The ability to undertake a focused and comprehensive patient assessment is fundamental to nursing practice. Conducting patient assessment allows nurses to gather the requisite information to make sound clinical judgements. With an emphasis on the systematic collection of reliable and valid assessment data, this unit of study examines the knowledge, capabilities and clinical skills required to undertake comprehensive health assessment, inclusive of physical, mental health, social, ethnic and cultural dimensions in complex clinical situations. Underpinning any patient assessment is a detailed understanding of normal physiological processes and the ways in which illness and injury alters these processes.

This unit of study will provide the scientific basis for cancer and haematology nursing practice. Students will examine, in detail, biological concepts related to haemopoeisis, immunology, carcinogenesis, genetics and epigenetics. Recent advances in the understanding the biology of cancer will be critiqued. This unit of study will provide a framework and foundation for understanding the impact of both malignant disease and the therapeutic management. Biological and physiological principles that support cancer treatments will be reviewed in detail. A detailed understanding of the biology of malignant disease together with that of the physiological effect of treatment is imperative for developing skills and capacity in specialist cancer and haematology nursing practice. Strategies to support physiological function and manage complex clinical presentations will be examined with students undertaking critical appraisal of treatment guidelines.

This unit will explore interventions in cancer and haematology nursing practice throughout the malignant disease trajectory. The global perspective of cancer and the role of screening in cancer nursing practice will be discussed. Health promotion as a philosophy of care in cancer, nurse-led interventions and the management of complex clinical situations will be explored, particularly in relation to assessment and symptom management. Students will have the opportunity to reflect on their own practice and evaluate this in relation to specific competencies of the advanced RN or specialist cancer nurse. Throughout this unit of study students will engage in discussion of common presentations, and will be able to apply this to their own area of practice and thus pursue their own specific subspecialty of interest.

This unit of study will examine the diagnoses and treatment of cancer as experienced by the patient and their family. Students will examine how culture, age, socio-political situations and health beliefs can influence the cancer experience. This unit of study will draw on a range of media (narrative, film, audio, images) that inform the understanding of cancer and haematological illness experiences. Interpersonal communication as an integral component of the therapeutic work of nursing will be interactively explored. Students will examine how our understanding impacts clinical practice and health care delivery, and will explore the interface between the social context of the lived experience of illness and that experienced within the context provided by current approaches to health care service delivery. Approaches to patient management within the total patient experience will focus on collaborative decision-making and the ways in which synthesised evidence informs patient care.

Students will have the opportunity to examine the nature of nursing work in relation to the effects of and assumptions underlying the models of care and ward organisation; organisation of shiftwork; occupational health and safety; workforce supply and demand and the effects of such issues on the agency and professional boundaries of nurses. The unit will examine the nature of nursing work in relation to its industrial and socio-political origins by taking a critical evaluative focus on the perceptions and practices that have shaped the construction of clinical nursing practice. Wider issues such as the impact of the knowledge economy; globalisation and the patterns of global workforce migration; and the increasing use of technology in nursing work will also be explored.

In this unit of study you will critically analyse approachs to research through examination of the philosophical and theoretical origins of the research traditions and knowledge generation in nursing and other health research. Conceptualisation of research questions, selection of research designs, governance of research and research utilisation in the clinical setting will be explored. Opportunities will be provided to engage in the research process with reference to clinically related situations.

This unit of study pursues a critical analysis of the theoretical constructs and practical applications underpinning good clinical governance in health care organisations. Many studies identify the factors influencing a culture of safety and quality in the clinical environment and most concur with six main domains: the safety climate, teamwork, perceptions of management, working conditions, job satisfaction and stress recognition. These factors and how to influence them positively will be examined in this unit of study utilising a better practice (quality/continuity of care/health outcomes/governance) framework.

The need for leadership across all clinical disciplines has been shown to be integral to safe practice and strong staff morale. Providing a clear and unambiguous framework for practice and fostering skills in moral stewardship is known to enable personal growth and strong clinical care. This unit explores a range of issues for clinicians including their legal and ethical obligations, concepts of accountability and collegiality, and strategies to increase resilience and emotional intelligence. It aims to equip students to take initiative, create supportive and sustaining clinical environments, have the courage of their convictions, and to celebrate curiosity.The Australian health care system has experienced significant clinical, structural and socio-political transformations over the last two decades (collectively referred to as reform). The need for stronger and more effective leadership has never been more evident, particularly at the clinical interface. The chronic recruitment and retention issues and the changed nature of the nursing workforce and health workforce generally, vis-à-vis different levels of carers with diverse skill mix, have constructed a healthcare environment in which experienced (advanced) clinicians are positioned at the core of leadership development. While the concept of leadership is not new, the provision of leadership in the clinical arena is now a central component of clinical practice for all health professionals, regardless of experience, education or position. As we increasingly experience a globalised world, we recognise that leadership is not the same in all contexts. This unit is structured on an innovative case-based approach. Through using case studies along with the theoretical constructs / perspectives, students are encouraged to critique the achievements and failures of real-time leadership scenarios (and the leaders). This approach to student learning moves away from the traditional 'constructivistic approach' to management education, which is both subjective and prescriptive (Darmer 2000). The case study method facilitates examination of real leadership scenarios through which students can gain greater insight into the challenges that confront leaders in complex environments and how these challenges impact decision-making processes.As a postgraduate unit of study, this unit pursues critical analysis of the context in which leadership occurs. In the process of completing this unit, students cover a broad range of topics and explore the literature from a number of disciplines including management, sociology and nursing. While this unit of study is broad, it is designed to allow students to gain a more detailed understanding of the multiple and often conflicting contexts in which health leadership is now situated.

Cancer is the single largest cause of premature death and represents nearly one-fifth of the total burden of disease in Australia. There is increasing recognition that specialist cancer services improve outcomes and benefit both survival and optimal recovery for people affected by cancer. Nurses working in clinical and management positions in cancer, assist in providing care to groups of patients and their families, both directly and indirectly. In doing so nurses must incorporate individual need with the requirements of the department/unit, hospital and local health network. The provision of coordinated patient care is supported by organisational structures at the hospital and local health district level, which are guided by the NSW Ministry of Health and institutions such as the Clinical Excellence Commission and the Agency for Clinical Innovation. Nursing practice is also informed by relevant nursing professional bodies and associations. The unit consists of content relating to the advanced practice role: quality and safety; ethical and legal considerations; communication strategies in complex clinical situations, health promotion and professional aspects of practice such as issues from a local, national and international perspective. As part of expanding their cancer and haematology practice, students will have the opportunity to further develop specialist knowledge and skills related to a specific area of practice.

This unit of study will assist students (as potential senior clinicians) to extend their development of a critically informed personal/professional position on the many issues impacting clinical nursing practice and to further develop the skills required to argue that position effectively within current clinical contexts and climates. The unit will provide a framework within which students will explore current professionally relevant clinical and professionally related situations from several perspectives such as those of tertiary and professional education, local, state and federal government policy development and implementation, health services management, workforce and regulatory perspectives. Students will also conceptualise and develop a personal portfolio incorporating the work undertaken during their degree and including guided reflections on their observation and analysis of senior/advanced practice roles in nursing and assess their current state of readiness to undertake the role of a senior clinician within a personally relevant workplace.

This unit of study will provide an opportunity for students with an interest in research to conduct an in-depth exploration of a topic that you have identified as being of personal professional relevance and/or research interest. To complete this unit you will be expected to work independently selecting, locating and analysing the relevant literature to prepare a scholarly piece of work reviewing current knowledge on the self-identified topic. While you will be expected to pursue your investigation as an independent scholar you will be assisted in your work by regular meetings with the unit coordinator, student colleagues and an academic advisor appointed on the basis of your area of interest as identified by the topic. Your work may be presented in either thesis or journal manuscript formats and will be assessed in a manner appropriate for determining suitability for further research higher degree work. Students are advised to indicate their interest in undertaking the research capstone to the Director of Postgraduate Studies as they complete the unit of study NURS5069 Research in Nursing and Health Care so that specific academic advice can be provided. Capstone (Research) is also an important component of the Sydney Nursing School pathway to research higher degree enrolment and students interested in pursuing this pathway should also seek Academic advice from the Director of Postgraduate Studies before enrolling in the second semester of their course.

The use of simulation (the process of mimicking reality in an environment that can be manipulated to reflect real clinical situations) is an educational tool that is becoming increasingly prevalent in health care practice and education. Simulation activities have strong relevance to a broad range of learner levels across health professions providing a safe and controlled learning environment. Simulation can be used in task or situational training areas in order to train clinicians to anticipate certain situations and develop capability to react appropriately. Additionally, simulation has the potential to create a dynamic interprofessional learning environment, facilitating the process of learning through assessment, decision making, evaluation and error prevention or correction within the healthcare team.
This unit of study will provide learners with the opportunity to critically examine the current literature related to the instructional use of simulation in health education and practice. They will become familiar with evolving theoretical frameworks associated with the use of simulation in education and explore concepts related to technical and non-technical skill development such as: participant consent and confidentiality, levels and types of fidelity, models of instruction/tuition, immersive and non-immersive scenarios, virtual reality simulation, debriefing, participant assessment and translation to practice. Students will be encouraged to further expand their clinical and theoretical repertoire by developing a simulated learning experience, based on best evidence, and linked to education outcomes.

Professionals from varied backgrounds routinely encounter families of clients/students/patients. Engagement with families may be crucial to improving our understanding and for optimising outcomes; however, this process can also be challenging and complex. This unit of study explores ideas and practices for working with families and other systems drawing on systemic, dialogical and reflective practice approaches. Students are invited to consider the relevance of the unit of study content to their own professional practice and draw on their professional and personal contexts to learn with and from each other.