errors.
    Adequately though
    minimally addresses
    the criteria as set.
    The paragraph is
    written in inadequately
    sequenced sentences
    and contains frequent
    errors in spelling,
    vocabulary, grammar
    and/or a writing style
    which includes
    punctuation and
    sentence structure that
    detracts from the
    readability.
    Frequent use of
    informal and personal
    language.
    8.5-10  7.5-8  6.5-7  5-6  ≤4.5
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Overall Comments by Marker:
    Mark: __________________/20 Grade: HD D C P F (CIRCLE)
    Markers Name: ______________________ Markers Signature:  _________________________ Date: _______/_ _____/2017 7
    ©School of Nursing and Midwifery  Page 14 of 44
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Assessment 3: Structured essay: Professional Communication
    Weighting: 40%
    Word count: There is a word limit of 1000 words. Use your computer to total the number of words used
    in your assignment. However, do not include the reference list at the end of your assignment in the word
    count. In-text citations will be included in the additional 10% word count. If you exceed the word limit by
    more than 10% the marker will stop marking at 1000 words plus 10%.
    Due Date: Week 9, Monday 17th April 2017 at 1700 hours
    Submission details: Refer to Submission Requirements (p.28)
    Marking Criteria and Standards: See page 18-22
    Aim of assessment
    The Professional Communication Essay is your opportunity  to discuss the importance of professional
    communication in ensuring  patient  safety
    Answering this question in an essay format has two objectives:
    •  To assist you to develop academic reading and writing skills;
    •  And help you integrate knowledge about effective communication for nursing practice patient
    safety.
    Details
    Students will submit the assessment as an academic essay (1000 words) based on the set readings and
    reliable additional sources via Turnitin.  No paper copy  of this assessment  will be accepted for marking
    (See Submission Requirements) . .
    You will be provided with  three  (3) designated extracts found under the assessments tab on vUWS taken
    from set weekly chapter readings in the essential texts for this Unit. These extracts and additional sources
    must be referenced using correct APA style both in-text in the essay and on the reference list.
    In addition to the  three (3) designated extracts that you paraphrase, summarise and reference in your
    essay, you must also paraphrase, summarise and reference  two (2) relevant, reliable and current
    academic sources in your essay. O O ne (1) ) of the additional sources must be a nursing journal article, and
    one (1) must be from a reputable nursing Website source or report (e.g. the Nursing and Midwifery Board
    of Australia (NMBA) codes and guidelines).
    Resources
    •  The  three (3) designated extracts will be available in the Assessments section on the vUWS site
    for this unit.
    •  The  two (2) additional sources may be accessed from any or all of the following: relevant
    electronic databases such as CINAHL and MEDLINE, and / or library shelves.
    •  Turnitin link for the assessment on the vUWS site for the unit.
    •  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.
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Correct Writing Style
    Students will write an essay that has the following elements:
    •  The essay is appropriately structured and contains an introduction, a middle, and a conclusion
    (see the information below);
    •  All ideas that come from another source of information, such as a journal article, a book, a
    website, or a report are appropriately referenced using the American Psychological
    Association (APA) (6 th ed.) referencing style as per the Western Sydney University American
    Psychological Association referencing style guide, which is available from the Western Sydney
    University Library website (for further information see the information below);
    •  The essay is written in a formal tone, without the use of colloquial or slang words/ expressions;
    •  The essay is objective and written in the third person (he/she/it or they/them/their);
    •  The essay is written clearly and concisely using correct spelling and grammar and written in
    completed sentences and paragraphs (bullet point summaries are  NOT acceptable in
    academic essays).
    Online Resources to support your essay writing
    Each week, read the material in the Learning Materials Folder on vUWS under PCALS resources. These
    resources provide relevant and reliable information to assist you to write well-structured academic
    paragraphs in your essay. Although some of this information will be presented in selected tutorials, this
    information can also be used as a self- directed online resource. The information includes:
    1.  The recommended chapters of the Professional Communication Academic Literacy (PCAL)
    Skills e-Resource Book.
    2.  A PCALS Slideshow.
    You are recommended to  regularly submit early drafts of your essay to Turnitin. Use your preliminary
    Originality Report to reflect on the feedback, and make improvements to your writing and APA
    referencing in-text and the reference list. You are expected to ensure you have summarised and
    acknowledged all sources and that your Turnitin Originality Report contains only an acceptable small
    percentage matching. You can submit multiple times to Turnitin. However,  only your final submission to
    Turnitin will be recorded so that your essay can be marked.
    •  Before your final submission, you can receive feedback on your draft essay from your tutor and
    PCAL staff if you give them a printed copy of a Turnitin Originality Report with in-text referencing
    and a reference list.
    •  To ensure that you have accurately referenced your essay, you must do the following:
    a)  Acknowledge all the sources of information within the essay (in-text referencing) and in a
    Reference List at the end of your essay using the American Psychological Association (APA)
    (6 th ed.) referencing style as per Western Sydney University American Psychological
    Association referencing style guide, which is available from the Western Sydney University
    Library website.
    b)  Ensure that only material that is cited in text in your essay will appear in the final reference list.
    c)  Do not use non-academic literature.
    d)  It isnot acceptable to copy any information from other sources, including Websites or other
    electronic sources, other students, books, journals, etc. and present it as your own work
    (please see Student Academic Misconduct
    policy: http://policies.uws.edu.au/view.current.php?id=00304
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Presentation format:
    •  Final submission of your assessment to Turnitin is your declaration of originality of your work, and
    that it has not been submitted previously for assessment in any unit.
    •  The word count, or length of the essay, must be checked. Use your computer  ‘word count’
    function to tell you the length of your essay, i.e. how many words you have written. Do  not include
    the reference list at the end of your essay in the word count. If you exceed the word limit by more
    than 10% the marker will stop marking at the 1000 word, plus 10% point.
    •  Student numbers must appear on the submission file in Turnitin, and on each page as footer with
    all pages sequentially numbered
    ©School of Nursing and Midwifery  Page 17 of 44
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Marking criteria and standards: Assessment 3 – Professional Communication Essay
    Mark High Distinction Distinction Credit Pass Fail
    Academic writing
    The essay is written using correct
    sentence and paragraph
    structures, with correct spelling
    and punctuation.
    / /2 20 0
    Sentences  free of
    errors in vocabulary,
    spelling, grammar,
    punctuation, and style.
    Meaning consistently
    communicated through
    a complex range of
    language. Adheres to
    word limit.
    No major errors, and
    most sentences free of
    minor errors in
    vocabulary, spelling,
    grammar, punctuation
    and style.  Meaning
    communicated
    through an
    appropriate range of
    language. Adheres to
    word limit.
    Most sentences free of
    errors of vocabulary,
    spelling, grammar,
    punctuation, and
    style. Meaning is
    communicated through
    a simple but
    appropriate range of
    language. Adheres to
    word limit.
    Up to half of the
    sentences are free of
    errors in vocabulary,
    spelling, grammar,
    punctuation, and style.
    Meaning is usually
    communicated
    through simple,
    sometimes
    appropriate language.
    May not adhere to word
    limit.
    More than half of
    sentences contain
    errors in vocabulary,
    spelling, grammar,
    punctuation, and style.
    Communication of
    meaning is impeded
    because of
    inappropriate use of
    language. May not
    adhere to word limit.
    17.5-20  15.5-17  13.5-15  10-13  ≤9.5
    Essay Structure
    Introduction
    Introduction includes a thesis
    statement and outline of essay
    structure.
    / / 10
    Introductory paragraph
    describes  the scope of
    the topic, features a
    clear thesis statement,
    and  outlines the topics
    to be covered in the
    essay.
    Introductory paragraph
    includes  some
    definitions of
    concepts related to the
    topic,  features a thesis
    statement, and lists
    points that will be
    covered in the essay.
    Introductory paragraph
    includes  helpful
    background
    information, and a
    sentence that can be
    interpreted as a thesis
    statement.
    Introductory paragraph
    includes  some
    background
    information and a
    sentenc e with some
    features of a thesis
    statement.
    The first paragraph
    does not provide
    background
    information or a thesis
    statement.
    9-10  8-8.5  7-7.5  5-6.5  ≤4.5
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Mark High Distinction Distinction Credit Pass Fail
    Body
    Body paragraphs are based, linked
    and structured around a main idea.
    / /2 20 0
    Body paragraphs
    arranged in a  logical
    sequence, and  clear
    connections between
    paragraphs made
    through linking of ideas.
    Body paragraphs
    include  a main point in
    the topic sentence,
    which is elaborated on
    in supporting
    sentences.
    Body paragraphs
    arranged in  a logical
    sequence, and some
    connections between
    paragraphs made
    through linking of ideas.
    Body paragraphs
    include  a main point in
    the topic sentence,
    with mostly supporting
    sentences.
    Most body paragraphs
    relate to the thesis
    statement, and some
    connections are made
    between paragraphs.
    Most body paragraphs
    include  a main idea
    that most sentences
    relate to.
    More than half of the
    body paragraphs relate
    to the thesis statement.
    Some body
    paragraphs include a
    main idea that most
    sentences relate to.
    Paragraphs do not
    relate to the thesis
    statement, or
    paragraphs do not
    include a clear idea.
    17.5-20  15.5-17  13.5-15  10-13  ≤9.5
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Mark High Distinction Distinction Credit Pass Fail
    Conclusion
    Conclusion contains a summary of
    arguments and a concluding
    statement.
    / / 10
    Conclusion includes a
    summary of the main
    points and  a clear
    answer to the topic,
    and  a final comment
    which explores wider
    implications.
    Conclusion  reviews the
    main points and relates
    these logically to the
    answer
    Conclusion  lists the
    main points and offers
    an answer drawing
    some support from
    these points.
    Conclusion  lists the
    main points or
    restates the thesis
    statement as an
    answer to the question.
    No evidence of a
    conclusion, or no
    attempt to summarise
    points made in the
    essay or restate the
    thesis statement.
    9-10  8-8.5  7-7.5  5-6.5  ≤4.5
    Discussion and use of resources
    The discussion demonstrates an
    understanding of the importance
    of professional communication in
    nursing practice
    /20
    The essay fully
    identifies and describes
    all relevant aspects of
    professional
    communication that
    ensures patient safety.
    The essay defines the
    relevant terms and
    explains clearly the
    relationship between
    ideas.
    The essay identifies and
    describes  almost all
    relevant aspects of
    professional
    communication that
    ensures patient safety.
    The essay defines
    almost all relevant
    terms and explains the
    relationship between
    ideas.
    The essay identifies and
    describes  the main
    aspects of
    professional
    communication that
    ensures patient safety.
    The essay defines most
    relevant terms and
    makes reasonable links
    between ideas.
    The essay identifies and
    describes  some
    aspects of
    professional
    communication that
    ensures p atient safety.
    The essay defines some
    terms and attempts to
    make a link between
    ideas.
    The essay does not
    correctly identify or
    describe professional
    communication  that
    ensures patient safety.
    The essay defines few
    or no terms and does
    not explain links
    between ideas.
    17.5-20  15.5-17  13.5-15  10-13  ≤9.5
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Mark High Distinction Distinction Credit Pass Fail
    Attribution and references
    The essay uses evidence
    appropriately and integrates ideas
    from sources including the three
    (3) set extracts.
    Reference list contains current
    sources including the 3 provided
    extracts, 1 journal article and 1
    website
    /10
    All claims are
    supported by  evidence
    from a range of
    sources. The three set
    extracts and additional
    references are carefully
    integrated with the
    writer's own ideas.
    Sources are
    paraphrased and
    summarised
    appropriately.
    Almost all claims are
    supported by  evidence
    from sources. The
    three set extracts and
    additional references
    are integrated with the
    writer's own ideas.
    Sources are
    paraphrased and
    summarised
    appropriately.
    Most claims are
    supported  by evidence
    from sources. The
    three set extracts are
    used and partially
    integrated with the
    writer's own ideas.
    Sources are
    paraphrased and
    summarised
    appropriately.
    Some claims are
    supported by
    evidence  from
    sources. The three set
    extracts are referred to
    with some integration
    with the writer's own
    ideas. Some attempt at
    paraphrasing the
    sources.
    Little or no evidence is
    given to support claims.
    The three extracts are
    not referred to, or used
    as a substitute for the
    writer's own ideas.
    Sources are quoted
    verbatim without
    attempt at paraphrase.
    9-10  8-8.5  7-7.5  5-6.5  ≤4.5
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Mark High Distinction Distinction Credit Pass Fail
    The reference list and in-text
    citations are formatted according
    to APA style
    /10
    The reference list and
    in-text citations are
    correctly formatted and
    punctuated throughout.
    The 4 elements of the
    APA referencing style
    are present in most
    entries of the reference
    list, and most of the
    reference list and in-
    text citations are
    correct in format and
    punctuation, including
    complex citations or
    unusual source
    materials.
    The 4 elements of the
    APA referencing style
    are present in most
    entries of the reference
    list, and more than half
    of the reference list and
    in-text citations are
    correct in format (eg.
    alphabetical order,
    hanging indent, italics)
    and punctuation (eg.
    caps, spacing, commas,
    full stops). In-text
    citations for direct
    quotes include page
    numbers.
    The 4 elements of the
    APA referencing style
    are present in most
    entries of the reference
    list. Some attempt at
    appropriate in-text
    citation, formatting and
    punctuation has been
    demonstrated.
    Reference list is missing
    or most entries do not
    feature the 4 elements
    of the APA referencing
    style (creator,
    copyright date, title of
    work and source). In-
    text citations omitted
    or used incorrectly.
    Some cited sources are
    not included in the
    reference list, or some
    references are not
    referred to in the text.
    9-10  8-8.5  7-7.5  5-6.5  ≤4.5
    Please Note:
    Although these marking criteria  give a mark out of 100, the student’s mark for this essay will be calculated to an equivalent mark out of 40.
    Overall Comments by Marker:
    Mark: __________________/40  Grade: HD D C P F (CIRCLE)
    Markers Name: ______________________  Markers Signature: _________________________  Date: _______/______/2017
    ©School of Nursing and Midwifery  Page 22 of 44
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Assessment 4: End of session OSCA
    Weighting: 40%
    Duration: 20 minutes
    Due Date: During Formal Western Sydney University Examination Period
    Submission details: Refer to Submission Requirements (p.28)
    Marking Criteria and Standards: See page 24
    Aim of assessment
    The Objective Structured Clinical Assessment (OSCA) skill demonstration will consist of the student
    (nurse) discussing and documenting general health issues to make assessments of a patient (OSCA
    assessor). This nurse and patient interaction will involve the student (nurse):
    •  reading documentation and writing a record for patient notes
    •  using introductions to commence a nurse and patient interaction
    •  verifying consent for a health assessment and the documentation
    •  using non-verbal and verbal nursing communication skills
    •  asking questions about general health information
    •  giving responses to patient health information
    •  concluding a nurse and patient interaction
    The marking criteria and standards sheet indicates the marks for this assessment. This includes the task
    performance criteria for interactive communication and documentation for this assessment.
    Details
    The Professional Communication OSCA requires you to demonstrate all the skills you have learned during
    the semester:
    1.  The oral communication skills (speaking and listening) during your 15 minute interview with your
    patient;
    2.  And written communication skills (5 minutes) as you document the findings of the interview as a
    progress note on the Nurse-Patient Interaction Record.
    You will be required to attend the CPU during the formal Western Sydney University examination period
    in  full SoNM Nursing Uniform. You will need to demonstrate the nurse and patient interaction using
    speaking and listening skills to make a health assessment and document findings from discussion of
    general and mental status and well-being, exercise, nutrition, pain, cultural practices and personal health
    beliefs.
    You are advised to practice your nurse and patient health assessment interaction skills at each tutorial in
    preparation for this assessment. For successful completion of the OSCA you will need a mark of at least
    20 out of 40.
    Resources
    i.  The task performance criteria with the marking criteria and standards sheets will be available
    on vUWS from week 1 and used during the tutorial sessions.
    ii.  Examples of the nursing assessments, interactions and patient information are available in the
    essential texts and the additional textbooks and resources for this unit. The Western Sydney
    University Library may assist you with further resources. Please refer to the unit’s v site for the
    specific unit resources.
    Student Guidelines for participating in OSCA are available on the unit vUWS site 
    ©School of Nursing and Midwifery  Page 23 of 44
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Student Number:____________________ Student Name: _________________________________________
    PROFESSIONAL COMMUNICATION 401003
    School of Nursing and Midwifery
    Nurse-patient interaction
    CAMPUS: Campbelltown  Hawkesbury  Parramatta (please tick one)
    OSCA assessment time to complete  15 minutes (interview) and 5 minutes (documentation)
    (Please circle a mark)
    TASK PERFORMANCE CRITERIA (Interview)
    Attempted Not
    Attempted
    Comments
    1.  Reads appropriate documentation including patient notes and introduces self to
    patient (states name and designation).
    0.5  0 
    2.  Requests patient consent to undertake a health assessment.
    0.5  0 
    •  Confirms patient identity and checks for allergies.
    0.5  0 
    •  Ensures patient is in a position of comfort and uses appropriate culturally
    competent body language and eye contact.
    0.5  0 
    •  Communicates using a calm tone of voice, speaks clearly, and uses culturally
    appropriate language to make the meaning of the interaction clear, and can
    generally be understood throughout.
    0.5  0 
    •  Displays empathetic listening and supportive communicative skills that reflects
    interest, understanding, sensitivity and cultural competence.
    1 - 0.5  0 
    •  Assesses the patient by using appropriate questions to elicit health information
    relevant to the patient and documentation.
    Part 1 –Student (nurse) engages in a general status health assessment with the
    patient. The student (nurse):
    •  Asks at least four (or more) questions related to patient’s health
    •  Asks relevant initial assessment questions
    •  Responds verbally and clarifies patient information
    •  Responds to patient’s questions and paraphrases understanding through
    discussion with the patient using cultural competence
    2 - 1.5 - 1 - 0.5  0 
    •  Assesses the patient by using appropriate questions to elicit detailed health
    information relevant to the patient and documentation.
    Part 2 - Student (nurse) conduct a further health assessment of the patient by
    discussing detailed aspects related to this health issue and patient well-being. The
    student (nurse):
    •  Asks at least four (or more) relevant questions involving details about the
    patient’s health issue using cultural competence
    •  Responds appropriately to the patient, offering some possible
    explanations about the health issue / to improve well-being.
    2 - 1.5 - 1 - 0.5 
    •  Assesses the patient by using appropriate questions to elicit health information
    relevant to the patient and documentation.
    Part 3 – Student (nurse) uses the health assessment information to:
    •  Describe and confirm what the patient said
    •  Discuss with the patient your understanding of the health issue and any
    implication for well-being using cultural competence
    •  Explore how this health issue and improvement in well-being might be
    related to culture, values or personal beliefs.
    2 - 1.5 - 1 - 0.5  0 
    •  Concludes the interaction and explains that he/she is at hand for any further
    assistance.
    0.5  0 
    Task Performance Criteria (Interview) Total = /10
    (Add this total out of 10 as a subtotal to the final mark in the Rubric)
    Subtotal = Subtotal =
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Marking criteria and standards: Assessment 4 – End of session
    Mark High Distinction Distinction Credit Pass Fail
    Speech is fluent and cohesive
    The student uses clear language to
    link complex ideas.
    Their speech has clear continuity.
    / /5 5
    Speaks fluently with
    little repetition, self-
    correction and
    hesitation to express
    complex concepts; and
    uses coherent well
    connected language.
    Speaks  continuously
    with some repetition,
    self-correction, and
    hesitation to search for
    an expression; and uses
    a range of connected
    language.
    Speaks  at length to
    avoid silence with some
    loss of coherence,
    repetition, self-
    correction, and
    hesitation to search for
    words; and uses mostly
    connected language.
    Maintains a flow of
    speech but uses
    repetition, self-
    correction, or slow
    speech pace with
    hesitation to search for
    words; and uses
    repetition of phrases to
    connect language that
    reduces fluency.
    Speech has frequent
    and noticeable pauses,
    repetition, and self-
    correction with a lack of
    fluency and coherence;
    and breakdowns in
    connected language
    occur with frequent
    unclear vocabulary and
    meaning.
    5  4-4.5  3-3.5  2.5  ≤2
    Use of Lexical Resource - -
    The use of language shows an
    ability to precisely express
    complex meanings and
    appropriate attitudes.
    /5
    Uses an  exceptional
    range of vocabulary
    and expressions with
    full flexibility and
    precision to explain
    meaning, and express
    all formal and informal
    vocabulary and
    phrases; and accurately
    communicates with
    skilful rephrasing.
    Uses a  very good and
    flexible range of
    vocabulary and
    expressions to explain
    words beyond a single
    meaning; expresses
    formal and informal
    vocabulary and uses
    words that commonly
    occur together with
    occasional inaccuracy;
    and successfully
    communicates using
    rephrasing.
    Uses a  good range of
    vocabulary to make
    meaning clear, with
    some inaccurate word
    choices; has some lack
    of formal and informal
    words but not enough
    to cause confusion or
    misunderstanding in
    the listener; and
    communicates by
    rephrasing to convey
    meaning.
    Uses an  adequate
    range of vocabulary but
    may lack words for
    unfamiliar topics using
    limited flexibility or a
    narrow understanding
    of meaning with
    overuse of informal
    words and some
    inaccurate word usage;
    and communicates by
    rephrasing with a
    limited range of words
    to convey meaning.
    Uses vocabulary limited
    to a familiar topic to
    convey basic meaning
    but for unfamiliar topics
    uses frequently
    inaccurate word
    choices with many
    short responses and
    long pauses; and
    communicates with
    limited rephrasing on
    unfamiliar topics, and
    simple vocabulary to
    convey personal
    details.
    5  4-4.5  3-3.5  2.5  ≤2
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Mark High Distinction Distinction Credit Pass Fail
    Grammatical Range and
    Accuracy – –
    The student uses a range of
    accurate sentence structures to
    convey the correct meaning of
    complex ideas and appropriate
    attitudes.
    /5
    Uses an accurate and
    exceptional range of
    simple and complex
    sentences with natural
    expression; and
    produces consistently
    accurate connected
    language with very
    occasional ‘slips’ in
    complex
    communication.
    Uses a  very good
    range of simple and
    complex sentences
    with flexibility and
    occasional inaccuracy;
    and produces a
    majority of accurate
    sentences with good
    connected language,
    some omitted words
    and occasional lack of
    structure in complex
    communication.
    Uses a  good range of
    simple and complex
    sentences with some
    flexibility in structures
    and some inaccurate
    usage; and frequently
    produces accurate
    simple sentences with
    mostly connected
    language but some
    complex sentences lack
    structure in
    communication.
    Uses an  adequate
    range of simple and
    complex sentences
    with limited flexibility
    and frequent inaccurate
    usage reducing
    comprehension; simple
    sentences are accurate
    but complex
    communication is
    incorrect and meaning
    can be impaired.
    Uses some simple
    sentences but lacks
    accurate usage of
    complex sentences and
    this frequently impedes
    listener comprehension;
    produces apparently
    memorised
    expressions, or lacks
    connected language
    using frequent one-
    word questions and
    answers.
    5  4-4.5  3-3.5  2.5  ≤2
    Pronunciation – –
    The student uses a range of words
    and sounds in speech that is fully
    comprehensible to the listener.
    / /5 5
    Effortlessly uses an
    exceptional range of
    words and sounds with
    precision and subtlety;
    accurate use of speech
    features throughout
    communication; and
    accent has no effect on
    comprehension.
    Uses a  very good
    range of words and
    sounds with only
    occasional lapses;
    sustains speech
    features throughout
    communication; and
    accent has a minimal
    effect on
    comprehension.
    Uses a  good range of
    words and sounds with
    some speech features
    not sustained; generally
    uses speech features in
    communication with
    mispronunciation or
    accent reducing clarity
    and comprehension at
    times.
    Uses an  adequate
    range of linking words
    and sounds with some
    speech features but
    often speaks each word
    separately; uses some
    speech features in
    communication with
    mispronunciation or
    accent frequently
    reducing clarity and
    comprehension.
    A use of limited words
    and sounds with
    frequent
    mispronunciations or
    has an accent that
    causes a lack of clarity
    and difficulty in
    comprehension.
    5  4-4.5  3-3.5  2.5  ≤2
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    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Mark High Distinction Distinction Credit Pass Fail
    Task Performance Criteria
    (Documentation) - -
    Written health assessment
    (Nurse- - Patient Interaction:
    Health Assessment Nursing
    Record) based on the Professional
    Communication task performance
    criteria for the nurse-patient
    interaction OSCA.
    / / 10
    Exceptional
    documentation
    covering all aspects of
    the task as found on
    the Nurse-Patient
    Interaction: Health
    Assessment Nursing
    Record.
    Demonstrates an
    excellent
    understanding of
    effective professional
    communication in
    nursing. Evidence of
    exceptional use of
    written communication.
    Very good
    documentation
    covering most aspects
    of the task as found on
    the Nurse-Patient
    Interaction: Health
    Assessment Nursing
    Record.
    Demonstrates a very
    good understanding of
    effective nursing
    communication.
    Evidence of very good
    use of written
    communication.
    Good documentation
    covering many aspects
    of the task as found on
    the Nurse-Patient
    Interaction: Health
    Assessment Nursing
    Record.
    Demonstrates a good
    understanding of
    effective nursing
    communication.
    Evidence of an
    adequate use of written
    communication.
    Adequate
    documentation
    covering some aspects
    of the task as found on
    the Nurse-Patient
    Interaction: Health
    Assessment Nursing
    Record.
    Demonstrates an
    understanding of
    effective nursing
    communication.
    However, written
    communication is
    limited, not sufficiently
    developed, and
    inadequate.
    Poor documentation
    covering minimal
    aspects of the task as
    found on the Nurse-
    Patient Interaction:
    Health Assessment
    Nursing Record. The
    documentation is
    inappropriate for
    nursing
    communication.
    The written
    communication is
    undeveloped and
    insufficient.
    8.5 – 10  7.5 – 8  6.5 – 7  5 - 6  ≤4.5
    Overall Comments by Marker:
    Mark: ___________/40 Grade: HD D C P F (CIRCLE)
    Markers Name: ___________________________ Markers Signature: _________________________________ Date: _________/______/2017
    ©School of Nursing and Midwifery  Page 27 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    2.7 Submission requirements
    All assignments must be submitted by the due date and time as specified in this document.
    Complete your assignment and submit your electronic copy as per the instructions below; (do not submit
    an assignment via Australia Post):
    Format
    All assignments are to be typed.
    Typing must be according to the following format. Required format:
    Length: as designated by assignment
    3 cm left and right margins
    Double Spaced
    Font: Arial or Times New Roman
    Font  size: 12pt
    All borrowings from other sources must be properly referenced and a reference list must be included
    at the end.
    Each assessment item will direct you to one of the submission options below:
    Step Electronic submission - Electronic copy only
    1. 
    Students are to submit an electronic copy of your assignment. Students are not required to
    submit the original hard copy of their assessment on campus.
    2.  Submit your assessment electronically through the “Turnitin” link on the unit vUWS site.
    3. 
    Students are to upload the assignment with the following title;
    Surname_Firstname_assignment title
    4.  Your assessment must be submitted in .doc, docx. or.pdf format.
    5. 
    This assessment is marked online; no paper copy will be accepted. Marks, comments and the
    marking criteria will be released online. If you do not receive your marked assignment when
    all others have been returned, it is your responsibility to contact the unit coordinator for
    assistance.
    6. 
    Feedback
    Feedback will be provided in accordance with the marking criteria for your assessment
    described in the subject outline for your unit.
    Further instructions for Turnitin:
    http://library.westernsydney.edu.au/main/sites/default/files/pdf/Turnitin_Student_Instructi
    ons.pdf
    ? Note : : In some cases, the tutor or lecturer may not be the marker for the given assignment
    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 calendar day 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
    Days = week days and weekends. Saturday and Sunday each count as one calendar day
    Assessments will not be accepted after the marked assessment task has been returned to students
    ©School of Nursing and Midwifery  Page 28 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    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.
    Extension forms submitted via the Nursingcourses@WesternSydney.edu.au email address  will not be
    processed.
    To apply for an extension of time:
    1.  Locate an application form via the Western Sydney University homepage or copy the following link:
    http://www.westernsydney.edu.au/currentstudents/current_students/forms
    2.  Scroll down to ‘Form categories’. Select ‘Assessment’.
    3.  Select ‘Request for Extension’ link.
    4.  Print and complete the form and scan to your computer along with any supporting documentation
    (links to cloud storage sites will not be accepted)
    5.  Application forms must be submitted to the Campus Co-ordinator
    • Requests for extension may be submitted before the due date of the assignment and no later than
    5:00pm two working days after the due date of an assignment or other assessment task including
    web-based quizzes
    • Appropriate, supporting documentation must be submitted with the application
    • An application for an extension does not automatically mean that an extension will be approved
    • Assessments will not be accepted after the marked assessment task has been returned to students
    • Where an extension is approved the new due date for submission is calculated from the original
    due date of the assessment and not from the date of the extension application, submission or
    approval.
    Resubmission
    Resubmission of assessment items will not normally be granted if requested.
    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_co
    nsideration2 or the Student Centre.
    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.
    ©School of Nursing and Midwifery  Page 29 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    3  Teaching and learning activities
    The timetable related to unit activities can be found at http://platformweb.uws.edu.au/pweb_tt/start.asp
    Please also see the following link for important dates related to unit activities:
    http://www.uws.edu.au/currentstudents/current_students/dates/2017_academic_year_dateline
    Week
    (beginning)
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Weekly
    Tutorials
    (Face- - to- - face class)
    Weekly Readings
    Only certain pages of the
    chapters are used. The online
    activities and tutorial notes
    refer to specific pages
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Week One
    20 February
    Introduction to vUWS
    Podcast 1 - Nursing, Midwifery and
    person-centred care in health
    assessment
    Library Slideshow - Finding quality
    information sources
    PCAL Skills Slideshow 1 – Reading and
    note taking
    Tutorial 1 – Introduction to person-
    centred care and the nurse’s role in
    health assessment
    Writing skills for nursing studies:
    •  Language Screening Activity
    Unit outline, Learning Guide and
    expectations:
    Introduction to the tutorial group,
    tutor and Professional
    Communication Academic Literacy
    Skills (PCALS) support staff
    ? Hill, Hall & Glew (2017, pp. 3-20).
    Chapter 1 - Introduction to
    Nursing, Midwifery and person-
    centred care
    ? Levett-Jones (2014, pp.1-11)
    Chapter 1 The Relationship
    between communication and
    patient safety
    ?? PCAL Skills e-Resource Book:
    Chapter 1 - Reading and note
    taking
    Hill, Hall & Glew (2017, pp. 4-14).
    Levett-Jones (2014, pp.1-11) 
    Assessment 1: In class Literacy Screening  Activity - - Word count/Duration: 100- 120 words, 20 minutes - - Due Date:  Week 1, 22rd - - 26 th February 2017 in Tutorial
    To be completed during your scheduled tutorial class in week 1
    ©School of Nursing and Midwifery  Page 30 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Week
    (beginning)
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Weekly
    Tutorials
    (Face- - to- - face class)
    Weekly Readings
    Only certain pages of the
    chapters are used. The online
    activities and tutorial notes
    refer to specific pages
    Assessment
    Learning Guide and Unit Outline
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Week Two
    27 February
    Podcast 2 - Communication skills in
    nurse/patient interactions to collect
    objective data for holistic health
    assessment
    Library Slideshow – APA Referencing
    a paraphrase and summary
    PCAL Skills Slideshow 2 –
    Paraphrasing, summarising and
    quoting
    Tutorial 2 - Communication skills for
    holistic health assessment:
    •  Collecting objective data for
    a holistic health assessment
    •  Preparation for Assessment
    2 (Due in Week 4)
    ? Hill, Hall & Glew (2017, pp. 578-
    627). Chapter 30 -Comprehensive
    health assessment
    ? Levett-Jones (2014 pp. 12-25)
    Chapter 2 Key Attributes of
    Patient-Safe Communication
    ?? PCAL Skills e-Resource Book:
    Chapter 2 - Analysing the
    assessment task
    Hill, Hall & Glew (2017, pp. 578-581)
    Levett-Jones (2014 pp. 12-25)
    Week Three
    6 March
    Podcast 3 - Communication in nurse
    and patient interactions to collect
    subjective data for holistic health
    assessment
    Library Slideshow – APA Referencing
    a book
    PCAL Skills Slideshow 3 – Question
    analysis and the writing process
    Tutorial 3 - Communication skills for
    holistic health assessment:
    •  Effective nurse/patient
    interactions
    •  Collecting subjective data
    ? Hill, Hall & Glew (2017, pp.119-145).
    Chapter 7 -Communication
    ? 2.3 in Critical Conversations
    ?? PCAL Skills e-Resource Book:
    Chapter 3 - Referencing and
    avoiding plagiarism
    Hill, Hall & Glew (2017, pp.119-130).
    Levett-Jones (2014 pp. 19-21)
    ©School of Nursing and Midwifery  Page 31 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Week
    (beginning)
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning  Activities
    vUWS
    Weekly
    Tutorials
    (Face- - to- - face class)
    Weekly Readings
    Only certain pages of the
    chapters are used. The online
    activities and tutorial notes
    refer to specific pages
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- -L L earning Activities
    vUWS
    Week Four
    13 March
    Podcast 4 – Self-awareness and
    reflection in nursing care and
    assessment
    Library Slideshow – APA Referencing
    a journal article
    PCAL Skills Slideshow 4 – Using an
    academic writing process
    Tutorial 4 - Learning and the
    relationship to professional and
    academic life:
    •  Reflection in the practice of
    nursing care and assessment
    ? Hill, Hall & Glew (2017, pp. 242-
    257). Chapter 13 - Thoughtful
    Practice, self-awareness and
    reflection
    ? Levett-Jones (2014 pp. 26-36)
    Why do patients complain about
    how health professionals
    communicate?
    ?? PCAL Skills e-Resource Book:
    Chapter 4 - Writing essays 1:
    Essay structure
    Hill, Hall & Glew (2017, pp. 242-257).
    Levett-Jones (2014 pp. 26-36)
    Assessment 2:  In class writing task - - Due  Date: Week 4, 13 th – – 18th March 2017 - - Word count/Duration: 200 words, 30 minutes
    To be completed during your scheduled tutorial class in week 4
    ©School of Nursing and Midwifery  Page 32 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Week
    (beginning)
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning  Activities
    vUWS
    Weekly
    Tutorials
    (Face- - to- - face class)
    Weekly Readings
    Only certain pages of the
    chapters are used. The online
    activities and tutorial notes
    refer to specific pages
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- -L L earning Activities
    vUWS
    Week Five
    20 March
    Podcast 5 – Emotional intelligence
    and self-concept in person-centred
    nursing
    Library Slideshow – APA Referencing
    a web report
    PCAL Skills Slideshow 5 – Structuring
    writing using academic paragraphs
    Tutorial 5 - Learning and the
    relationship to professional and
    academic life:
    •  Emotional intelligence and
    self-concept in the practice
    of nursing
    •  Reading a Research Article
    ? Hill, Hall & Glew (2017, pp. 430-
    451). Chapter 24 - Self-concept
    and mental health
    ? Eunson (2016, pp.316-343).
    Chapter 9 - Interpersonal skills 1:
    Emotional intelligence, self-talk
    and assertiveness
    ?? PCAL Skills e-Resource Book:
    Chapter 5 - Writing essays 2:
    Paragraph structure
    Hill, Hall & Glew (2017, pp. 430-439)
    Eunson (2016, pp.317-330).
    ©School of Nursing and Midwifery  Page 33 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Week
    (beginning)
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Weekly
    Tutorials
    (Face- - to- - face class)
    Weekly Readings
    Only certain pages of the
    chapters are used. The online
    activities  and tutorial notes
    refer to specific pages
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Week Six
    27 March
    Podcast 6 – Professional and
    Academic Integrity
    Library Slideshow – APA Referencing
    Webinar
    PCAL Skills Slideshow 6 - The
    characteristics of academic language
    for essay writing
    Tutorial 6 -. Academic integrity,
    ethics, and professional practice
    •  What is academic integrity?
    •  The relationship between
    academic integrity and
    professional ethics
    ? Hill, Hall & Glew (2017, pp. 196-
    215). Chapter 11 – Values, ethics
    and advocacy
    ? Levett-Jones (2014 pp. 74-82)
    Chapter 7 – Open Disclosure
    ?? PCAL Skills e-Resource Book:
    Chapter 6 - Grammar, editing,
    proofreading and presentation
    ?? PCAL Skills e-Resource Book:
    Chapter 7 - Critical thinking and
    analysis
    Hill, Hall & Glew (2014, pp. 196-211)
    Levett-Jones (2014 pp. 74-82)
    ©School of Nursing and Midwifery  Page 34 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Week
    (beginning)
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Weekly
    Tutorials
    (Face- - to- - face class)
    Weekly Readings
    Only certain pages of the
    chapters are used. The online
    activities and tutorial notes
    refer to specific pages
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Week Seven
    3 April
    Podcast 7 – Lifelong learning, learning
    styles and psychosocial development
    Library Slideshow – APA Referencing
    a book chapter or section
    PCAL Skills Slideshow 7 -
    Proofreading, editing and
    presentation of academic writing
    PCAL Skills e-Resource Book: Chapter
    8 - Argument and using evidence; and
    Chapter 9 - Academic language
    Tutorial 7 - Learning and the
    relationship to professional and
    academic life:
    •  Lifelong learning, learning
    styles and psychosocial
    assessment in nursing care
    ? Hill, Hall & Glew (2017, pp. 146-
    167). Chapter 8 - Education and
    counselling
    ? Levett-Jones (2014 pp. 84-91)
    Chapter 8 – Discharge Planning and
    Continuity of Care
    Hill, Hall & Glew (2017, pp. 146-167).
    Levett-Jones (2014 pp. 84-91)
    Week Eight
    10 April
    Public Holiday
    – 14 April
    Inter Session Break
    ©School of Nursing and Midwifery  Page 35 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Week
    (beginning)
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Weekly
    Tutorials
    (Face- - to- - face class)
    Weekly Readings
    Only certain pages of the
    chapters are used. The online
    activities and tutorial notes
    refer to specific pages
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Week Nine
    17 April
    Public Holiday
    – 17 April
    Podcast 8 – Language and literacy for
    professional nursing and academic
    life: Nursing/medical terminology and
    language
    Library Referencing – vUWS
    Discussion Forum
    PCAL Skills Slideshow 8 – Nursing and
    medical terminology and language
    PCAL Skills e-Resource Book: Chapter
    10 - Other styles and forms of writing
    (Genres)
    Tutorial 8 - Nursing language and
    medical terminology
    •  English skills requirements
    for registration as a nurse
    with the Australian Health
    Practitioners Regulatory
    Authority and the Nursing
    and Midwifery Board of
    Australia.
    ? Hill, Hall & Glew (2017, pp. 1271-
    1280). Appendix B – Medical
    terminology; Appendix C –
    Abbreviations and symbols
    ? Levett-Jones (2014 pp. 234-243)
    Chapter 21 – Creating safe
    healthcare organisations
    Hill, Hall & Glew (2017, pp. 1271-1280).
    Levett-Jones (2014 pp. 234-243)
    Assessment 3: Professional Communication Essay - - Due Date: Week 9, Monday 17th April 2017 at 1700 hours - - Word count: 1000 words
    Public holiday is on  Monday 17 April 2017. I f your class is scheduled on this day refer tovUWS site for attendance requirements.
    ©School of Nursing and Midwifery  Page 36 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Week
    (beginning)
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Weekly
    Tutorials
    (Face- - to- - face class)
    Weekly Readings
    Only certain pages of the
    chapters are  used. The online
    activities and tutorial notes
    refer to specific pages
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Week Ten
    24 April
    Public Holiday
    – 25 April
    Podcast 9 – Using professional
    nursing language in assessing general
    health status and wellbeing
    PCAL Skills Slideshow 9 – Nursing
    interactions about general health and
    wellbeing
    •  Nursing terminology and
    language for general status
    assessments
    •  Using communication skills
    in assessments for nursing
    care
    Tutorial 9 Using professional
    language to ensure patient safety
    •  Understanding how vital
    signs communicate patient
    information
    ? Hill, Hall & Glew (2017, pp. 628-
    656). Chapter 31 - Vital signs
    ? Hill, Hall & Glew (2017, pp. 628-
    656).
    Public holiday on Tuesday 25 April 2017. If your class is scheduled on this day refer to vUWS site for attendance requirement.
    Week Eleven
    1 May
    Podcast 10 – Nursing communication
    using the ISBAR approach and
    applications to nursing care
    PCAL Skills Slideshow 10 – Nursing
    interactions about nutrition and
    health
    Tutorial 10 - Clinical communication
    using the ISBAR approach and
    application to nutrition assessment
    for nursing care:
    I - Introduction
    S - Situation
    B - Background
    A - Assessment
    R - Recommendation
    ? Hill, Hall & Glew (2017, pp. 347-
    370). Chapter 20 – Documenting,
    reporting and conferring
    ? Levett-Jones (2014 pp. 62-72)
    Chapter 6 – Clinical handover
    Hill, Hall & Glew (2017, pp. 347-370).
    Levett-Jones (2014 pp. 62-72)
    ©School of Nursing and Midwifery  Page 37 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Week
    (beginning)
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Weekly
    Tutorials
    (Face- - to- - face class)
    Weekly Readings
    Only certain pages of the
    chapters are used. The online
    activities and tutorial notes
    refe r to specific pages
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Week Twelve
    8 May
    Podcast 11 – Cultural sensitivity and
    safety in person-centred nursing
    PCAL Skills Slideshow 11 – Nursing
    interactions about cultures and
    lifestyles
    Tutorial 11 - Introduction to cultural
    sensitivity, safety and competence for
    nursing care and assessment
    ? Hill, Hall & Glew (2017, pp. 98-118).
    Chapter 6 - Cultural diversity
    ? Levett-Jones (2014 pp. 170-184).
    Chapter 16 – Communicating with
    people from culturally and
    linguistically diverse backgrounds
    Hill, Hall & Glew (2017, pp. 98-118).
    ? Levett-Jones (2014 pp. 170-184).
    Week Thirteen
    15 May
    Podcast 12 – Cultural diversity,
    competence and intercultural
    communication for nursing in
    Australia
    PCAL Skills Slideshow 12 – Nursing
    interactions using verbal and non-
    verbal communication skills
    Slideshow Assessment 3 OSCA –
    Documenting a health assessment:
    Nursing record and patient progress
    notes
    Tutorial 12 - Models for developing
    cultural competence and intercultural
    communication for nursing care and
    assessment
    ? Hill, Hall & Glew (2017, pp. 98-118).
    Chapter 6 - Cultural diversity
    ? Levett-Jones (2014 pp. 160-
    169).Chapter 15 – Communicating
    with Aboriginal and Torres Strait
    Islander people
    Hill, Hall & Glew (2017, pp. 98-118).
    Levett-Jones (2014 pp. 160-169).
    ©School of Nursing and Midwifery  Page 38 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Week
    (beginning)
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and Online
    e e- - Learning Activities
    vUWS
    Weekly
    Tutorials
    (Face- - to- - face class)
    Weekly Readings
    Only certain pages of the
    chapters are used. The online
    activities and tutorial notes
    refer to specific pages
    Complete before Tutorial.
    Weekly Self- - Directed
    Preparation and  Online
    e e- - Learning Activities
    vUWS
    Week
    Fourteen
    22 May
    Podcast 13 – Communication skills in
    nursing care assessments of religious
    practices and spirituality
    PCAL Skills Slideshow 13 – Nursing
    interactions about beliefs and
    practices
    Slideshow Assessment 3 OSCA –
    Review of communication skills for
    nurse-patient interactions in health
    assessment
    Tutorial 13 - Communication skills
    consolidation:
    •  Nurse-patient interactions in
    assessing spirituality and
    religious practices
    •  Revision of communication skills
    - Health professional interactions
    ? Hill, Hall & Glew (2017, pp. 558-
    575). Chapter 29 –Spirituality
    ? Levett-Jones (2014 pp. 186-
    194).Chapter 17 – Communicating
    with people about their spiritual
    needs
    ? Hill, Hall & Glew (2017, pp. 558-
    575)
    Levett-Jones (2014 pp. 186-194).
    Week Fifteen
    29 May
    STUVAC
    Week Sixteen
    5 June
    Formal Western Sydney University examination period
    Week
    Seventeen
    12 June
    Formal Western Sydney University examination period
    Week
    Eighteen
    19 June
    Formal Western Sydney  University examination period
    ©School of Nursing and Midwifery  Page 39 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    4  Learning resources
    4.1 Essential library resources
    Essential
    Texts
    The required readings for this unit are as follows:
    Hill, R., Hall, H., & Glew P. (Eds.). (2017). Fundamentals of nursing and midwifery:
    A person-centred approach to care (3rd Australian and New Zealand ed.).
    Sydney, Australia: Lippincott Williams & Wilkins.
    Levett-Jones, T, (Ed.). (2014). Critical Conversations for Patient safety: An
    Essential Guide for Health Professionals, Melbourne, Australia: Pearson
    (available as an e-text)
    Resources
    The following link provides access to the documents listed below.
    Code of ethics, conduct and competency standards for Nursing and Midwifery
    Nursing and Midwifery Board of Australia. (2008). Code of ethics for nurses in
    Australia. Retrieved from
    http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W
    D10%2f1352&dbid=AP&chksum=GTNolhwLC8InBn7hiEFeag%3d%3d
    Nursing and Midwifery Board of Australia. (2008). Code of professional conduct for
    nurses in Australia. Retrieved from
    http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W
    D10%2f1353&dbid=AP&chksum=Ac7KxRPDt289C5Bx%2ff4q3Q%3d%3d
    Nursing and Midwifery Board of Australia. (2010). A nurse’s guide to professional
    boundaries. Retrieved from
    http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W
    D10%2f1347&dbid=AP&chksum=bes7sYtZAWnmggO%2fzV0uBQ%3d%3d
    Nurses and Midwifery Board of Australia. (2016). Registered nurse standards for
    practice. Retrieved from
    http://www.nursingmidwiferyboard.gov.au/documents/default.aspx?record=W
    D16%2f19524&dbid=AP&chksum=R5Pkrn8yVpb9bJvtpTRe8w%3d%3d
    Additional
    Reading List
    Anderson, I., Baum, F. & Bentley, M. (Eds.). (2007). Beyond band aids: Exploring
    the underlying social determinants of Aboriginal health. Papers from the
    Social Determinants of Aboriginal Health Workshop, Adelaide, July 2004.
    Cooperative Research Centre for Aboriginal Health. Retrieved from
    http://www.lowitja.org.au/sites/default/files/docs/BeyondBandaidsText.pdf 
    Birks M, Chapman YB, Davis J (eds) (2015) Professional and Therapeutic
    Communication. Oxford University Press, Melbourne
    DeLaune SC, Ladner PK, McTier L, Tollefson J, Lawrence J (eds) (2016)
    Australian and New Zealand Fundamentals of Nursing. Cengage Learning,
    Melbourne
    Dempsey, J., Hillege S., & Hill, R. (2014). Fundamentals of nursing and midwifery:
    A person-centred approach to care (2nd ed.). Sydney, NSW: Lippincott
    Williams & Wilkins.
    Eunson, B. (2016). Communicating in the 21st century (4th ed.). Milton, Australia:
    John Wiley & Sons Australia.
    Faigley, L. (2011). The little Penguin handbook (2nd ed.). Frenchs Forest,
    Australia: Pearson Australia.
    Gimenez J (2011) Writing for Nursing and Midwifery Students. Palgrave Study
    Skills, 2nd edn. Palgrave Macmillan, London
    Guilmartin, N. (2010). Healing conversations: What to say when you don’t know
    what to say. San Francisco, CA: Jossey – Bass.
    ©School of Nursing and Midwifery  Page 40 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 – Professional Communication
    Learning Guide – Autumn 2017
    Hally, M.B. (2009). A guide for international nursing students in Australia and New
    Zealand. Chatswood, Australia: Elsevier.
    Higgs, J., Ajjawi, R., Mc Allister, L., Trede, F., & Loftus, S. (2012). Communicating
    in the health sciences (3rd ed.). South Melbourne, Australia: Oxford University
    Press.
    Jefferies D, Johnson M, Nicholls D (2012) Comparing Written and Oral
    Approaches to Clinical Reporting in Nursing Contemporary Nurse 42:129-138
    Lewis, P., & Foley, D. (2014). Weber & Kelley’s health assessment in nursing (2nd
    ANZ ed.). Sydney, Australia: Lippincott Williams and Wilkins.
    O’Toole, G. (2012). Communication: Core interpersonal skills for health
    professionals (2nd ed.). Chatswood, Australia: Churchill Livingstone Elsevier.
    Potter, P.J., & Frisch, N. (2007). Holistic assessment and care: Presence in the
    process. Nursing Clinics of North America, 42(2), 213-228.
    doi:10.1016/j.cnur.2007.03.005
    Parliament of Australia. (2008). Apology to Australia’s Indigenous peoples.
    Australian Government. Retrieved from http://australia.gov.au/about-
    australia/our-country/our-people/apology-to-australias-indigenous-peoples
    Stein-Parbury, J. (2013). Patient & person: Interpersonal skills in nursing (5th ed.).
    Chatswood, Australia :Elsevier Australia.
    4.2 Literacy & numeracy resources
    The School of Nursing and Midwifery have qualified staff in the teaching of English language and literacy
    who are available to support all students in Professional Communication and Academic Literacy (PCAL)
    Skills on each campus. Contact details below. Please email for PCAL Support workshops, small group and
    individual appointments.
    Campbelltown C ampus
    NM_Campbelltown_Literacy_Tutors@westernsydney.edu.au
    Hawkesbury Campus
    NM_Hawkesbury_Literacy_Tutors@westernsydney.edu.au
    Lithgow Campus
    NM_Hawkesbury_Literacy_Tutors@westernsydney.edu.au
    Parramatta Campus
    NM_Parramatta_Literacy_Tutors@westernsydney.edu.au
    Library
    You are encouraged to make good use of the resources offered by the Library. Library resources can be
    accessed via the Western Sydney University web site
    4.3 Citing resources and referencing
    References must be correctly and adequately given in the American Psychological Association (APA) (6th
    ed.) referencing style as per the Western Sydney University (2016) American Psychological Association
    referencing style guide. Available from:
    https://library.westernsydney.edu.au/main/sites/default/files/cite_APA.pdf
    When writing assignments, reports, research papers or theses, you must acknowledge quotations,
    information and ideas taken from other authors through a list of references. Full details of referencing
    systems can be found at: https://library.westernsydney.edu.au/main/guides/referencing-citation
    ©School of Nursing and Midwifery  Page 41 of 44
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    Learning Guide – Autumn 2017
    5  Important information
    5.1 What is expected of you
    Study load
    For a 10 credit point unit, students are expected to study 10 hours per week for 14 weeks on that unit.
    For example, if class time totals 2 hours per week, then students are expected to study a further 8 hours
    per week outside of class time.
    Attendance
    Students should attend all tutorials and CPU’s during the semester. Attendance at these learning
    activities assists you in seeking clarification and reinforces key concepts that contribute to the
    construction of assessment tasks. From our experience students who choose not to attend place
    themselves at a higher risk of not achieving a pass grade
    5.2 What you can expect from the teaching team
    Academic staff carry out their teaching responsibilities under the authority of the Deputy Dean and
    Director of Academic Program. The responsibilities of staff are outlined below:
    Staff responsibilities
    • Assess students' work fairly, objectively and consistently and when in doubt consult with the unit
    coordinator or Academic course advisor.
    • Provide students with appropriate, helpful and explanatory feedback on all work submitted for
    assessment.
    • Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and
    examinations for students with special requirements and to seek assistance from the Disability
    Advisor and Counsellor where appropriate and needed.
    • Ensure deadlines for the submission of examination papers to the Academic Registrar are met.
    • Immediately report to the unit coordinator any instances of student cheating, collusion and/or
    plagiarism.
    On-Line learning requirements
    Unit materials will be made available on the unit’s vUWS (E-Learning) site.
    Students 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
    ©School of Nursing and Midwifery  Page 42 of 44
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    5.3 Raising concerns
    If you have a concern about this unit please contact your lecturer or tutor in the first instance. If the
    matter is not resolved, then you may contact the unit coordinator (see inside front cover). If you would
    prefer to speak to someone else, you are advised to contact your Director of Academic Program (see
    the online handbook to identify your Director of Academic Program and their contact details
    http://handbook.westernsydney.edu.au/hbook/).
    More information about resolving complaints is available on the Western Sydney University website.
    http://www.westernsydney.edu.au/complaints/complaints_management_and_resolution.
    The University also has a confidential Complaints Resolution Unit (see link above) Staff in that unit can
    provide you with advice on addressing your concerns within the School and, in some circumstances,
    they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit
    within a six month timeframe. You may contact this unit of the University at any time however we would
    appreciate the opportunity to resolve the complaint in the first instance.
    5.4 Links to policy
    The University has a number of policies that relate to teaching and learning, Important policies affecting
    students include:
    • Student Code of Conduct Policy: http://policies.uws.edu.au/view.current.php?id=00258
    • Assessment Policy – Criteria and Standards-Based Assessment:
    http://policies.uws.edu.au/view.current.php?id=00227
    • Examinations Policy: http://policies.uws.edu.au/view.current.php?id=00204
    • Special Consideration Policy: http://policies.uws.edu.au/view.current.php?id=00205
    • Review of Grade Policy: http://policies.uws.edu.au/view.current.php?id=00203
    • Student Misconduct Rule Policy: http://policies.uws.edu.au/view.current.php?id=00304
    • Enrolment Policy (includes a section on the Western Sydney University Student Email Account):
    http://policies.uws.edu.au/view.current.php?id=00019
    • Bullying Prevention Policy and Guidelines:
    http://policies.uws.edu.au/view.current.php?id=00099 &
    http://policies.uws.edu.au/view.current.php?id=00240
    • Sexual Harassment Prevention Policy: http://policies.uws.edu.au/view.current.php?id=00103
    Breaches of the Student Misconduct Rule Policy can have very serious consequences. It is essential that
    you are familiar with this policy and how to avoid misconduct of any type.
    ©School of Nursing and Midwifery  Page 43 of 44
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    5.5 Links to other resources
    Life at  Western
    Sydney University
    Find out about life outside the lecture theatre – news and events, services
    and facilities, career information and more!
    http://www.westernsydney.edu.au/future/future_students_home/studen
    tlife
    E E- - Learning
    Check your vUWS sites regularly for unit announcements and to keep up
    with online discussions. If you do not have access to vUWS please contact
    e-learning on http://elearning.westernsydney.edu.au
    Stude nt Support
    Services
    Supporting, Connecting, Engaging, working together towards Success
    Access a broad range of student support services for local and
    international students to enhance your experiences at Western Sydney
    University -
    https://www.westernsydney.edu.au/currentstudents/current_students/se
    rvices_and_facilities
    If you have any personal issues that may impact your studies, you don’t
    have to deal with them on your own.
    Contact Student Welfare service, Counselling Service, Disability Service, or
    Student Advocate as early as possible.
    Course and unit rules
    This site provides information on pre-requisites, co-requisites and other
    matters concerning how your course is structured.
    http://www.westernsydney.edu.au/currentstudents/current_students/enr
    olment/course_and_unit_rules
    Course  inherent
    requirements
    The home page link for the Inherent Requirements for the Bachelor of
    Nursing, Bachelor of Nursing (Advanced), Bachelor of Nursing (Graduate
    Entry) and Bachelor of Midwifery can be found at:
    http://www.westernsydney.edu.au/ir/inherent_requirements/bachelor_of
    _nursing_inherent_requirements
    Student  Services and
    Facilities
    Services and facilities for current students is a unit that can offer students
    assistance in writing good exam essays. It offers a number of workshops
    that will support your learning and enable you to achieve success at
    university. These include: bridging programs, academic skills workshops,
    Peer Assisted Study Sessions (PASS)
    Policies
    This site includes the full details of policies that apply to you as a Western
    Sydney University student.
    http://www.uws.edu.au/policies/a-z
    Ministry NSW Health
    http://www.health.nsw.gov.au/
    ©School of Nursing and Midwifery  Page 44 of 44
    University of Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K 
    401003 Professional Communication 護理 assignment 代寫

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