Contoh Fail Kursus Praktikum

ADMINISTERING ORAL MEDICATION AIM

Treat and prevent disease.
Relieve signs and symptoms of disease.

ASSESSMENT

Check medication prescription.

Patient
Identify types of drug.
History of drug allergy.
Identify contraindication to oral drug intake: Dysphagia
Gag reflex dysfunction.
Unconscious
Nil by mouth.
Nausea and vomiting.
Identify patient’s preferences of position.

Nurse
Calculate the correct drug dose

Equipment
Identify suitable, adequate and safe equipment.

Environment
Provide safe, adequate, comfortable and conducive environment. Release bed side rails (on the side you
will be working).
Check adequate lighting

PLANNING

Equipment
Unit dose trolley
Medication prescription chart Cup and saucer
Jug of water Tissue paper

IMPLEMENTATION

No. Step Rationale

1. Push unit dose trolley towards the patient. Ensure procedure could be delivered

smoothly.

2. Perform hand rub. Reduce spread of microorganisms.

3. Open unit dose trolley with the key.
4. Pull out the patient’s drawer.

5. Check medication with the medication prescription Ensure correct drug are place in the

chart. right slot.

6. Take out the required medication. Comply with standard practice.

7. Check medication with medication prescription chart, Comply with safety measures I.

according to 6 right (6R):

No. Step Rationale

1. Name /registration number

2. Drug name

3. Dose

4. Route

5. Time

6. Documentation

8. Administer solid medication:

• Place medication pack on the saucer.

Administer liquid medication:

• Place medication cup on the flat surface.

• Pour prescribed liquid medication into medication

cup at eye level.

9. Repeat step 7. Comply with safety measures II.

10. Lock the unit dose trolley before giving medication.

11. Validate patient’s identity – ask name, read the Ensure correct patient.

name tag.

12. Repeat step 7. Comply with safety measures III.

13. Place the patient in comfortable position.

14. Inform the patient the purpose, procedure and name Ensure correct and standard care

of drug. is provided.

15. Serve the medication with water.

16. Ensure the patient swallows medication.

17. Comfort the patient.

18. Tidy up equipment.

19. Perform hand rub. Reduce spread of microorganisms.

20. Sign in the medication prescription chart. Fulfill legal requirement.

EVALUATION

Patient is comfortable Early signs of drug effect

DOCUMENTATION

Date and time Nurse’s signature
Record and report abnormalities

COURSE ASSESSMENT
INSTRUMENTS

Instrumen penilaian kerja kursus

F. COURSE ASSESSMENT DETAILS (OBE Constructive Alignment)
Description of Coursework Assessment

1. Practical Test

a) Practical test - OSCE (60%, addressing PO2 – Psychomotor skills)

A practical test [total 60%] will be assessed aiming to evaluate your psychomotor skills in performing nursing
procedures (PO2). This practical test aims to enhance your clinical skill performance and competency related to
activity daily living and therapeutic interventions. There will be 10 stations in this OSCE and time allocation for each
station is 5 minutes.

Rubrics:

Domain 4 Score 0 Student’s mark
1. Communication 321

Student’s score _____ / ___ x 20% =

2. Procedural Skills

Student’s score _____ / ___ x 60 % =

3. Safety

Student’s score _____ / ___ x 20%=

TOTAL MARKS

1

2. Practical Report

a) Reflective Journal

Reflective journal (10%) (Addressing PO3 – Scientific and Critical Thinking Skills)

The students are required to write practical reports about their reflection on what they have going
through/learn during the practicum session and their evaluation on ward environment, the staff etc. This
report is important to evaluate how much the practicum session meant to them and will also be used for
improvement purposes. These reports are expected to be submitted to the Course Coordinator in week 7.
Students can use Gibbs (1988) model of reflection to write the reflection.

Rubrics:

No Domain Weight 4 3 2 1 0
1. Problem age
Independently able Able to explain a Able to partially Not able to
identification 3 Able to provide to explain a problem with explain a problem explain a
explanation of problem clearly minimum with maximum problem,
problem very clearly without assistance. assistance. assistance. even with
and accurately. assistance.

2. Analysis 8 Able to organise and Able to organise and Able to organise and Finds difficulty in Not able to

3. Application analyse gathered analyse gathered analyse gathered organizing and organise and
4. Organisation
information or data, information or data, information or data, analysing gathered analyse

clearly describe the clearly describe the but does not clearly information or data gathered

factors that contribute some factors that describe the factors and finds difficulty information or

to the problem/issue contribute to the that contribute to in explaining the data and fails to

or explain the root of problem/issue or the problem/issue factors that neither define the

the problem. explain the possible or clearly explain contribute to the factors that

roots of the problem. the root of the problem/issue nor contribute to the

problem. explains the root of problem/issue

the problem. or explain the

root of the

problem.

8 Able to apply new Able to apply new Able to apply new Limited ability to Not able to

idea or knowledge to idea or knowledge idea or knowledge apply new idea or apply any new

a given problem and to a given problem to a given problem knowledge. idea or

able to propose independently. with assistance knowledge to

alternative from lecturer or a given

applications. student. problem.

3 All information and Information and Information and Information and Information and

presentation of work is presentation of work organization of work organization of work organization of

excellently and is generally presentation is presentation is work

creatively organized in organized in logical partially organized occasionally presentation is

logical sequence; sequence; follows organized disorganized

follows acceptable acceptable format

format

5. Sources 3 Sources are clearly Sources can be Sources can be Sources are very Sources are very

integrated into the integrated into the integrated into the limited, hardly limited, hardly

arguments, up-to-date, arguments, relevant, argument, relevant integrated into the integrated into

relevant, accurate accurate, concise and accurate citation argument, not the argument,

concise and proper and proper citation according to relevant and not up- not relevant, not

citation according to according to standard format but to-date but accurate up-to-date and

standard format standard format but very limited and not citation according to not accurate

not critically up to date. standard format citation

discussed and not according to

up to date. standard format.

2

GUIDELINE FOR REFELECTIVE JOURNAL

Describe the context. Ask these questions?
1. What has happened?
• Briefly describe the event as objectively, accurately and concisely as you can.
• Who was involved?
• Where did it happen?
• Do you intend to focus on the structure, process or outcomes of care?

2. What were your thoughts?
• ...at the time?
• ...afterwards?

3. What were your feelings or emotions, both positive and negative?...
• ...at the time ?
• ...afterwards ?

4. What was your evaluation?
• How well did things go?
• Were things satisfactorily resolved?

5. What was your analysis?
• What were the factors that affected the outcome?
• What helped and what hindered?
• Can you explain the event?
• Why did it happen?
• How did it happen?

6. How did you reframe the experience?
• What might have been some alternative actions or approaches?
• What might you have done differently (even when things went well)?
• Could negative events be avoided?
• Could positive events be made more effective?

7. What is your future action?
• What will you do if you encounter this kind of situation again?
• What will you do in the future to increase the likelihood of similar positive outcomes and

minimise the likelihood of similar negative outcomes?
• What do you need to learn?
• How might you learn this?

8. References

3

b) Clinical performance (10%, addressing PO5 – Social responsibility and teamwork skill)

Students’ performance during clinical posting will be assessed from week 2, 4 and 6 by facilitator
for each posting. Students will be assessed on their social responsibility and teamwork skills.

Rubrics:

No Domain Weight 4 3 21 0
age
1. Self- Always display self- Frequently Sometimes Limited self- Not confident in
expression 5 confidence, accept other demonstrate self- demonstrate self- confidence in doing a task too self
people’s perception of confidence, accept confidence, accept doing a task self centred, not aware of
self with an open heart, other people’s other people's centred, able to self ability and
accept and give praise perception of self with perception of self, realize the self potential
and constructive an open heart, accept accept and give ability and
feedback and influence and give praise and praise and feedback potential when
other people, able to feedback rationally raised by others
attract attention and
provide guidance

2. Respect 5 Able to very well Able to well respect Able to respect Limited respect and Not able to respect
and accept respect and accept and accept opinion acceptance of and accept opinion
and accept opinion of others that
opinions opinion of others in of others in of others in others’ opinions in leads to conflicts
achieving group’s achieving group’s achieving group’s achievement
objectives objectives objectives group’s objectives

3. 3 Interaction 5 Start, maintain and end Start, maintain and Take the initiative Take part in Less interest to
with others
a conversation end a conversation to start a conversations participate in
naturally, use in a friendly manner, conversation, when initiated by conversations, no
appropriate eye maintain good eye appropriate eye others, limited eye eye contact,
contact and body contact, take turn to contact, take turn contact, interfere always disrupt or
talk with respect
language, take turn to to talk or monopolise monopolise
talk with respect and conversations conversations

actively listen to others

4. 4 Emotion 5 Always show a good Fix self undesirable Sometimes able to Correct attitude Need guidance
manageme
attitude and behaviour attitude and fix self undesirable and behaviour and from others to

nt when socializing with behaviour, manage attitude and attempt to manage correct attitude

others, manage emotional distress behaviour, able to emotions when and behaviour

emotional distress well, receive and give manage simple prompted, receive and manage
wisely, receive and praise and some emotional distress a few compliments emotions

give praise and criticism accordingly satisfactorily, accordingly, use

constructive criticism receive and give strategies to

some praises as control anger

well as criticisms when prompted

accordingly

5. 5 Rational 5 Willing to guide in order Willing to guide in Concern and Little concern and Not concern and
attitude considerate consideration considerate
to improve society’s order to improve

towards a knowledge for the community’s towards the towards the towards the

multicultural common wellness of the knowledge for the diversity of diversity of values diversity of values

society community, excellent common wellness of values and/or and/or beliefs, as and/or beliefs, as

socialising and the community, beliefs, as well well as community well as community

communication (listen, good socialising and as community wellness wellness

understand, share and communication wellness,

provide feedback) with (listen, understand, satisfactory
members of the share and provide socialising and

community, able to feedback) with communication

nurture and maintain members of the (listen,

collaboration and community, ability to understand,

cooperation in a maintain share and

multicultural community collaboration and provide

cooperation in a feedback) with

multicultural members of the

community community

4

1. Assignment

a) Case study 10% (Addressing PO1 – Knowledge)

One case study [total 10%] will be assessed aiming to evaluate your knowledge attainment
(PO1). This assignment aims to enhance your understanding on facts, concepts, principles and
theories related to nursing care plan.

Instruction: You are required to choose one case of patient related to this course. Plan a holistic
nursing care using the nursing process for individual patient. Use Font 12 Times New Roman
and double space. Words count is not less than 2500 words.

Rubrics:

No Domain Weighta 4 3 2 10
1. Introduction ge

1 The introduction on the The introduction on the The introduction on the The introduction on There is no
topic of discussion is topic of discussion is topic of discussion is fair; the topic of discussion introduction on the
excellent; ideas to be good; ideas to be ideas to be discussed is poor; ideas to be topic of discussion.
discussed are very clear discussed are relatively are vague and discussed are very
and well organized. The clear and organized but disorganized. vague and
intent of the work is inadequate explanation. disorganized.
explicitly explained.

2. Organization 2 All information and Information and Information and Information and Information and

presentation of work is presentation of work is organization of work organization of work organization of work

excellently and creatively generally organized in presentation is partially presentation is presentation is

organized in logical logical sequence; follows organized occasionally disorganized

sequence; follows acceptable format organized

acceptable format

3. Information on 5 Thoroughly documents all Documents most Fails to document most Documents minimal There is no
patient’s
pertinent information on pertinent information on pertinent information on information on information on
demographic patient’s demographic data patient’s demographic patient’s demographic patient’s demographic patient’s demographic

data & general and general health history; data and general health data and general health data and general data and general

health history includes critical as well as history; includes critical history; lacks of some health history; critical health history

supportive information information critical information or information is missing

rambling in history

4. Documentation 5 Thoroughly documents all Documents most Documents some Physical examination / Physical examination /
on assessment
findings pertinent examination / pertinent examination / pertinent examination / assessment findings assessment finding is

assessment findings; assessment findings assessment findings are superficial; misses not documented

includes analytical several pertinent

information of the components

components

5. Discussion on the 5 Demonstrates excellent Demonstrates Demonstrates Demonstrates Does not address on
the management of
medical / surgical management of the patient; considerable reasonable management insignificant

management of management addresses all management of the of the patient; management of the the patient

the patient issues raised by the patient; management management addresses patient; management

diagnosis; excellent insight addresses most issues only parts of the issues fails to address most
into patient’s needs. raised by the diagnosis raised by the diagnosis issues raised by the

diagnosis

6. Identification of 5 Formulate considerable Formulate reasonable Formulate reasonable Formulate insignificant Does not identify any
nursing
diagnoses and identification of nursing identification of nursing identification of nursing identification of nursing diagnosis and
interventions for
the patient diagnoses with thorough diagnoses and diagnoses and nursing diagnoses interventions for the

and insightful discussion on interventions for the interventions for the and interventions for patient

nursing interventions for the patient; indicates only 3 patient; indicates only 2 the patient

patient; indicates 5 or more or 4 nursing diagnoses or less nursing

nursing diagnoses diagnoses

7. Conclusion 1 An excellent conclusion A good conclusion which A fair conclusion which A poor conclusion There is no conclusion

8. References and which is concisely and indicates considerable indicates reasonable which does not to summarize the
citations
according to precisely written. It provides analysis and synthesis of analysis and synthesis of indicate an attempt to case study
standard the
format concluding remarks that ideas relating to the case ideas relating to the case synthesize the case

shows an analysis and study study study

synthesis of ideas relating

to the case study

1 All citations are included in Most citations are Some citations for Citations for There is no reference

the discussion and included in the statements included in statements included in or citation.

references match the discussion and most the discussion or the discussion are not

citations according to the references match with references which are present, or references

standard format. the citations according to included are not found in which are included are

the standard format. the text. not found in the text.

5

b) Bedside presentation 10% (Addressing PO5 – Social Responsibility and Teamwork Skill)

One bedside presentation [total 10%] will be assessed aiming to evaluate your social
responsibility and teamwork skill (PO5). This assignment aims to enhance your social
responsibility and teamwork skill application on facts, concepts, principles and theories related
to nursing care plan.

Instruction: You are required to choose one case of patient related to this course. Plan a bedside
presentation using the format attached.

Rubric:

No Domain Weight 4 3 21 0
age
1. Self- Always display self- Frequently Sometimes Limited self- Not confident in
expression 5 confidence, accept other demonstrate self- demonstrate self- confidence in doing a task too self
people’s perception of confidence, accept confidence, accept doing a task self centred, not aware of
5 self with an open heart, other people’s other people's centred, able to self ability and
5 accept and give praise perception of self with potential
and constructive an open heart, accept perception of self, realize the self
5 feedback and influence and give praise and accept and give ability and Not able to respect
other people, able to feedback rationally praise and feedback potential when and accept opinion
5 attract attention and raised by others of others that
provide guidance Able to well respect leads to conflicts
2. Respect and accept opinion Able to respect Limited respect and
and accept Able to very well of others in and accept opinion acceptance of Less interest to
opinions respect and accept achieving group’s of others in others’ opinions in participate in
opinion of others in objectives achieving group’s achievement conversations, no
3. 3 Interaction achieving group’s objectives group’s objectives eye contact,
with others objectives Start, maintain and always disrupt or
end a conversation Take the initiative Take part in monopolise
Start, maintain and end in a friendly manner, to start a conversations conversations
a conversation maintain good eye conversation, when initiated by
naturally, use contact, take turn to appropriate eye others, limited eye Need guidance
appropriate eye talk with respect contact, take turn contact, interfere from others to
contact and body to talk or monopolise correct attitude
language, take turn to Fix self undesirable conversations and behaviour
talk with respect and attitude and and manage
4. 4 Emotion actively listen to others behaviour, manage Sometimes able to Correct attitude emotions
manage- emotional distress and behaviour and
ment Always show a good well, receive and give fix self undesirable attempt to manage Not concern and
attitude and behaviour praise and some attitude and emotions when considerate
5. 5 Rational when socializing with criticism accordingly behaviour, able to prompted, receive towards the
attitude others, manage manage simple a few compliments diversity of values
emotional distress Willing to guide in emotional distress accordingly, use and/or beliefs, as
towards a wisely, receive and order to improve satisfactorily, strategies to well as community
give praise and community’s receive and give control anger wellness
multicultural constructive criticism knowledge for the some praises as when prompted
common wellness of well as criticisms
society Willing to guide in order the community, accordingly Little concern and
to improve society’s good socialising and consideration
knowledge for the communication Concern and towards the
common wellness of the (listen, understand, diversity of values
community, excellent share and provide considerate and/or beliefs, as
socialising and feedback) with towards the well as community
communication (listen, members of the diversity of wellness
understand, share and community, ability to values and/or
provide feedback) with maintain beliefs, as well
members of the collaboration and as community
community, able to cooperation in a wellness,
nurture and maintain multicultural satisfactory
collaboration and community socialising and
cooperation in a communication
multicultural community (listen,

understand,
share and
provide
feedback) with
members of the
community

6

CASE PRESENTATION FORMAT

I. Introduction
Background of the study
Example: HYPERTENSION

Overview of disease
Anatomy and physiology of affected system.

II. Biographic data
Name: Patient M
Address: Kota Bharu
Age: 56
Gender : Male
Civil status: Married
Educational level: Bachelor
Religious affiliation: Hindu
Occupation: Farmer

III. Nursing history
Past Health history
1. Childhood illness: chicken pox
2. Immunizations - fully immunized
3. Allergies – Peanuts
4. Accidents: Vehicular accident in right arm
5. Hospitalizations –
6. Medications used or currently taken

History of Present Illness
1. What happened to patient prior to hospitalization?
The patient ate fatty foods in the wedding of her daughter that causes increase his
blood pressure.
2. Sign and symptoms observed prior to hospitalization
The patient experienced dizziness, body malaise, discomfort, facial grimace.

Family History
Hereditary disease of family; According to the patient his father and his grandfather had
hypertension

IV. Activities of Daily Living

No ADL Before Hospitalization Actual Hospitalization Interpretation & Analysis
1 Nutrition
2 Elimination
3 Hygiene
4 Sleep & Rest
5 Others Activity

7

V. Physical Assessment Normal Actual Findings Interpretation & Analysis

Items
1. General appearance
• Mood & affect
• Posture & Body

Movement
• Hygiene & Grooming
• Quantity & Quality of

speech
• Thoughts : relevance

2. Vital signs
• Body temperature
• Pulse rate
• Respiratory rate
• Blood pressure

VII. Drug Study

Generic / Trade Dosage / Classification Indication Contraindication Side Nursing

name Frequency effects responsibilities

VIII. Diagnostic Investigations

Items Normal Actual Findings Interpretation & Analysis
1. FBC
2. RFT / LFT
3. BUSE

4. PTT / INR
5.Chest X-Ray
6. ECG

X. Nursing Care Plan

Diagnosis 1.
Objective/Goals 2.
Intervention 3.

Rationale
Evaluation

8

Pusat Pengajian/Pusat: LAMPIRAN C3
School /Centre :
Semester : 2 Sidang Akademik/Academic Session: 2019/2020
Borang Pemeriksaan Kertas Soalan Peperiksaan Tarikh Semakan/Vetting Date:
Examination Question Paper Vetting Form Masa/Time:
Tempat/Location: Microsoft Team

Maklumat kursus GTJ113 – Praktis Asas Kejururawatan Medikal-Surgikal
Course Information
3
Kod dan Nama Kursus : 60%
Course Name and Code : 1 Jam 20 minit

Bilangan Unit:
Number of Units :
Pemberatan Peperiksaan Akhir:
Final Examination Weightage:

Tempoh Peperiksaan:
Duration of examination:

Penyedia Kertas Soalan / Exam Item Writer No. Soalan/Question No
Pensyarah/Lecturer 1-10

1. Duangta A/P Shet
2.
3.
4.
5.

BAHAGIAN A (SECTION A): JADUAL SPESIFIKASI UJIAN (JSU) (TEST SPECIFICATION TABLE)

Soalan Seksyen / Tajuk dalam BPK CLO Aras Kata kerja Markah /
Question Bahagian Topic in BPK Taksonomi Action Verb Pemberatan
CLO2 Taxonomy Marks/Weightage
Section/Part CLO2
CLO2 Level
CLO2
1 OSCE Chapter 6 – Therapeutic Intervention CLO2 To perform 100
CLO2 To administer 100
2 OSCE Chapter 6 – Therapeutic Intervention CLO2
CLO2 To perform 100
3 OSCE Chapter 6 – Therapeutic Intervention CLO2
CLO2 To perform 100
4 OSCE Chapter 3 – Individual basic needs
and personal hygiene

5 OSCE Chapter 6 – Therapeutic Intervention To calculate 20
To perform 100
6 OSCE Chapter 3 – Individual basic needs
and personal hygiene

7 OSCE Chapter 6 – Therapeutic Intervention To 100
demonstrate 100
8 OSCE Chapter 2 – Health assessment 100
To take 100
9 OSCE Chapter 6 – Therapeutic Intervention
To administer
10 OSCE Chapter 2 – Health assessment
To measure

(Tambah baris dalam jadual ini jika perlu)
(Add row in the timetable which applicable)

Nota: Aras Taksonomi Bloom/ Level of Bloom Taxonomy

Aras 1: Mengingat / Remembering Aras 2: Memahami / Understanding Aras 3: Mengaplikasi / Applying
Aras 6: Mencipta / Creating
Aras 4: Menganalisis / Analyzing Aras 5: Menilai / Evaluating

Pusat Pengajian/Pusat: LAMPIRAN C3
School /Centre :
Semester : 2 Sidang Akademik/Academic Session: 2019/2020
Borang Pemeriksaan Kertas Soalan Peperiksaan Tarikh Semakan/Vetting Date:
Examination Question Paper Vetting Form Masa/Time:
Tempat/Location: Microsoft Team

No: Hasil Pembelajaran/Course Learning Outcome (CLO) Program Outcome (PLO)

1. Mempamerkan penguasaan pengetahuan asas perawatan, aktiviti hidup harian dan intervensi terapeutik dalam PO1
jagaan perawatan pesakit.

2. Melaksanakan kemahiran jagaan asas perawatan, aktiviti hidup harian dan intervensi terapeutik dalam jagaan PO2

perawatan pesakit secara holistik, kompeten dan selamat.

3. Mengaplikasikan pemikiran kritis dan kemahiran penyelesaian masalah serta membuat keputusan dalam jagaan PO3

asas perawatan, aktiviti hidup harian dan intervensi terapeutik pesakit .

4. Mempraktiskan tanggungjawab sosial serta bekerja secara pasukan dalam pengurusan jagaan asas perawatan, PO5

aktiviti hidup harian dan intervensi terapeutik pesakit .

LAMPIRAN C5

BAHAGIAN B (SECTION B): SENARAI SEMAK PANEL SEMAKAN / VETTING PANEL CHECKLIST

I. KEJELASAN DAN KESESUAIAN SOALAN/ Ya Tidak Ulasan/Comment
Suitability and Clarity of the Questions Yes No (nyatakan nombor soalan dan
cadangan penambahbaikan)
1 Soalan ditulis dengan jelas ☒☐ state number of the question/s and
The questions are clearly written. the suggested improvement

2 Soalan-soalan telah dijajarkan dengan CO ☒☐
The questions are aligned with the COs
☒☐
3 Soalan-soalan telah ditetapkan pada aras kesukaran
yang bersesuaian mengikut Taksonomi ☒☐
The questions are set at the appropriate difficulty level ☒☐
based on the taxonomy ☒☐
☒☐
4 Pengulangan soalan tidak berlaku
There is no repetition in the questions ☒☐
☒☐
5 Peruntukan markah adalah tepat ☒☐
Allocation of marks are correct ☒☐

6 Bilangan soalan sesuai dengan tempoh peperiksaan Tidak berkenaan
The number of items is appropriate with the exam ☐☐
duration
☐ ☐ Tidak berkenaan
7 Skema pemarkahan sepadan dengan soalan-soalan
The marking scheme matches with the questions

II. TEKNIKAL DAN BAHASA/Language and Technical

8 Arahan adalah jelas
The instruction is clear

9 Nahu dan ejaan adalah tepat
Grammar and spelling are correct

10 Peristilahan yang digunakan adalah tepat
Correct terminology is used.

11 Terjemahan (jika ada) adalah sesuai
Translations (if any) are appropriate

12 Rajah dan jadual (jika ada) dilabelkan dengan jelas dan
dirujuk dalam teks soalan
Diagrams and tables (if any) are clearly labelled and
referred to in the question

13 Lampiran (jika ada) disertakan bersama kertas soalan
Appendices (if any) are attached to the exam paper

14 Lain – lain (nyatakan) / Others (please state):

Panel 1 (Penyedia Soalan/Item Writer): DR. WONG WENG KIN t.t.: Tarikh/Date: 23.4.2020
DR ZAKIRA MAMAT
Panel 2 (Pakar/Expert): t.t.: Tarikh/Date: 23.4.2020
PN NUR ADIBAH SOLIHIN
Panel 3 (Pakar/Expert): SULAIMAN t.t.: Tarikh/Date: 23.4.2020
Panel 4(Pengerusi/Chairperson): DR. AZLINA YUSUF t.t.: Tarikh/Date: 23.4.2020

Disemak oleh (Pengerusi Rancangan/TDA): Prof. Madya Ahmad Fahmi Lim Abdullah t.t. : _______________ Tarikh/Date:
__________
Checked by the Programme Coordinator/Deputy Dean (Academic)

COURSEWORK ANSWER SCHEME
Skema jawapan kerja kursus

Station: 1

NURSING PROGRAMME
ACADEMIC SESSION 2019/2020

YEAR 1 SEMESTER II

GTJ113 MEDICAL-SURGICAL NURSING FOUNDATION PRACTICE
OFESSIONAL EXAMINATION

OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE)

Date: 27 Ogos 2020 (Thursday) 2018 Duration: 5 minutes / station

Madam Ani, 34 years old, was complained of sore throat and fever.
Measure oral body temperature for Madam Ani and document accurately.

(100 marks)

Note:
• All equipment has been prepared.

Station: 4 Matric No: _________

NURSING PROGRAMME
ACADEMIC SESSION 2019/2020

YEAR 1 SEMESTER II

GTJ113 MEDICAL-SURGICAL NURSING FOUNDATION PRACTICE
OFESSIONAL EXAMINATION

OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE)

Date: 27 Ogos 2020 (Thursday) 2018 Duration: 5 minutes / station

_____________________________________________________________________________________

MEASURING ORAL TEMPERATURE

Domain 4 Score 0 Student’s mark
1. Communication 321

Student’s score _____ / 4 x 20% =

2. Procedural Skills

Student’s score _____ / 4 x 60 % =

3. Safety

Student’s score _____ / 4 x 20%=
TOTAL MARKS

Remarks: ___________________________________________________________________________________
___________________________________________________________________________________
Signature: ___________________________________________________________________________________
Examiner Name : ___________________________________________________________________________________
Date: ___________________________________________
___________________________________________
___________________________________________

MEASURING ORAL TEMPERATURE

Communication Skill (20%)

4 32 1 0

Very clear and detail Clear explanation Acceptable Inappropriate Failed to give
explanation explanation explanation explanation

1. Greet the patient, introduce self and ask for permission
2. Explain purpose of the procedure

(choose one)

• To assess for hypothermia / hyperthermia.

• To monitor body temperature.
3. Ask the patient whether he was just taking hot drinks.

Component Skills (60%)

4 32 1 0

Most / all components Many components Many components Very few components Unable to perform
present satisfactorily present / penalised
missing present
satisfactorily

1. Take out thermometer from the case safely.

2. Ensure mercury is below 35.5o C at the eye level.
3. Insert thermometer into the thermometer sheath correctly.
4. Ask the patient to open mouth and lift up tongue.
5. Place the thermometer under the tongue in posterior sublingual pocket lateral to center of lower jaw gently.
6. Ask the patient to hold the thermometer with lips closed and leave the thermometer in place for 1 to 3

minutes.
7. Ask the patient to open mouth, remove the thermometer and discard the thermometer sheath into biohazard

bin correctly.
8. Wipe the thermometer with alcohol swab from stem to bulb and discard the alcohol swab into biohazard bin

correctly.
9. Read mercury at the eye level.
10. Inform the finding to the patient.
11. Document the finding in the clinical chart (date, time and finding).

4 3 Safety (20%) 1 0
Most / all components 2 Very few components Unable to perform
present satisfactorily Many components
present Many components present / penalised
missing
satisfactorily

1. Perform hand rub.
2. Perform procedure systematically
3. Apply medical aseptic technique throughout the procedure.
4. Instruct the patient not to bite the thermometer.

STUDENTS’ COURSEWORK SAMPLE
Sampel kerja kursus pelajar

SCHOOL OF HEALTH SCIENCES
HEALTH CAMPUS, USM
KELANTAN

BACHELOR OF NURSING
Semester II, Academic session 2019/2020

GTJ113 MEDICAL-SURGICAL NURSING FOUNDATION PRACTICE

REFLECTIVE JOURNAL

Prepared by:
Amirah Balqis Binti Muhamad Shahiran

Matrix no:
146229

Lecturer’s name:
Puan Duangta A/P Shet

Introduction

I will be using Gibbs’ reflective cycle, a reflective model one of the most famous models of
reflection leading through different stages to make sense of an experience. This Gibbs’s reflective
cycle can help me to learn from the practice and to reflect and learn from the experience so that I
can sustain and provide a better care in future. Going back to 1988, this Gibbs’ reflective cycle
encompasses of six stages regarding reflection on which enable the reflector to think through all
the phases of a particular activity or experience (Rumson, 2018). The elements highlighted in this
cycle is starting with description, feelings, evaluation, analysis, conclusion and an action plan
which used as a proof of practice-based learning (Rumson, 2018). This process requires me to look
beneath and beyond the events and experiences in order to achieve deeper level of understanding
and learning.

Description

The event occurred during my next practical experience in 4 Selatan where I find it as an issue for
me that I am not being satisfied for. It is regarding the pass overs report between the night and
morning shift of staff nurse. Usually, there will be only one night shift staff nurse that will be
passing over all the patients in all cubicle. In my situation which not only me but involving my
teammates too, the situation arose where the pass overs report is being delivered quickly and with
a very minimal volume from the staff nurse. The staff nurse who was finishing her shift in a rush
to complete all the reports within a short time of period. Plus, there is another staff nurses behind
are chit chatting and not paying attention to the reports that being delivered. This create a hectic
and loud sound and causes communication barrier between the staff nurse delivered the pass overs
report and us as the listener. As a result, a lots of patient reports has been missed.

Feelings

My feelings during the situation were a little bit of disappointed, shock and confused. I am as a
student nurse has a thought that I have no power to advice the other staff nurse which are busy
talking when pass overs. It is kind of frustrated feeling that I felt. When the staff nurse with higher
levels of experience displayed that kind of attitude it can be a very uncomfortable and inconvenient
experience to me. I am not saying to all the staff nurse in 4 Selatan behaving like that but there is
a minority behaved that way.

I have been confusing all the time when the pass overs been done since the words utter by the staff
nurse is very soft plus with the mask too. The ways the staff nurse speed up the words causes me
to left behind with large piles of information that must be noted. I feel that I been left in a position
without full knowledge of various patient kind of a vulnerable situation.

Evaluation

This situation allowed me to think that a staff nurse must always give their highest effort in doing
something even a smaller pieces of work. This kind of attitude would be a negative experience for
me and I am seeking the solution and would not be like that in the future when I become a
registered nurse. This negativity causes me to lost confidence to the staff nurse despite of the small
mistake that they made. But, when I viewing this situation in the positive side, I found that the
good side of all this happened is making me to able to learn more from a new experience and to
meet a new challenge in the future. I understand that the staff nurse all also human mankind and
we as a human tend to make mistakes and among everyone, there will appeared that not all staff
nurse will follow protocol correctly.

In this situation, in my opinion, there are several courses of action that could been done for. We as
a student nurse and also the listener should just continue with shift without making any comment
or we choose to stop the staff nurse whom passing over the report to slow down and speak louder
and instruct the other staff nurse at the back to not talking and pay attention at that time.

Analysis

According to De, Podder, & Mahadalkar, (2016), nursing student confronted a responsibility to
society in learning the academic theory as well as the needed clinical skills to provide safe, quality
nursing care. Therefore, clinical setting presents a unique challenges and responsibilities for the
nursing student while caring for human mankind in a variety of health care environments (De,
Podder, & Mahadalkar, 2016). Clinical practice assists the nursing student and exposes them to
the work of nursing profession in adopting ideologies and behaviors (De, Podder, & Mahadalkar,
2016).

One of the learning needs of the students are not adequately met at the clinical area due to uncaring
attitude of the hospital staff and this causes restriction to practice certain nursing care (De, Podder,
& Mahadalkar, 2016). The attitude displayed by the staff nurse have shown that there is a lack of
mutual respect and work recognition between them. Mutual respect and recognition of each other’s
work should be built through working participation in expressing his or her opinion, there is
working together concept and speaking out (Souza, Peduzzi, Silva, & Carvalho, 2016). These
elements required among the staff nurse and the respect should be shown to the staff nurse whom
pass overs the report by listening and no talking at the back. Plus, there is a conception of teamwork
that includes collaboration as an acceptance of the other’s participation when reaching for
agreements (Souza, Peduzzi, Silva, & Carvalho, 2016). This is the situation that arisen where the
staff nurses’ professionalism being called into question and there is a compulsory potential courses

of action to undertake to fix this matter. Finally, one of the recommendation that could be make is
the nursing managers must provide a supportive environment for assessment of the attitude of the
staff nurse, emphasizing on the interaction between them.

Conclusion

As a student nurse, the only thing that I can make regarding this situation is either I ask the staff
nurse at the back to stop talking or just pretending there is nothing to be react for. This course of
action is clearly appeared to be not the best one as I as a student nurse which has no right in advice
the senior staff nurse which way more experience than I am. However, there must be a bravery
inside my teammates and I to settle down this issue from keep reappearing again in the next shift.
This is to encourage the communication and mutual interaction between us, as a student nurse and
also the staff nurse so that we can work and perform greatly as a great teamwork in delivering the
best quality of care towards the patient.

Action Plan

It can be said that if this situation reappearing or arise later in the future, I should have the
confidence to ask the staff nurse by saying politely “staff nurse, could you please slow down your
voice when the other staff nurse is passing overs the patients report?” which might reduce the
possibility for them to talk behind. If this seem to be fail or hurt the staff nurse feelings, the next
step I would do as course of action is that by talking and referring this issue to the sister in that
ward so that she can take action by consulting and advice them to prevent this kind of attitude to
be a normal behavior and frequent occurrence.

Reference

De, S., Podder, L., & Mahadalkar, P. S. (2016). Nursing student's clinical learning experiences and
the barriers faced. International Journal of Nursing Education, 169-174.

Rumson, R. (2018, June 05). Gibbs Reflective Cycle Model (1988). Retrieved from the e-learning
network: https://www.eln.io/blog/gibbs-reflective-cycle-model-1988

Souza, G. C., Peduzzi, M., Silva, J. A., & Carvalho, B. G. (2016). Teamwork in nursing: restricted
to nursing professionals or an interprofessional collaboration? Journal of School of
Nursing, 640-647.

FINAL EXAM VETTING FORM
& MARKING SCHEME

Borang Vetting Kertas Peperiksaan Akhir
& Skema Pemarkahan

- TIDAK BERKAITAN -

FINAL EXAM PAPER

(Draft and final version)

Sampel kertas peperiksaan akhir

(versi draf dan akhir)

- TIDAK BERKAITAN -

FINAL EXAM ANSWER SCHEME
Skema jawapan peperiksaan akhir

- TIDAK BERKAITAN -

STUDENTS’ ANSWER SCRIPT SAMPLE

(good, moderate, poor)

Sampel skrip jawapan pelajar

(baik, sederhana, lemah)

- TIDAK BERKAITAN -

COURSEWORK AND FINAL EXAM ANALYSIS
Analisis kerja kursus & peperiksaan

(dari Mesyuarat Majlis Pemeriksa)

H. COURSE DATA (iOBE Compliance)

IMPORTANT NOTES:
1. Results in GRADE must be given to students within two weeks from the date of assessment.
2. All data must be analysed for continual improvement of the course. Use “Course Analysis and CQI” attached.

Continuous Assessment Achievement

No Name Matrix Assignments Practical Practical Mark
No test report
1. AMIRAH BALQIS BINTI MUHAMAD SHAHIRAN 100% Grade
2. ANGELA LEE LEH HONG 146229 PO1 & PO5 PO2 PO3 & PO5 88.50
3. ANGELA SHARLYN PEREIRA 146239 77.10 A
4. CHUA MIN MIN 146999 (20%) (60%) (20%) 81.50 A-
5. DAMIA BATRISYIA BINTI MOHD SONNY 147348 85.50 A
6. KASHVINY PUSHPANATHAN 147425 16.3 56.6 15.6 78.80 A
7. MUHAMMAD FARIS BIN MOHD RODZI 147528 83.20 A-
8. NOORSYAFAWANI BINTI MOHAMED ALI 146015 13.9 49.2 14 81.40 A
9. NOR RASIDAH BINTI MOHD JAAFAR 146285 77.00 A
10. NUR AKILAH BINTI MOHD HILMI 149137 14.3 52.8 14.4 84.60 A-
11. NUR ALEEYA SYAFIKAH BINTI ROSLAN 147879 77.90 A
12. NUR ANIS SYAZANA BINTI JANA 146956 16.2 52.9 16.4 74.20 A-
13. NUR ASMIDA BINTI OSMAN 147021 79.00 A-
14. NUR EHYA SUFIA BINTI GHAZALI 148442 13.6 51.5 13.7 83.10 A-
15. NUR HUSNINA BINTI AHMAD 145497 78.80 A
16. NUR SHAHIDAH BINTI ARIFIN 145497 13.8 53 16.4 84.10 A-
17. NUR ZULFATUL IZZAH BINTI MOHAMMAD 145588 83.00 A
145828 14.2 52 15.2 A
ZAINI
18. NURANIS MILANI BINTI AHMAD NAZERI 147566 13.9 49.7 13.4
19. NURSYAZANA BINTI ADAM 145706
20. NURUL AFIQAH BINTI HARUN 147774 16.3 53 15.3
21. NURUL AINA BINTI OTHMAN 148912
22. NURUL IZZAH BINTI SOLIHUDIN 148188 13.3 52 12.6
23. ONG YI YI 147285
24. RANJENI A/P MOHAN 147325 14.3 47.1 12.8
25. SITI ANIZA BINTI ABDULLAH MOHAMAD 146524
26. SITI NORZIETA BINTI SAFFAI 148819 14.9 50.9 13.2
27. SITI NUR ADILA BINTI ROSLAN 146509
28. SITI NUR FARZANA BINTI SIDEK 146858 16.3 51.5 15.3
29. SITI NUR HASANAH BINTI AHMAD YUSUF 148492
30. VERONICA LIM MEI TING 146439 15.8 49.2 13.8
31. YUGESWARY A/P RAVINDRAN 148308 15.9 54 14.2

15.5 53.3 14.2

15.5 51.9 14.2 81.60 A
82.60 A
18 51 13.6 86.10 A
17 54.2 14.9 84.20 A
82.80 A
17.6 51.7 14.9 78.50 A-
87.30 A
16 53.1 13.7 82.30 A
79.00 A-
16.2 49.6 12.7 78.50 A-
79.70 A
16.6 55.6 15.1 78.90 A-
78.70 A-
14.8 53.5 14 86.00 A
84.30 A
15.4 50.5 13.1

15.3 50.6 12.6

14.8 52 12.9

13.2 51.9 13.8

15.8 49.8 13.1
18 53.2 14.8
16.1 53.9 14.3

Lampiran

PUSAT PENGAJIAN SAINS KESIHATAN PEPERIKSAAN SEMESTER KSCP
UNIVERSITI SAINS MALAYSIA (Semester Examination)
KAMPUS KESIHATAN
SIDANG AKADEMIK 2019/2020

ANALISIS KEPUTUSAN PEPERIKSAAN
(Examination Result Analysis)

Bahagian A: Butir-butir Kursus
(Section A: Course Details)

[i] Kod & Tajuk Kursus : GTJ113/3 Praktis Asas Kejururawatan Medikal-Surgikal
(Code & Course Title) : Duangta A/P Shet
: Menyediakan pelajar dengan kemahiran jagaan perawatan yang merangkumi
[ii] Nama Pemeriksa
(Examiner’s Name) aktiviti hidup harian, penilaian kesihatan dan intervensi terapeutik.

[iii] Tujuan Kursus
(Course Objective)

Bahagian B: Prestasi Dalam Peperiksaan
(Section B: Examination performance)

[i]

Pembahagian Markah Kerja Kursus (100 %) Gred Purata = 81.46
(Course Work Mark) (Average Marks)

Gred A A- B+ B B- C+ C C- D+ D D- F TL Jumlah
(Grade) 19 12 - - (Total)
61.29 38.71 - -
Bilangan Pelajar - - --- ---- 31
(No. of students) B
- - - - - - - - - - 100%
Peratusan -
(Percent)
B
[ii] -
-
Pembahagian Markah PEPERIKSAAN ( %) Gred Purata =
(Examination Mark) (Average Marks)

Gred A A- B+ B- C+ C C- D+ D D- F TH Jumlah
(Grade) --- (Total)
---
Bilangan Pelajar - - --- -- --
(No. of students)
- - - - - - - - - 100%
Peratusan
(Percent)

[iii]

Pembahagian Markah keseluruhan (100 %) GRED Purata = 81.48
(Overall Marks) (Average Marks)

Gred A A- B+ B- C+ C C- D+ D D- F TH Jumlah
(Grade) 19 12 - (Total)
Bilangan Pelajar 61.29 38.71 -
(No. of students) - --- - - - - - 31
Peratusan
(Percent) - - - - - - - - - 100%

Bahagian C: Ulasan/komen Pemeriksa mengenai kelemahan/kekuatan kursus
(Sila gunakan kertas tambahan jika ruang tidak mencukupi)

2

(Section C: Comments by examiner)
[i] Komen Am: [perlu disebutkan tentang prestasi pada keseluruhannya, pencapaian tujuan kursus dan komen-

komen lain yang wajar]
(General Comments: specify the overall performance, achievement to course objective and other comments)
Bagi Kursus GTJ113 (Praktis Asas Kejururawatan Medikal-Surgikal), seramai 31 pelajar menduduki
kursus ini. Pada sesi ini semua pelajar lulus dalam kursus ini. Seramai 19 pelajar mendapat A dan 12 pelajar
mendapat A-. Secara keseluruhannya, pelajar telah mempelajari dan memperolehi kemahiran klinikal yang
memuaskan dan objektif kursus tercapai.
[ii] Masalah/Kelemahan/Kekuatan:
[Perlu disebutkan dengan tepat masalah/kelemahan/kekuatan tertentu]
(Problems/Weaknesses/Strength: specify the problems/weaknesses/strength)
Kekuatan: Pelajar telah memperolehi pengetahuan dan kemahiran kinikal dalam jagaan perawatan yang
merangkumi aktiviti hidup harian, penilaian kesihatan dan intervensi terapeutik dan masalah yang berkaitan
dengan baik. Penempatan klinikal selama enam (6) minggu di Hospital USM, mendedahkan pelajar kepada latihan
praktikal yang efektif.
[iii] Punca Masalah/Kelemahan:
[Perlu disebutkan dengan jelas punca atau sebab masalah/kelemahan yang disebutkan di (ii) di atas]
(Causes of problems/Weaknesses: specify the causes of problems or weaknesses which were stated in (ii)
above)
Tiada
[iv] Cadangan Mengatasi Masalah/Kelemahan:
[Langkah-langkah yang patut diambil dari segi pengajaran, kesesuaian kandungan kursus “prerequisite” dan lain-
lain]
(Suggestion to overcome the problems/weaknesses)
Tiada

...........................…………………………..
Tandatangan Pemeriksa

3

COURSE ASSESSMENT

[Student feedback and OBE attainment (if applicable)]

Penilaian kursus

[a. Penialaian Pelajar terhadap Kursus, b. OBE Attainment (jika ada)]





OTHERS

(eg. Student absent letter, warning letter)

Lain-lain

(Surat ketidakhadiran pelajar, surat amaran, dll)

- TIDAK BERKAITAN -

Course CQI Analysis (PO and CO Analysis)
Peningkatan kualiti berterusan kursus

K. Course Analysis and CQI

Summary PO1 Student Score Analysis PO3 P05
CO CO1 PO2 CO3 CO4
Average 15.45 CO2 14.14 29.6
SD 1.31 51.97 1.06 1.90
%RSD 8.51 1.99 7.47 6.43
Total in 100% 77.23 3.84 70.68 74.0
Grade A- 86.62 A- A-
A

PO1 KPI: Assignment
Targeted KPI (normalised) =0.7, Calculated KPI =0.77
Strengths/Weaknesses:Pelajar dapat melakukan tugasan dengan baik.
Suggestions for CQI:Kaedah ini perlu diteruskan pada masa akan datang.
PO2 KPI: Practical test
Targeted KPI (normalised) =0.7, Calculated KPI =0.86
Strengths/Weaknesses: Pelajar mencapai sasaran KPI disebabkan pelajar menjalani praktikal di
wad dan diberi peluang untuk melakukan latihan amali beberapa kali sebelum penilaian dilakukan.
Pelajar melakukan latihan amali secara individu.
Suggestions for CQI: Perlu dikekalkan strategi pengajaran dengan kaedah tersebut.
PO3 KPI: Practical report
Targeted KPI (normalised) =0.7, Calculated KPI =0.70
Strengths/Weaknesses: Pelajar dapat memenuhi kemahiran kognitif mengikut skema yang
diperlukan sepanjang menjalani praktikum.
Suggestions for CQI: Kaedah ini perlu diteruskan pada masa akan datang.
PO5 KPI: Practical report & Assignment
Targeted KPI (normalised) =0.7, Calculated KPI =0.74
Strengths/Weaknesses: Pelajar dapat melakukan tugasan dengan memuaskan dan menunjukkan
sikap kerja berpasukan sepanjang menjalani praktikum.
Suggestions for CQI: Kaedah ini perlu diteruskan pada masa akan datang.