Nursing Undergraduate Handbook 2020 - The University of Auckland
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Nursing
Undergraduate Handbook 2020
1
Welcome
Kia ora, congratulations on being accepted into the Bachelor of
Nursing programme, your first step to becoming a registered
nurse. We extend to you a warm welcome and hope that you will
enjoy the kind and friendly atmosphere of the School of Nursing,
where students can pursue study under the guidance of highly-
qualified, caring and experienced teachers.
The Faculty of Medical and Health Sciences has a commitment
to health professionals working together for the benefit of our
communities. We respect the roles of others with knowledge and
understanding. To this end, the Bachelor of Nursing programme
provides an opportunity for health professional students to
learn together in an environment of excellence in research and
scholarship. We place emphasis on creating a safe and nurturing
learning experience. Our teaching, research and scholarship
practices have close links with our clinical partners in hospitals
and community settings. We trust that you will find learning with
us both enjoyable and rewarding in terms of your career goals.
Haere Mai and Good luck with your studies.
Dr Julia Slark,
Head, School of Nursing
Our programmes • Postgraduate Diploma in Health Sciences –
PGDipHSc
The School of Nursing offers the following
• Master of Health Science – MHSc
programmes:
• Master of Nursing – MNurs
• Bachelor of Nursing – BNurs
• Master of Nursing Practice – MNursPrac
• Bachelor of Nursing/Bachelor of Science –
(BNurs/BSc) • Masters of Nursing Science
• Bachelor of Nursing/Bachelor of Health Sciences • Doctor of Philosophy – Nursing – PhD
– (BHSc/BNurs)
• Bachelor of Nursing (Honours) – BNurs (Hons)
• Bachelor of Advanced Science (Hons)/Bachelor
of Nursing – BAdvSci(hons)/BNurs
• Postgraduate Certificate in Health Sciences –
PGCertHSc
2
Bachelor of Nursing curriculum
The intent is that the Bachelor of Nursing degree
will prepare our students for registration with
Nursing practice
the Nursing Council of New Zealand (NCNZ) as a • Nursing is related to health care delivery. As
Comprehensive Nurse. such, nursing skills are developed in association
The overall curriculum has three major focuses. with the application of knowledge. Relevant
The focuses and the organising principles for each and significant periods of clinical experiences
area are stated below: provide the foundation for this.
• Nursing is concerned not only with the care
The knowledge base and of people who are ill, but also with health
its integration into nursing promotion, ill-health prevention and enabling
and empowering people to be able to manage
practice their own health.
• Provides a foundation base of knowledge from • The student focuses first on relatively normal
the biological, behavioural and social sciences individual and population functioning so that
that will complement knowledge and skill actual and potential deviations can then be
development in nursing practice. recognised and responded to with appropriate
nursing interventions.
• Facilitates independent learning skills.
• The student progressively develops nursing
• Provides an opportunity for nursing students
capabilities which are applied in increasingly
to study alongside other health professional
complex situations.
students.
• Utilises an evidence-based emphasis in teaching
and learning. The New Zealand Health
• Facilitates integration of learning and application Care System
of knowledge to nursing practice.
• Describes the evolving NZ health and disability
• Facilitates the development of broad graduate support services with interprofessional health
capabilities such as analysis, critique and care teams and with a focus on clinical, cost-
synthesis. effective and quality care.
• An understanding of areas of health priority
in NZ, in particular Māori health needs. Māori
health issues are emphasised in individual
courses.
3BNurs Graduate Profile
A Graduate Profile reflects a set of attributes, Communication and engagement
knowledge, skills and attitudes that graduates will 1. Engage with and advocate for diverse groups
develop to equip them for future education and in order to attain and maintain good health.
employment. The following themes represent the
capabilities that will be fostered through learning 2. Effectively articulate theoretical ideas and
experiences in this programme: nursing knowledge to patients, families
and peers, appreciating the centrality of
interpersonal processes to the practice of
Disciplinary knowledge and practice
nursing.
1. Demonstrate knowledge, skills and resilience
associated with safe, effective nursing Independence and integrity
practice.
1. Promote a nursing perspective within the
2. Apply theory to practice and demonstrate interprofessional activities of the health
knowledge and understanding of the different care team, and reflect on one’s own
contexts of health care delivery and the role culture of practice and that of other health
of nursing. professionals to inform care.
2. Practice nursing autonomously within a scope
Critical thinking
of practice and in accordance with relevant
1. Demonstrate sound clinical judgement legislation and ethical principles.
based on evidence and contribute to nursing
knowledge development through reflective Social and environmental responsibilities
and research based practice.
1. Work in a culturally safe and competent
2. Recognise when evidence is less than manner for all.
adequate, identify areas of practice that
require further examination, and demonstrate 2. Actively incorporate the principles of the
the ability to present reasoned arguments for Treaty of Waitangi in clinical practices with
improvements in health care. the aim of improving health outcomes for
Māori.
3. Understand and value the professional
imperative to base practice on evidence in 3. Respect the world views of clients and their
order to access trustworthy sources. right to hold personal beliefs, values and
goals and view each client relationship as
unique.
Solution seeking
1. Utilise knowledge to problem solve in the
health environment in order to prioritise
patient safety, independence, quality of life
and health.
2. Demonstrate the ability to systematically
address complex problems, applying
appropriate models of care which are
individually tailored to suit client needs.
4Course structure
The Curriculum Model Part One allows the student to:
The model is three-dimensional consisting of: • Develop the knowledge base from the biological,
behavioural and social sciences that underpins
1. Areas of practice: nursing practice.
• Fundamentals of nursing practice • Develop an understanding of the scope and
• Nursing clients with a pathophysiological nature of the nursing profession.
problem • Demonstrate safe and competent beginning
• Mental health, addictions and disability nursing practice.
• Child and family health practice
• Transition to professional nursing practice
Parts Two and Three
Parts Two and Three focus on the profession and
2. Capabilities or abilities that the student
practice of nursing, including medical/surgical,
demonstrates. These reflect the graduate
mental health and addictions, disability, child and
outcomes of the programme and relate to
family health nursing. Parts Two and Three provide
Nursing Council competencies. They are
for an integrated approach to learning. The nursing
written in terms of practice abilities.
profession has its own body of knowledge; however
3. The content threads that move through each the knowledge base for the nursing profession also
semester and build throughout the three year draws on a number of disciplines and professions.
programme. This includes disciplines such as anatomy,
physiology, pathophysiology, microbiology,
Part One psychology, sociology and professions such as
medicine and physiotherapy. This integrated
The curriculum is organised to allow for foundation approach also facilitates the integration of theory
studies in Part One, where the student focuses and practice. The curriculum is organised around
first on relatively normal individual and population individuals or groups with specific health deficits.
functioning and a base of knowledge from the
Parts Two and Three allow the student to:
biological, behavioural and social sciences. This
base then complements knowledge and skill • Progressively develop the personal and
development in nursing practice. There are two professional capabilities of a nurse.
nursing courses in Part One which provide an
• Become confident, self-motivated independent
introduction and preparation to professional
learners.
nursing practice. A compulsory three week block
of learning in which clinical practice skills are The integrated approach allows the student to:
consolidated is scheduled at the completion of
Year One examinations. This provides an essential • Develop an overview of health care problems
preparation for entry into Part Two. and the way that various disciplines contribute
to knowledge and health care practice.
5• Develop an understanding that the problems During campus blocks the student has the
and issues of health care today do not observe opportunity to acquire foundation knowledge
traditional boundaries between disciplines. to support learning in clinical situations. During
clinical practice blocks students will focus on
• See how disciplines relate to each other.
learning and application of theory knowledge
The integrated courses reflect the way health care within the context of nursing practice.
operates, presenting an interprofessional view of The timetable for semesters in Parts Two and
health care rather than a fragmented, subject, or Three allows for 16 week semesters with
discipline-oriented view. The students learn that Semester One commencing in late January
health care is multifaceted and dynamic, and that or early February and Semester Two finishing
no one discipline functions in isolation. late November. Details of semester dates are
The integrated courses provide a context in provided to students in a separate document,
which the student can acquire the fundamental however students should be aware of the
principles of nursing, and recognise the strengths longer semesters for Parts Two and Three when
and limitations of health related disciplines and the planning out study commitments. Students in
contribution of those disciplines to the NZ health Part One are also required to complete 3 weeks
and disability support services environment. of clinical placement at the end of the Semester
The structure of the integrated courses in Parts Two examination period. Clinical practice
Two and Three provide for campus blocks and periods will necessitate timetabled hours
extensive periods of clinical practice. different from campus blocks.
Summary of papers
Part One Points
Semester One
BIOSCI 107 Biology for Biomedical Science: Cellular Processes and Development 15
POPLHLTH 111 Population Health 15
NURSING 104 Applied Science for Nurses 15
General Education 15
Semester Two
HLTHPSYC 122 Behaviour, Health and Development 15
MEDSCI 142 Biology for Biomedical Science: Organ Systems 15
NURSING 105 Nursing in Practice 30
Part Two
NURSING 201 Nursing Clients with a Pathophysiological Problem 60
NURSING 202 Nursing in Mental Health, Addictions and Disability 60
Part Three
NURSING 301 Child and Family Health Nursing 60
NURSING 302 Professional Nursing Practice 60
6 6Courses and prescriptions
BIOSCI 107 Biology for POPHLTH 111 Population
Biomedical Science : Cellular Health
Processes and Development 15 points (Semester One)
15 points (Semester One) This course introduces future health professionals
(both clinical and non-clinical) to the principles
This course introduces the cellular basis
and uses of population health sciences, in
of mammalian form and function including
particular epidemiology. It will demonstrate the
embryology and development. Particular emphasis
application of epidemiological methods and tools
will be placed on the cellular components of the
in generating evidence about the determinants of
blood, neural, muscular, immune, and supporting
population health and disease, and the application
systems and how they contribute to the structure
of this evidence to inform clinical, health service
and function of the body as a whole.
and public health action. The course will provide
Required texts: an introduction to the social context of health
Tortora, G. J., & Derrickson, B. H. (2018). and illness and discuss selected local and global
Principles of anatomy and physiology: Asia-pacific population health issues.
Edition. (2nd ed.) NSW, Australia: John Wiley &
Sons Recommended text:
Webb, P. (2017). Essential epidemiology : an
Course Director: introduction for students and health professionals
Dr Suzanne Reid (Third ed.): Cambridge, United Kingdom :
Email: biosci107@auckland.ac.nz Cambridge University Press.
Course Director:
Dr Roshini Peiris-John
Email: poplhlth111@auckland.ac.nz
Email: r.peiris-john@auckland.ac.nz
7NURSING 104 take into account biological factors such as the
role of testosterone, psychological factors such
Applied Science for Nurses as reinforcement for aggressive acts, and social
factors such as role models. Similarly, a complete
15 points (Semester One) understanding of an illness such as schizophrenia
This course provides an opportunity for both the can only be obtained by taking into account
study of concepts from the physical sciences genetic predispositions, alterations to brain
relevant to nursing and the application of specific functions, and exposure to psychosocial stressors.
and selected topics from the biological sciences to
be related to beginning nurse practice. Required text:
The course introduces students to basic concepts Lilienfeld, S. O., Lynn, S. J., Namy, L. L., Jamieson,
from the physical sciences that are essential G., Marks, A. & Slaughter, V. (2019).
as a foundation for the study of physiology, Psychology: From inquiry to understanding (3rd
pharmacology and pathophysiology and relevant ed.). Melbourne, Victoria: Pearson Australia
to the functioning of the healthy human body.
This includes basic concepts from chemistry, Course Director:
physics, and calculations relating to fluid and drug Dr Suzanne Stevens
administration. Electricity and electrical safety will Email: hlthpsyc122admin@auckland.ac.nz
also be covered.
Aspects of body function related to biochemistry
and physiology will be covered in relation to
MEDSCI 142 Biology for
nursing, both for health and disease states. For Medical Science: Organ
some topics a case study approach will be utilised. Systems
Required texts: 15 points (Semester Two)
Foss, M., & Farine, T. (2007). Science in nursing This course complements the first semester
and health care (2nd ed.). Harlow, England: course BIOSCI 107 Biology for Biomedical
Pearson Education 2007. Science: Cellular Processes and Development. The
understanding of cellular structure and function
Course Director:
gained in the first semester will be extended in the
Dr Kim Ward second semester to the structure and function of
Email: k.ward@auckland.ac.nz human organs.
This course is organised system-by-system.
HLTHPSYC 122 Behaviour, Within each topic an integrated account of both
Health and Development anatomy and physiology will be presented. It is
expected that students will gain an understanding
of macroscopic structure (as seen with the naked
15 points (Semester Two) eye), of microscopic structure (at the level of tens
The Behaviour, Health and Development course in or hundreds of cells), of the way in which cells co-
the first year provides the conceptual foundations operate to form functional units within an organ,
for understanding the behaviour of people. The and of the integrated functioning of the system
course is structured around the biopsychosocial as a whole within the body. Topics to be covered
model which provides a framework for integrating in lectures are the musculoskeletal, nervous,
the biological, psychological and social respiratory, cardiovascular, renal, digestive,
perspectives on human behaviour, health and endocrine and reproductive systems.
development. For instance, a behaviour such
as aggression can only be fully understood if we
8Six laboratories accompany the lectures. Each are also introduced in this course. Preparation
laboratory spans several lecture topics. These for clinical nursing practice is included. Skills and
sessions will require hands-on manipulation of knowledge are developed to a level of competency
laboratory equipment and of animal and human that will ensure safe nursing practice. Students
tissue. The laboratories are essential in developing are introduced to safety aspects of working and
a full understanding of structure and function. managing a health care environment.
They will be assessed during the labs, in the mid- The emphasis is on the acquisition of skills and
semester test, and in the final examination. attitudes appropriate for beginning nursing
practice together with the knowledge needed to
Required text: safely undertake practical skills. The skills needed
Tortora, G. J., & Derrickson, B. H. (2018). to undertake a health assessment of an individual
Principles of anatomy and physiology: Asia-pacific are introduced. The course completes with a three
Edition. (2nd ed.) NSW, Australia: John Wiley & week block of clinical experience where students
Sons have the opportunity to become competent with
nursing practice skills.
Course Directors:
Angela Tsai Required texts:
Email: a.tsai@auckland.ac.nz Hill, R., Hill, H., & Glew, P. (2017). Fundamentals
Peter Riordan of nursing and midwifery: A person centred
Email: p.riordan@auckland.ac.nz approach to care. Sydney: Wolters Kluwer Health
Lippincott Williams & Wilkins.
NURSING 105 Nursing in Jarvis, C. (2012). Jarvis’s physical examination &
health assessment H. Forbes & E. Watt, Adapting
Practice eds. Australian and New Zealand ed. Chatswood,
NSW, Australia: Saunders Elsevier.
30 points (Semester Two)
Polit, D. F., & Beck, C. T. (2018). Essentials of
This course provides an introduction to the Nursing Research Methods. Appraising evidence
profession of nursing and the dimensions of for nursing practice. (9th ed.). Sydney: Wolters
nursing practice together with an introduction to Kluwer Health Lippincott Williams & Wilkins.
the context in which nursing is practiced. Students
Additional course readings will be supplied.
will explore what it means to be a nurse and the
culture that is nursing, concepts of health and Course Coordinator:
illness and the context of nursing and health care.
Linda Jackson
Interpersonal skills essential to nursing practice
Email: linda.jackson@auckland.ac.nz
9Clinical practice
Clinical experience Clinical placements
High quality teaching and learning in the clinical Clinical placements are provided throughout the
context is essential for students in practice-based Auckland region including Waitematā Health on
disciplines such as nursing. Clinical experience the North Shore, West Auckland and Counties
prepares students for their professional role and Manukau in South Auckland. Consideration must
promotes the development of the skills, attitudes be given to transport to enable your attendance
and knowledge necessary to function as a at these clinical sites.
registered nurse.
An integrated teaching approach is used to Professional insurance
encourage the application of theory to practice.
Classroom and clinical teaching are closely linked indemnity
and teaching methods include clinical experience The student nurse is responsible to the Registered
in health care agencies, clinical laboratories, skills Nurse in their placement area for the quality
workshops and clinical tutorials. of patient care and must operate under their
A collaborative model of clinical teaching is used supervision.
to enhance and strengthen student learning Once a student accepts some independent
in clinical practice. Students work and learn responsibility for patient care, even under careful
with registered nurses appointed as mentors supervision, they also accept a liability for
in the clinical setting. Mentorship involves the negligent or accidental practice. This will usually
registered nurse working with and teaching the be shared by the supervising preceptor in general
student on a one-to-one basis within the clinical practice, or by the clinical agencies and the Faculty
setting. Nursing lecturers are also involved in the of Medical & Health Sciences.
supervision and assessment of students, tutorial
There could be circumstances where a student
teaching, maintaining the educational standards
nurse would be held personally liable for their
and ensuring collaboration with clinical staff.
negligent act. As a protection against such liability,
The student’s clinical activities are guided by student nurses must take out individually
written clinical learning outcomes for each of suitable professional negligence cover before
the courses. These also provide guidance for the commencing their first clinical assignment. Such
preceptors. The clinical context is a rich learning cover should relate to clinical activities carried out
environment with multiple learning opportunities by the student nurse both within and outside of the
and while there are specific learning outcomes that hospitals.
must be achieved in each clinical block, there is
The New Zealand Nurses Organisation and the
also an expectation that the student will make the
College of Nurses Aotearoa (NZ) have introduced a
most of all available learning opportunities.
Student Membership to cover these requirements.
10Police vetting Approximate costs
The Vulnerable Childrens Act 2014 requires UOA Nursing Tunic: $89
organisations to ensure safety checks are Stethoscope: approx. $150
completed for persons working with vulnerable Indemnity Insurance Y1: Free Y2 & Y3: $40
members of society. Collection and consideration Shoes: $40
of a range of information including a referee Black dress pants: $40
check, interview and police vetting that will occur NCNZ State Registration Exam (final year): $240
during the student’s first year. Nursing students Laboratory coat (if needed): $35 from UBIQ
will undergo another safety check in Year 3 by the
Nursing Council of New Zealand prior to sitting the
State Registration Exam.
Code of conduct
Nursing students must maintain standards of
practice in the interests of public safety and the
profession. All students must adhere to a Code of
Conduct which is based on the Code of Conduct
for Nurses and Midwives (Nursing Council, 1999).
Immunisations
All students are required to undertake immunisation testing. Please be aware that our clinical partners
require that you have received a primary course of vaccines . Compromised immunity may mean that you
are excluded from clinical areas and therefore unable to complete the nursing programme.
Which Testing for Results Further action Comment
students recorded on
ISR* form
Year 1 Varicella Clear history None If a clear history of chicken pox exists
zoster virus of chicken no testing is needed. Otherwise testing
antibody pox exists or is required.
antibody +ve If exposed, non-immune contacts pose
-ve Vaccinations X 2 with risks to vulnerable patients and risk
follow up blood test being stood down with consequent
required significant disruption to clinical training
schedule.
Year 1 Measles/ +ve None See above for immune contact risk.
Mumps/
-ve MMR 11 vaccination(s)
Rubella
& follow up with further
antibodies
blood test
Year 1 Hepatitis B +ve None See above for immune contact risk.
antibody
-ve Vaccination (X3) &
follow up with further
test
Hepatitis -ve None
B surface
+ve Refer to hepatologist Refer to Programme Director (see pg.
antigen
for discussion 26) for referral for career advice
regarding management
Year 1 Hepatitis C -ve None
antibody
+ve Refer to hepatologist If further testing (HCV RNA) confirms
for discussion re HCV infection, refer to Programme
management Director for referral for career advice
11Which Testing for Results Further action Comment
students recorded on
ISR* form
Year 1 Quantiferon -ve None
TB Gold test
+ve Assess in conjunction Follow public health guidelines*
with questionnaire -
may suggest follow up
with chest x-ray
Year 1 Pertussis Vaccination There is no reliable test If exposed, non-immune contacts are
date for Petussis immunity very likely to become infected after
so evidence of exposure to patients with the disease
vaccination less than 4 and then pose risks to vulnerable
years ago is required. patients. These students risk being
stood down after such exposures, with
consequent significant disruption to
clinical attachment schedules.
*Public health guidelines:
https://www.health.govt.nz/publication/guidelines-tuberculosis-control-new-zealand-2010
Other immunisations highly recommended
Target Vaccination Record on Further action Comment
Group ISR*
All students Seasonal Influenza Not Vaccination highly Recommended annually
annually applicable recommended to protect themselves
and patients and reduce
community spread
All students Diphtheria Not Vaccination highly Most students will have
Polio applicable recommended completed vaccination
in childhood. Booster
Tetanus recommended around
age 20.
All students Meningococcal C Not Vaccination Particularly recommended
applicable recommended for those living in hostel
situations
Females HPV Not Highly recommended Many students will have
applicable for young women completed vaccination
At-risk BCG Not
students Haemophilus influenzae B applicable
Pneumococcal vaccine
Polyvalent Meningococcal
vaccine
Hepatitis A
Typhoid
Yellow Fever
FMHS will cover charges only for tests ordered through the University Health Service at programme entry.
Any further vaccinations/immunisations incurred will be at students own cost.
12Assessment guidelines
Introduction Assessment of your learning in clinical settings will
involve a variety of assessment methods including
The principles which guide assessment are are as case review, assessment of competency standards
follows: in addition to verbal and written presentations.
Students and clinical staff together with Faculty
• Assessment measures student achievement of
staff will contribute to assessment.
learning outcomes.
Assessment of your learning in theoretical
• Assessment is an integral part of the learning components will include examinations,
process. assignments, and written and verbal presentations.
• Assessment must help the student to become Assessors will include students, peers, Faculty staff
an independent learner. and other experts.
• Assessment records student attainment. Passing individual courses
• Assessment is monitored to ensure that it is For each course, the marks you gain from
valid, reliable and appropriately facilitating coursework assignments, practical tests, mid-
student learning. semester tests and final examinations are added
together to give a total mark which is converted
• Assessment methods, as far as possible, reflect
into a grade. Pass grades are A+, A, A-, B+, B,
professional nursing practice.
B-, C+, C, and C-. Fail grades are D+, D or D-.
Assessment throughout the courses is used In converting marks into grades the pass/fail
to assist your learning, to provide you and boundary is set at 50% (i.e., 50% becomes C-),
the community with evidence of your level of but individual departments may differ slightly in
achievement and to promote your autonomy as a how they calculate grades above C-.
university student.
Students must achieve a pass in all
Learning is enhanced when you receive frequent
clinical practice assessments. A majority
feedback on your performance and an indication of
of assessments within the BNurs are a
your strengths and weaknesses. Regular formative
combination of practice and theory.
assessment encourages you to reflect on your
success in achieving learning outcomes and to At the end of each semester a Committee of
focus on areas requiring further work. Summative Examiners discusses marginal failures (D+) and
assessment measures your success in achieving clinical fails.
learning outcomes and reports them in ways that
are meaningful to you and to the wider community.
As professional nurses, graduates must be able
to evaluate their own performance and that of
colleagues in a realistic and constructive manner.
The use of self and peer assessment will be
developed throughout the course.
13Grading (nursing papers only) two courses. Failure of the repeated course for
Recommended guidelines for grades are: part one will normally result in exclusion from
the programme.
A+ 90-100 C+ 60-64
If the student has passed all theoretical
A 85-89 C 55-59
assessments, but failed to meet the requirements
A- 80-84 C- 50-54 for nursing clinical practice, the examiners MAY
B+ 75-79 D+ 45-49 (marginal fail) defer results for this course and allow the student
B 70-74 D 40-44 (clear fail) to be re-examined during the semester break.
Failure to satisfy the examiners in these components
B- 65-69 D- 0-39 (serious fail)
requires the student to repeat the course.
Exchange of information regarding Conceded passes may be awarded by a meeting
student progress through the semester of the Committee of Examiners, provided that the
Dean has the power to award where such power is
The Bachelor of Nursing is an integrated and
authorised by the Examiners, in accordance with
comprehensive programme which includes
the following provisions:
a number of first year courses offered from
departments other than the School of Nursing. 1. that by award of a conceded pass the student
will complete that part
The marks gained from coursework, assignments,
and tests will be provided to the programme and
director from the other courses. These marks will 2. a maximum of 30 points in the part be
be used only to advise and assist students and the conceded
receipt of these progress results will not adversely and
impact on progression in the Bachelor of Nursing
programme. 3. that to be eligible for the award of a
conceded pass the student must have
achieved a grade of D+ in that course (or
Passing the year as a whole
courses) and an overall GPA of 2.5 or better
In the University at large, courses are the units in the Part. Where a candidate has a fail grade
of study, which are passed or failed. Students of D or D+ in a course (or courses) and the
accumulate points gained semester by semester Examiners deem that the failure(s) may be
until they have enough (for example, 360) to redeemable by satisfactory completion of
qualify for a bachelor’s degree. This will take three additional work then a pass in that part may
years if students pass all their courses at the first be awarded under the following provisions:
attempt or longer if they do not.
a. that the award of a grade for that
The Bachelor of Nursing degree is slightly course (or courses) be deferred until a
different. Here you must normally pass each prescribed course of additional study
part of the degree as a whole before progressing and/or examination be completed to
to the next part. To pass a part you must gain at the satisfaction of the Examiners
least 120 points.
and
Part One b. deferred results be limited to a
maximum of 30 points in any part
Where a student does not pass all part one papers,
there are three possible outcomes: and
Students must normally pass all courses c. that to be eligible for a deferred result a
before proceeding to part two. In exceptional student must achieve an overall GPA of
circumstances a student MAY, where the failure is 2.5 or better
marginal (D+) and up to 30 points, be allowed to and
enroll in the failed courses, in addition to the part
14d. that the reassessed grade in that course You may apply for an Aegrotat Pass (in the case
(or courses) be no greater than a grade of illness) or a Compassionate Consideration
of C+. (exceptional circumstances) online following
the directions on the University website. The
Parts Two and Three application must be made within one week of the
examination.
• Where a student does not pass all Part Two and
Part Three courses the student will be deemed Apply for an aegrotat pass:
to have failed the part and must repeat the failed aegrotat.auckland.ac.nz/apply
course. A Medical Certificate or other evidence will be
required, and it must relate to the actual day(s) of
• No student may enroll in NURSING 302 until
the examination(s) affected. For advice, you can
all other courses have been satisfactorily
contact:
completed.
• Failure of a repeat year will result in exclusion Examinations Office
from the course. Phone: 09 923 7557
Email: exams@auckland.ac.nz
The notes above supplement information in
the University Calendar, (the Examination Student Health and Counselling Service
Regulations and the BNurs Regulations). Phone: 09 923 7681
Note that the Calendar contains the definitive www.auckland.ac.nz/student-health-counselling
regulations. If your evidence meets the criteria, your application
is considered on the basis of your previous
academic performance in the course.
Notification of results
Your work needs to be well above the minimum
Results from assessment points will be posted on
pass standard (normally a C+ or better) in all
CANVAS. Return of assessed work is through the
coursework. The Examiners will assess whether
BNurs programme administrator.
your examination mark is lower than expected.
They will pay particular attention to your grades in
Procedure when illness affects
written tests as these are held under examination
performance in exams; test and
conditions, but will also consider other
coursework requirements
coursework. Therefore it is important that you are
The University is sympathetic towards students conscientious in your approach to in-course tests
whose performance in examinations is affected and assignments.
by illness or other exceptional or unforeseen
Aegrotat or Compassionate Passes are not
difficulties, especially if their previous results are
available for clinical assessment and where a
of a high standard. The procedure to be followed
student is prevented from undertaking a final
varies according to whether the exam is a major
clinical assessment it may be possible to arrange
end-of-semester examination, or an in-course
an alternative assessment time.
test, including such as a mid-semester test or
assignment. The following notes are a guide; you 2. When illness or other exceptional
should check with staff responsible for a particular circumstances prevent you from sitting an
course, or with the Bachelor of Nursing Director. in-course test, or impairs your performance
during the test, or prevents you from handing
1. When illness or other exceptional
in an assignment on time, or prevents you from
circumstances prevent you from sitting a major
completing a clinical assessment.
examination, or impairs your performance
during the exam. See the staff member responsible for the course.
153. When illness or misfortune affects your study Email: sls@auckland.ac.nz
prior to examinations, tests, or coursework Phone: 09 373 7599 (ext. 88850)
assignments. www.auckland.ac.nz/student-learning-services
The Aegrotat and Compassionate Consideration If you receive feedback from a lecturer suggesting
regulations also apply to students whose study has you contact the SLS for assignment writing
been seriously affected within the fortnight before support, you will be expected to follow this advice.
examinations.
The requirements for a successful application Students in difficulty
are stringent, and students must have seen a It is recognised that students have complex lives
doctor (aegrotat) or counsellor (compassionate) and at times have problems meeting course
so that the degree of impairment can be properly requirements. If students are experiencing
assessed. difficulties, they are encouraged to talk to their
In all situations involving illness, accidents or family course coordinator as soon as possible.
circumstances where your work may be affected,
FMHS Student Support Advisor
you are encouraged to talk with the Bachelor of
Nursing director. Daniel Heke
FMHS Student Centre
Student attendance Email: d.heke@auckland.ac.nz
Phone: 9237021
Each course comprises a series of planned learning
experiences plus assessments. Although attending MAPAS Student Support Advisor
lectures and seminars is not compulsory, students
Margaret Moala
are expected to attend all classes to foster a co-
Building 532, 93 Grafton Road
operative and collaborative learning environment.
Email: m.moala@auckland.ac.nz
If a student ceases to attend lectures, complete
Phone: 9233657
assignments or sit examinations without formally
withdrawing, a fail grade will be recorded on their
academic record.
Examinations
Dates and times for examinations are set by
To meet Nursing Council of New Zealand
the University and occur during the 2-3 weeks
requirements, students must have completed
after lectures finish. Details of each examination
a minimum of 1,100 hours in the clinical
are available on the University Examination
environment prior to registration.
website. The information pamphlet “Examination
Instructions and Regulations" is available online
Student Learning Services
and contains information on:
The University of Auckland Student Learning
Services (SLS) focuses on supporting students with • Aegrotat and compassionate consideration
assessments, in particular assignment writing. This
• Missed examinations.
service is designed to help students who may be
having difficulty in this area. However, the Centre • Out of time examinations
staff will not help students write the assignment
but assist them to understand the assignment • Special requirements.
requirements for a particular course.
www.calendar.auckland.ac.nz/examination
To make an appointment, contact:
Student Learning Services
City campus
Level 3, Kate Edger Information Commons
16Plagiarism & intellectual dishonesty Assignment guidelines for
The University has very strict guidelines that
are designed to prevent students gaining an
nursing courses (including
unfair advantage by copying all or part of the referencing)
work of others, by allowing all or part of your
For comprehensive information on layout and
own work to be copied, or by collaborating
formatting for nursing assignments please refer to
together in preparing all or part of an assignment.
Formatting Guidelines for Written Assignments on
In any thesis, dissertation, report or project,
CANVAS.
unacknowledged copying or plagiarism is not
acceptable and is treated as an examination Please check the assignment guidelines and
offence. The University mandates penalties for all requirements for your other courses with the
of the parties involved ranging from cancellation of relevant department. Assignment presentation and
any marks for the test or assignment concerned, referencing style requirements may be different.
to possible exclusion from attendance at lectures
and tutorials, and even to failure in the paper and Referencing:
suspension from the University. See Calendar for All information used to support the assessment
full details. The students can discuss assignments work must be referenced. Appropriate sources of
with each other but once you sit down to actually information include:
prepare, write and format your individual
• Government websites or published information
assignments, you must do this on your own.
Plagiarism means using the work of others in • Textbooks
preparing an assignment and presenting it as your • Articles from national or international health
own without explicitly acknowledging or referencing related journals
where it came from. Plagiarism can also mean not
acknowledging the full extent of indebtedness to a Inappropriate sources include anonymous
source. Work can be plagiarised from many sources pamphlets and unsubstantiated websites. The
including books, articles, the internet, and other School of Nursing uses the APA referencing
students’ assignments. Plagiarism can also occur format. The Publication Manual of the American
unconsciously or inadvertently. Psychological Association (latest edition) can
be accessed in the Philson Library or on the APA
Note: Plagiarising is taking and using another
website at: www.apa.org
person’s words, writings, drawing, paintings or
music and presenting them as if they were your Tutorials and information are also available at
own. In the fields of both art and science, original the Student Learning Centre (City and Grafton
ideas are valued very highly, so the act of presenting Campuses).
someone else’s work as your own is theft. Acknowledgement of sources is an important
Students are required to submit assignments aspect of academic writing. The University’s
electronically through “Turnitin”, a programme Referen©ite website www.cite.auckland.ac.nz
designed to identify material quoted from other provides students with a one-stop online resource
sources. Students who fail to appropriately for academic referencing needs.
acknowledge other authors work will be considered Referen©ite explains the essential of referencing and
guilty of plagiarism. Each case will be considered how to avoid plagiarism. It also includes practical
individually and options include referral to tools to help students reference correctly use
the Discipline Committee of The University of references effectively in writing, and gives fast access
Auckland: to some major reference formats with examples.
www.fmhs.auckland.ac.nz/nursing-regs Assignments not submitted by the due date
and time will incur a 5% of the total mark late
penalty and an additional 5% per day late
(including weekends).
17Resolving problems
Difficulties with a particular When the whole class has
topic difficulties
Take the following steps: 1. Form a group and explain the problem to
1. First, ask your classmates for help. Do not the lecturer. Ask for whatever help you
hesitate; they will feel privileged to be asked, need, e.g., another explanation at a slower
just as you would be. pace, a tutorial on the topic, a textbook
recommendation, an extra handout, a set of
2. Ask the lecturer concerned. University
written objectives, etc.
staff are able to provide a certain amount
of individual help to students; many staff 2. Discuss issues with your class representatives.
are surprised at how seldom this request is 3. If problems continue, a group including the
made. If you feel intimidated by the lecturer, class rep(s) should make an appointment to
find a few classmates who would like help see Lisa Stewart, BNurs Management Director
with the same topic and go as a small group. (see pg. 26).
If steps 1 and 2 have not solved the problem,
please make an appointment to see Lisa Stewart, Student Liaison Committee
BNurs Management Director (see pg. 26).
The purpose of this committee is to provide
current students within the undergraduate nursing
Difficulties with study in programmes the opportunity to participate and
general or the course overall provide formal feedback on potential course
and programme curriculum changes and to give
1. Speak to the counsellors at the Student general academic and curriculum based feedback
Health Service or seek help from the Student regarding the undergraduate nursing programmes.
Learning Centre. Further information will be
Membership includes the class representatives,
handed out at orientation.
education representatives from Nurses of
2. If this does not resolve the problem, make Auckland Student Association, conjoint
an appointment with Lisa Stewart, BNurs students' representative, international students'
Management Director. representative and the Programme Director(s).
18Fitness to practice
and fitness to registration
Nursing Council Ƹ Ethics and law
requirements for registration Ƹ Research and evidence-based practice
as a Comprehensive Nurse Ƹ Organisational, supervisory skills and
leadership
The Nursing Council requirements for registration
as a Comprehensive Nurse are that before Ƹ Information technology
presenting candidates for the State Examination, Clinical experience which includes nursing related
the governing body of the Institute offering the to community health nursing, maternal and infant
programme should ensure that each candidate for health nursing, medical nursing, surgical nursing,
registration has achieved the following minimum mental health nursing, disability, rehabilitation and
requirements: continuing care.
• 1,100 hours of clinical practice
• Clinical experience proportionally structured to Clinical competence
theoretical content Every comprehensive nursing student shall be
• A body of content specific to New Zealand which required to reach a satisfactory standard of clinical
includes: competence.
Ƹ The articles of Te Tiriti o Waitangi
Permission to sit for the
Ƹ Cultural safety
State Examination
Ƹ Māori Health
Every School of Nursing shall, in respect of every
Ƹ Professional Nursing Practice student who has applied to sit for the State
Examination, provide the Council with:
Ƹ Bioscience, social and behavioural
science • A record of the student’s theoretical
achievement throughout the programme and
Ƹ Health systems and policy
evidence of reaching a sufficient standard.
Ƹ Nursing assessment and nursing
practice decision making • An assessment of the student’s clinical
competence throughout the nursing programme.
Ƹ Therapeutic communication skills
• A confidential report on each applicant as being
Ƹ Pharmacology
fit and proper for registration, provided by the
Ƹ Pathophysiology, genetics and disease senior nurse of the school of nursing.
states
The Nursing Council shall consider the matters
Ƹ Health promotion set out above in determining whether or not an
19applicant may be permitted to sit for the State
examination for Comprehensive Nurses. If the
Fitness to Practise
senior nurse is not prepared to recommend Requirements
the applicant, they will not have met legal In order to complete the requirements for this
requirements and will not be eligible to write the degree, a student must meet the applicable fitness
State examination. to practise requirements for this programme,
as outlined in the Faculty of Medical and Health
The University of Auckland Sciences’ Fitness to Practise Policy.
requirements to meet these Where a student is being investigated with regard
to a fitness to practise matter under the policy, and
regulations there is a concern that the student’s attitudes or
Regular attendance in all areas of the programme. behaviour are inappropriate, offensive, disruptive,
Student absence may mean that: or may pose a risk of harm to the welfare of any
party, that student’s attendance at lectures,
a. the hours required to sit the
classes and any clinical, industry or practise
examination for registration as a
attachments may be suspended by the Deputy
Comprehensive Nurse are not attained
Dean of the Faculty of Medical and Health Sciences
b. the requirements of the Bachelor of pending the outcome of the investigation.
Nursing programme are not met.
If a student is found, after due and fair inquiry,
In either case the student may be required to and taking into account any written response from
complete further experience to meet a minimum the student, to be not fit to practise, the student’s
requirement. enrolment in the programme may be suspended or
terminated in accordance with the policy.
Professional standards Where a student’s enrolment in the programme
of behaviour has been terminated under Regulation 8c, any
application to re-enrol may be declined.
Every student is required to meet the standards A student whose enrolment is suspended
of behaviour expected of members of the nursing or terminated under Regulation 8c or their
profession. Teachers assist students to achieve application to re-enrol declined under Regulation
this. 8d may apply to the Deputy Vice-Chancellor
Achievement of the standards expected for (Academic) for the appeal of that decision in
theoretical knowledge and clinical nursing practice accordance with the policy.
are also required.
20General information
Lockers Library
Lockers are available on Grafton Campus, The Philson Library (the Medical and Health
downstairs by the Robb Lecture Theatre and on Sciences Library) holds books, journals and
the ground floor, beside the Student Lounge. Put other materials covering all aspects of medicine,
your own padlock on a locker then register it at the along with relevant catalogues and indexes
FMHS Student Centre. (computerised, microfiche and course formats).
Copies of recommended textbooks are held as
Notices desk copies for short-term loan, within the library
and overnight.
Relevant notices will be posted on Canvas or sent Card operated photocopiers are available; a
to your University of Auckland email address. discounted rate is given to students.
Please check these regularly.
Philson Library skills programme
Staff/student forum Tuition in information retrieval and the literature
of medicine is given by the Readers’ Services
Each programme at the University provides Librarians, in association with assignments
opportunities for students to discuss issues of throughout the Nursing course.
concern, make suggestions for improvement and
For Nursing, an orientation session is given early in
contribute to course and policy development. The
Semester One. Following this, you will need to sign
nursing class will be asked to nominate a group of
up with the Library for a session on using the online
students to represent them.
catalogue (VOYAGER). Early in Semester Two, we
will arrange for you to have a session on library
databases such as CINAHL (for nursing topics) and
Medline.
The University of Auckland Library comprises 15
separate libraries, including the Philson. Students
may use all of these libraries, in person, or via the
inter-campus document delivery service.
The libraries which hold material of particular
interest to nursing students are:
Science Library, City Campus
Computing and Information Sciences, Chemistry,
Physics, Mathematics, Statistics
Biological Sciences Library, City Campus
All aspects of the biological sciences
21General Library, City Campus 3. University of Auckland School of Nursing
Arts, Commerce, Social Sciences, including Prize
psychology and history of science The Prize will be given annually to the final
year student who has achieved the highest
Tāmaki Library, Tāmaki Campus academic performance throughout the
All subjects taught at Tāmaki, including sports Bachelor of Nursing programme.
medicine and physiology.
4. Elizabeth Michael Uniforms Prize
VOYAGER
The prize will be made annually to the
This is the library’s computerised catalogue,
final year student who has demonstrated
records the books and journals held by all the
exceptional leadership qualities and peer
libraries.
support throughout the Bachelor of Nursing
Document Delivery programme, as voted by the completing
Students may request delivery to their home library class.
of a book held in any library, or a photocopy of an
article from a journal. There is no charge for a book 5. The Dean’s Medal
loan; photocopied articles cost $2.00. This prize is awarded to a final year student
Guides who, in the Dean’s opinion, has made an
outstanding contribution to the academic
Guides to the collection and services are available
development of the Faculty during their time
in each library and are on LEARN. Most libraries
as a student.
advertise orientation tours at the beginning of each
semester. 6. Te Ākonga Matua (Head of School)
Distinguished MAPAS Student Prize
Prizes and scholarships The main purpose of the prize is to
acknowledge and reward the two MAPAS
If you are a member of the New Zealand Nurse’s
students enrolled in the final year of a
Organisation, a small selection of awards are
Bachelor of Nursing who have demonstrated
available to help with your studies. To contact the
the most distinguished performance
regional office, phone (09) 377 4946.
throughout the programme.
1. Wolters Kluwer Prize
The Prize will be made annually to the final Summer Research
year student who has achieved the highest
academic and clinical practice performance
Scholarships
throughout the Bachelor of Nursing Summer Research Scholarships provide an
programme. opportunity for students to gain experience
working on specific research projects in a research
2. ADHB Director of Nursing Prize team supervised by a qualified researcher for 10
The prize will be awarded annually to the final weeks over the summer holidays. Undergraduate
year student who has the most distinguished students at the University of Auckland may apply
clinical practice within the Bachelor of for these studentships which carry a tax-free
Nursing programme, culminating in an stipend of $6,000. Project outlines are available
excellent performance during the final clinical around the beginning of Semester Two from the
semester. Faculty of Medical and Health Sciences. Students
apply for a scholarship on a specific project in
conjunction with the supervisor for that project.
22School of Nursing contacts
Addresses
Physical location Postal address
School of Nursing School of Nursing
Faculty of Medical and Health Sciences Faculty of Medical and Health Sciences
The University of Auckland The University of Auckland
Grafton Campus. Privatee Bag 92019
Level 2 (reception), Building 505 Auckland 1142
85 Park Road, Grafton New Zealand
Auckland
Key Staff
The following is a list of key people involved in your course.
You may also need to contact individual lecturers or support staff at times.
Contact Sarah and Natalie for all administrative Please contact Lisa or Julia for any issues with your
matters, such as enrolment queries, letters, overall planned course of study, academic matters,
making appointments. any year one concerns such as leave, absence from
class or examinations, learning issues.
Sarah Dayal
Undergraduate Coordinator Lisa Stewart
Phone: +64 9 923 4763 Associate Head of School, Undergraduate
E-mail: s.dayal@auckland.ac.nz Phone: +64 9 923 5346
E-mail: lisa.stewart@auckland.ac.nz
Natalie Roffey
Groups Services Administrator Head of School of Nursing
Phone: +64 9 923 3393
Dr Julia Slark
Email: n.mason@auckland.ac.nz
Head, School of Nursing
Phone: +64 9 923 2897
Email: j.slark@auckland.ac.nz
Nursing UGH2020 10/06/20 1055 23Contact
Faculty of Medical and Health Sciences
The University of Auckland
Private Bag 92019
Auckland 1142
New Zealand
Phone: +64 9 923 2404
Website: www.fmhs.auckland.ac.nz/son
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