Essential Clinical Skills clearly and succinctly explains each key clinical skill and provides a structured format for students to undertake many of the skills taught in HLT54115. Each skill is mapped to the key units of competency as well as the Indicators in the Standards for Practice: Enrolled Nurses (2016), where relevant. Using this text, students and instructors are able to translate their skills and knowledge into demonstrable competencies that fulfil the required standards. The text has been designed to assist the learning and practice of clinical skills introduced in on campus purpose-built Nursing Skills Laboratories. Students are taught how to implement basic nursing care, assess clients' health and analyse health-related information.
Part 1. Hand hygiene
1.1 hand hygiene
Part 2 Assessment
2.1 Head to toe assessment
2.2 Risk assessment and risk management (NEW)
2.3 Temperature pulse and respiration measurement - TPR
2.4 Blood pressure measurement
2.5 Pulse oximetry
2.6 Blood glucose measurement
2.7 Neurological observation
2.8 Neurovascular observation
2.9 Pain assessment
2.10 12 Lead ECG recording
Part 3 Activities of daily living and fundamental nursing skills
3.1 Professional workplace skills
3.2 Bed making
3.3 Assisting the patient to ambulate
3.4 Assisting the patient with eating and drinking
3.5 Assisting the patient to maintain personal grooming and hygiene needs 1
3.6 Assisting the patient to maintain personal hygiene and grooming
3.7 Assisting the patient with elimination - urinary and bowel elimination
3.8 Urinalysis and urine specimen collection (NEW)
3.9 Faeces assessment and specimen collection
3.10 Assisting the patient with stoma (colostomy) care (NEW)
3.11 Patient comfort - pain management - non pharmacological
3.12 Positioning of a dependant patient
3.13 Preventing and managing pressure injuries
3.14 Active and passive exercises
3.15 Deep breathing and coughing and use of incentive spirometer
Part 4 Asepsis and wound care
4.1 Aseptic technique - establishing a general or critical aseptic field
4.2 Simple dry dressing using a general aseptic field
4.3 Wound irrigation
4.4 Wound swab (NEW)
4.5 Packing a wound - wet to moist dressing
4.6 Vac dressing (NEW)
4.7 Suture and staple removal
4.8 Drain removal and shortening
4.9 Gowning and gloving open and closed
4.10 Surgical scrub - surgical hand wash
4.11 Chest drains/ underwater seal drainage
Part 5 Medication
5.1 Medication administration - oral, sublingual, buccal, topical and suppositories
5.2 Medication administration - eye drops/ointment , eye toilet
5.3 Medication administration injections
5.4 Medication administration - inhaled medication, metered dose inhalers and nebulisers (NEW)
5.5 Medication administration - enteral medication
Part 6 Intravenous care
6.1 Venepuncture
6.2 Peripheral Intravenous Cannula - PIVC (NEW)
6.3 Peripheral intravenous canula (PIVC) and therapy (PIVT) management
6.4 Removal peripheral Intravenous canula (PIVC) (NEW)
6.5 Intravenous medication administration - adding medication to PIVC fluid container/bag
6.6 Intravenous medication administration - adding medication to a burette
6.7 Intravenous medication - bolus injection
6.8 CVC and PICC line dressing
6.9 Blood transfusion management
Part 7 Documentation
7.1 Documentation
7.2 Nursing care plans (NEW)
7.3 Clinical handover change of shift
7.4 Admission, discharge and patient transfer
7.5 Health teaching
7.6 Nursing Informatics
Part 8 Specific nursing care
8.1 Oxygen therapy includes use of peak flow meter
8.2 Pre-operative care
8.3 Recovery room care and handover
8.4 Post-operative care
8.5 Gastric drainage (NEW)
8.6 Catheterisation urinary
8.7 Catheter care (including hourly urine measures) (NEW)
8.8 Suctioning of oral cavity
8.9 Tracheostomy care
8.10 CPAP (NEW)
8.11 Nasogastric tube insertion (NEW)
8.12 Enteral feeding - nasogastric tube and gastrosomy tube
8.13 Isolation nursing additional precautions
8.14 Care of the unconscious patient
8.15 Palliative care includes end of life care and last offices
Part 9 Mental health skills
9.1 Mental state assessment
9.2 Establishing a therapeutic relationship in a mental health setting
9.3 Management of a patient with challenging behaviour (aggressive or violent)
9.4 Assist with the management of a patient in seclusion
9.5 Electro-convulsive therapy (ECT) - patient care preand post treatment
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Joanne Tollefson
Joanne Tollefson was Senior Lecturer and Deputy Head of the School of Nursing Sciences at James Cook University. She is a registered nurse with many years of clinical experience in several countries and extensive experience in nursing education at both the hospital and tertiary levels. Her research interests include competency-based education and clinical assessment, development of reflective practitioners for a changing work environment, chronic pain and arbovirus disease in the tropics. Joanne is also a two-time recipient of the National Awards for Outstanding Contributions to Student Learning (Carrick Award, 2007 and Australian Teaching and Learning Council Award, 2008). She is now retired from formal teaching but continues to engage in nursing via researching, writing and editing nursing texts.
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Gayle Watson
Gayle Watson (RN, BNurs (Hons), Med Studies) has more than 30 years’ experience in nursing and nursing education, teaching across all areas of delivery including the classroom, nursing laboratory, simulation laboratory and clinical placement. She is currently employed in a senior academic and program management role at North Metropolitan TAFE (WA). Her experience in nursing education includes work in both registered and enrolled nursing education programs with greatest focus in the VET sector. During recent years she has focused on applying her research and study interests of education into establishing enrolled nursing education that promotes active and engaged learners who become not just competent beginner practitioners, but lifelong learners.
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Eugenie Jelly
Eugenie Jelly (RN, BAppSc [NsgEd], MEdMgt) is a hospital trained registered nurse whose career progressed into the education sphere, supported by academic studies in that area. Her teaching experience of over 40 years includes both registered and enrolled nursing programs within hospital-based schools of nursing, university and the TAFE sector. Her work within TAFE has included curriculum development, resource and assessment development, course coordination and teaching in the classroom, nursing laboratory and clinical area. She currently maintains an active clinical interest in the supervision/facilitation of nursing students while on clinical placement.
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Karen Tambree
Karen Tambree (RN, BNurs, GradCertTEd) has worked as a nurse for more than 40 years. Her area of expertise is palliative care and oncology, both paediatric and adult. Karen has worked in both the university and TAFE sector, and has been involved in nurse education within the TAFE sector for more than 15 years. She is experienced in nursing course development, resource development and leadership. She has taught within the classroom, nursing laboratory and clinical supervision. Karen originally trained as an enrolled nurse and later completed a Bachelor of Nursing and Graduate Certificate in Tertiary Education.
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Many of the end-of-chapter cases have been revised and include new questions
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NEW student logbook, downloadable from the Instructor Companion Website. This digital, customisable format allows educators to track student progress. Institutions can add their own logo and customise the files to suit their unique assessment strategy
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Thirteen new skills chapters, now covering 77 skills mapped to competencies and standards
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NEW 2-colour design makes the text more appealing and engaging for students
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Essential Clinical Skills clearly and succinctly explains each key clinical skill and provides a structured format for students to undertake many of the skills taught in HLT54115. Each skill is mapped to the key units of competency as well as the indicators in the Enrolled nurse standards for practice, where relevant.
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Each chapter contains descriptions of nursing skills and the underlying knowledge required within core units of the Diploma of Nursing (Enrolled/Division 2) course, and some of the most popular elective units
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Skills are broken down into steps to enable students to more easily concentrate on the complexities of the situation than if the task were an overwhelming whole
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More skills have been separated out as individual chapters in order to be more easily accessible for quick identification and use
Essential Clinical Skills: Enrolled Nurses instructor videos SSO
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Essential Clinical Skills: Enrolled Nurses Log Book PDF
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Instructor Videos for Tollefson's Essential Clinical Skills, 2-term Instant Access
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Instructor Website for Tollefson's Essential Clinical Skills: Enrolled Nurses
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Student video collection for Tollefson/Watson/Jelly/Tambree's Essential Clinical Skills: Enrolled Nurses
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Student video collection for Tollefson/Watson/Jelly/Tambree's Essential Clinical Skills: Enrolled Nurses Printed Access Card
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Student Video Collection for Tollefson's Essential Clinical Skills, 4-term Instant Access
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