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NS1881 Nursing Practice 1

• There were a lot of assessments.
  • Assessments are to be reduced in 2025.
• More consistency between facilitators of workshops.
  • Lesson plans to be revised with more direction and therefore less room for facilitators to stray from plans.
  • Videos and guides to be reviewed and updated ensuring best practice – facilitators to follow these.
• More time covering documentation prior to needing it in clinical lessons.
  • Revise lesson plans to include more documentation group activities.
  • Create vodcasts specific to documentation.
• I thoroughly enjoyed the escape room as an activity to refresh your mind on case studies and how to answer those questions. All classes were interesting and enjoyable.
  • Thankyou we will continue to explore fun, interactive, educational activities that enhance learning in which we can incorporate across the subject.

NS2277 Midwifery Practice for Normal Labour, Birth and the Postnatal Period

• The prerecorded podcasts of the weekly lecture that could be watched instead of attending the F2F lecture or used as an adjunct were well received and will continue to be provided as an alternative to the F2F lecture.
• The F2F session one to one to review the clinical workbook that is completed on placement was found to be very valuable and it is requested that it is addressed early, as in a previous subject. This information has been provided to the relevant subject coordinator who is looking to provide this content sooner within the degree.

NS2363 Mental Health for Nursing and Midwifery

• Increased clarity around assessment requirements and not so clustered.
  • We are changing the assessment structure and using online activities as a way of engaging with weekly content.
• Tutorials are long and with too much content.
  • When the assessment is based upon weekly theoretical content that frees us up to use tutorials for application and scenario building.
• Flexibility is needed, this subject can work well online and have online tutorials.
  • We agree, we hope to offer flexibility next year through offering both face to face and online tutorials but without compulsory attendance. This subject certainly works very well online.

NS3363 Mental Health for Nursing and Midwifery

• Tighten up assessment requirements description and rubrics.
  • Assessment descriptions clarified and in line with rubric at next version.
• Online lectures not engaging.
  • Lectures rerecorded for 2025. Lecture slides updated and each recording shorter.
  • This subject is in teach out.

NS3771 Consolidating Practice

• Request for a quicker turnaround for results of individual assessment items.
  • In line with the current Learning, Teaching and Assessment procedure, students receive feedback relative to the length of the study period which is within 15 UWDs.
• More detailed individual assessment vodcasts.
  • Individual assessment videos will be reviewed and more clarity will be provided.
• Request for more focus specifically on a Nursing CV and types of interview panels.
  • The content in relation to CVs will be revised and interview panels will be researched.

NS5135 Complex Midwifery Care

• More focused examination preparation.
  • Subject content will be revised to provide more resources and Collaborate sessions scheduled to discuss exam prep.

NS5225 Care of the 'At Risk' Newborn

• The content format is well received and will be continued as such.
• A student felt that attending a SCN placement prior to studying this subject would have been helpful to understanding this content. We do not have an input on the individual placement sites as to their timing of your placements.

NS5331 Effective Clinical Governance (SP82)

• Student feedback indicated that most students were satisfied with this subject. As a collective, you told us that the subject was relevant to practice and offered you support to develop a deep understanding of clinical governance.
• You valued the sequenced assessments, which focused on your workplace, yet you felt there was too much content and too many assessments overall. Your feedback will guide our planning for 2025 – we can’t change the number of assessments for the next subject run in 2024, but we will reduce these in 2025, thus allowing more focus and depth in the workplace-focused sequenced assessments.
• For the next subject run in 2024, we will also provide a greater introduction to the format of this subject. Each week aligns with the National Model Clinical Governance Framework (ACSQHC, 2017), and the content covers most items and actions so students can address their individual knowledge gaps, knowing students come with different expertise and interests.
• We will make it clearer to future students that we don’t expect everyone to complete all content but to self-assess knowledge gaps and focus energy and time there.
• We will also build some optional quizzes in 2025 to help students do this self-assessment and determine their knowledge gaps.

NS5333 Synthesising Evidence for Healthcare (SP83)

• Student feedback indicated that most students were satisfied with this subject. As a collective, you told us this subject was intense and introduced many new concepts.
• Some students said there was too much to learn, while others would have appreciated additional videos on programs like Endnote and how the weeks align with the chronological order of the research process.
• You mentioned some confusion around some wording in the assessment descriptors and the different order between the assessment template and the rubric. We can immediately improve these things in the next subject run.
• You also told us that you valued the many optional resources to help you navigate the subject and self-assess your learning, such as the topic videos, subject map and the weekly optional quizzes. It’s great to hear such positive feedback, as we know to keep on doing these things and perhaps weave some resources into other subjects, too.
• We, Nerilee and Pieta, are so very grateful for your heartwarming feedback about our teaching in the subject, and we will also look into that request for more synchronous sessions with us (we enjoy it too!).

NS5334 Professional Portfolios for Career Advancement (SP83)

• We appreciate the encouraging feedback received about our content and teaching methods. It was heartening to see many students excited to depart from a subject with a tangible portfolio that could be instantly implemented in their professional careers.
• The course material underwent significant modifications prior to SP83, which unfortunately led to minor textual inconsistencies causing some student confusion. These discrepancies have been addressed and corrected for future iterations of this subject.

NS5338 Ethics and Health Management (SP83)

• More flexibility/variety in collaborate times.
  • Clear advertising of collaborate times and all collaborates that cover subject content are recorded. Students offered additional 1:1 session if required. Collaborates were offered on different days and times during the study period, but this was still raised as an area of weakness in the survey responses.
  • Overall satisfaction score of 4.1.

NS5339 Leading and Managing in Health (SP81)

• Further clarity for AI2A&B (Part A: Essay and Part B: Poster).
  • Assessment descriptor and marking rubric improved. Assessment briefings available at the beginning of the study period. Example poster provided to enable students to contextualise expectations of this part of the assessment (Part B). Q&A sessions available for students to attend. Targeted recorded collaborates presented weekly.
  • Overall satisfaction score of 3.8.

NS5340 Conflict and Dispute Resolution in Healthcare (SP82)

• No suggested improvements from student cohort.
• Overall satisfaction score of 5.

NS5341 Business and Finance for the Health Manager (SP81)

• Lack of clarity with final assessment item/assessment item too complex for intensive course.
  • Condense assessment item requirements to fit intensive environment and development of a resource to support application of knowledge for final assessment item. Assessment briefings available at the beginning of the study period. Q&A sessions available for students to attend. Targeted recorded collaborates presented weekly.
  • Overall satisfaction score of 3.8.

NS5346 Advanced Health Assessment (SP83)

• Final assessment extensive.
  • The content and resources to prepare the final assessment is available from the beginning of the subject to allow time for preparation. Overall weighting remains at 50% to reflect the effort of the assessment. Pre-prepared checklists and example videos are provided for students to use.

NS5347 Quality Use of Medicines in Practice (SP81)

• QUM framework too lengthy and many areas of the framework to consider for individual specialities.
  • Assessment changed where students apply the QUM framework to their own speciality only to reduce need for unnecessary work/reading.

NS5348 Applied Health Assessment for Advanced Practice (SP82)

• Slight errors in online activities.
  • There was a glitch in the Keypath programming – all errors were rectified ASAP.

NS5349 Diagnostic Reasoning for Advanced Practice (SP81)

• Quick turnaround between 2nd and 3rd assessment.
  • Consider making the 2nd assessment due earlier.

NS5353 Quantitative Research in Healthcare (SP81)

• Student feedback indicated that some students were very satisfied with the subject, and others were not. We often see this varied response to quantitative research, but your comments help us understand where we can improve.
• As a collective, you told us that the workload was high, and there seemed to be a gap in learning between reading research reports and interpreting SPSS results.
• You also hoped for more collaborative opportunities and learning about descriptive and inferential statistics to come earlier in the subject, thus allowing more time to consolidate learning.
• You also told us you appreciated that the use of SPSS was optional and that you valued the support from the teaching team.
• This subject is undergoing a major refresh, and your comments informed our planning. The statistical content is now offered earlier, with more activities and scenarios to practise skills and gain feedback. We continue the optional use of SPSS; students can self-select which updated workbooks to use based on their preferences and learning aspirations.
• We reduced the lengthy readings and are developing a series of videos to open each topic and introduce the key concepts. We also removed the textbook, so all learning resources are available online and free.

NS5354 Implementing Practice Development in Healthcare Contexts (SP82)

• We appreciate the encouraging feedback received about our content and teaching methods.
• We acknowledge that the principles of Practice Development can be challenging to comprehend within a six-week period. To facilitate better understanding, we are in the process of creating concise videos to integrate into the content, aiming to clarify any unclear aspects.
• We are also revising the wording for Assessment 2 to provide clearer expectations, with the goal of improving student performance.

NS5380 Foundations of Clinical Diabetes (SP83)

• Discrepancies in assessment briefing video and marking feedback.
  • All markers asked to view video. This will be reiterated. All markers attend markers meeting and SC moderates. Will monitor going forward as only x 1 feedback of this nature.
• Assessment could have had an extra week before submitting due to content after assessment submission being relevant to the assessment.
  • Unsure which assessment the student is referring to. CC will continue to review content and ensure that appropriate content is available and relevant to upcoming assessment. A2- Essay – a case study is being considered for next year which students can analyse and apply their learning.
• A1 –would be good if it was a graded effort, this could be a practice task to introduce to APA7th.
  • Due to L& T policy changes this will be a graded assessment going forward. The assessment is pre-census and therefore very early on into the subject and many students may feel overwhelmed by a referencing assessment in 1st week. CC considering changing pre-census A1 to a quiz next year to fall in line with new L&T policy.
• A4 asking too much for a little time – could have been done in 15 mins not 10.
  • Need to consider marking time. CC will review assessment instructions and rubric.
• Outdated references.
  • Ongoing content review by CC.
• More videos for visual learners.
  • CC will review and add videos where appropriate and relevant.