Master of Nursing Science (MC-NURSC)

You’re currently viewing the 2021 version of this course

Overview

Award title	Master of Nursing Science
Year & campus	2021 — Parkville
CRICOS code	061211F
Fees information	Subject EFTSL, level, discipline and census date
Study level & type	Graduate Coursework
AQF level	9
Credit points	200 credit points
Duration	24 months full-time

The Master of Nursing Science encourages a practice-oriented and evidence-based approach to learning as a means of ensuring close links between theory and practice and as a tool to support self-directed and life-long learning.

Links to further information

www.nursing.unimelb.edu.au

Entry requirements

1. In order to be considered for entry, applicants must have completed:
• either
– an undergraduate degree in any discipline, or equivalent, completed not more than ten years prior to the date of application, or
– an older undergraduate degree and either more recent graduate study that demonstrates current capacity for graduate study or five years of documented relevant work experience.
Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:
• prior academic performance; and where relevant
• the work experience

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.

4. Applicants are required to satisfy the university’s English language requirements for postgraduate courses and the Nursing and Midwifery Board of Australia (NMBA) English standard prior to commencement of the course. For applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7+ is required in one of IELTS, PTE Academic or TOEFL IBT, and must be achieved in one sitting.

NOTES:

Due to the requirement to satisfy both the University and NMBA English standards, applicants who satisfy the University language requirements through prior tertiary study will need to meet one of the following requirements;

English is the applicant’s primary language and they have completed at least six years of primary and secondary education in English in one of the NMBA recognised countries* OR
The applicant has undertaken, or will undertake one of the approved English language proficiency tests and has achieved (or will achieve) at least the minimum scores required, as specified in the Nursing and Midwifery Board of Australia's (NMBA) English language skills registration standard(3)

*NMBA Recognised countries are Australia, Canada, New Zealand, Republic of Ireland, South Africa, United Kingdom, United States of America.

Performance Band 7+ is equivalent is the following minimum scores in each test:

IELTS: 7 overall and no band less than 7

TOEFL IBT: 94 overall,Writing 27, Minimum of 24 in Speaking, Listening and Reading

PTE Academic: 65 overall and no score less than 65

*Please note the TOEFL iBT (Special Home Edition) is not accepted for this course

Inherent requirements (core participation requirements)

Students must comply with Fitness to Practice Rules, which are accessible from Schedule 1 of the Student Fitness to Practice Policy (MPF1345).

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this course are articulated in the Course and Subject Descriptions, Course and Subject Objectives, Generic Skills and Assessment Requirements.

The Department of Nursing is committed to making reasonable adjustments to teaching and learning, assessment, clinical practice and other activities to enable students to participate in the MNSc course. However, reasonable adjustments must not fundamentally change the nature of the core participation requirements. The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison Unit website: http://www.services.unimelb.edu.au/disability/

It is a requirement of the course that students will be expected to physically examine their peers (of both genders) in classroom settings and patients (of both genders) in clinics and hospital wards.

Nurses have a responsibility to maintain their physical and mental health, to practice safely and effectively (Code of Conduct for Nurses, NMBA, 2018). All students in the MNSc course must possess the intellectual, ethical, physical and emotional capabilities required to participate in the full curriculum and to achieve the levels of competence at graduation required by the Melbourne School of Health Sciences, Department of Nursing and the Australian Health Practitioner Registration Agency (AHPRA). Nursing practice in Australia is bound by the Registration Standards defined by the Australian Nursing and Midwifery Board.

It is recommended that students read and understand the Professional Standards (http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx ) and comprehend their responsibilities as a student. Students are automatically registered with AHPRA when enrolled in an entry-to-practice course and as such, are subject to the same regulations regarding professional conduct and mandatory reporting obligations.

A student with a disability may be asked to provide independent medical or other clinical assessments of the disability and its possible impact on the ability of the student to successfully complete the course, before being accepted into the course. This statement would be treated in confidence with only those on the admissions committee and Disability Liaison having access to the document. (Deliberate misinformation about the student’s ability to successfully complete the course will be regarded as unprofessional practice and treated as such.)

While the Department of Nursing will make reasonable adjustments to minimise the impact of a disability, all students must be able to participate in the course in an independent manner. It is not reasonable for students to use an intermediary as an adjustment to compensate for a disability impacting on any of the five categories listed below. In the clinical environment, there is a primary duty of care to the patients, and the needs of students cannot compromise this. It is expected that all students will be able to participate fully in all classroom based learning activities and to successfully fulfil the clinical assessment and self-study requirements of the course. The presence of a disability will not automatically entitle the student to preferential treatment in clinical place allocation.

A candidate for the MNSc must have abilities and skills in the following five categories:

1. Observation:

Practical Classes: The student must be able to observe mandatory demonstrations and undertake clinical assessments in the designated subjects.

Clinical Work: The student must be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of the senses of vision, hearing and somatic sensation. It is enhanced by the functional use of the sense of smell.

2. Communication:

Practical Classes: The student must be able to hear and comprehend instructions in practical sessions and be able to clearly and independently communicate knowledge and application of the principles and practices of the subject during assessment tasks.

Clinical Work: A student must be able to hear, speak to, and observe patients in order to elicit information and perceive nonverbal communications. A student must be able to communicate effectively and sensitively with patients in both oral and written forms and in a culturally-competent and ethical manner. The student must also be able to communicate effectively and efficiently in both oral and written forms with all health care practitioners involved in patient management (including the use of telephones and computers).

3. Motor:

Practical Classes: A student must be able to undertake the motor requirements for any mandatory practical sessions. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision.

Clinical Work: Nursing is a physically demanding profession and requires coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision.

Students should have sufficient motor function to elicit information from patients by clinical examination, which may include palpation of the patient’s body structures, active and passive movements of the patient, auscultation and other diagnostic manoeuvres.

4. Intellectual-Conceptual, Integrative and Quantitative Abilities:

Practical Classes: The student is expected to have the ability to develop problem-solving skills and demonstrate this ability in practical sessions. These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving requires all of these intellectual abilities.

Clinical Work: The student is expected to have the ability to develop problem-solving skills and demonstrate the ability to establish management plans and priorities. These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving requires all of these intellectual abilities.

5. Behavioural and Social Attributes:

Practical Classes: A student must possess the emotional and mental health required for full utilisation of his/her intellectual abilities, the exercise of good judgement, and the prompt completion of all required tasks.

Clinical Work: A student must possess the emotional health required for full utilisation of his/her intellectual abilities, the exercise of good judgement, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive, and effective relationships with patients and colleagues.

Professional accreditation

Australian Nursing and Midwifery Council (ANMAC)

The Master of Nursing Science has been approved by Nursing and Midwifery Board of Australia (NMBA) and accredited by the Australian Nursing and Midwifery Council (ANMAC).

The Nursing and Midwifery Board of Australia has developed the core registration standards that can be found on their website here. Students are strongly encouraged to review the NMBA standards and ensure that they meet the criteria for NMBA registration

Intended learning outcomes

At the completion of the Master of Nursing Science graduates are expected to:

meet the competencies identified by the Australian Nursing and Midwifery Council as necessary for practice as a registered nurse;
demonstrate a well developed understanding of health from global, population, community, family and individual perspectives;
integrate knowledge from a range of disciplines that contribute to health and disease management in the provision of nursing to people experiencing alterations in their health;
perform nursing assessment and intervention within legal and ethical parameters and demonstrating accountability for their own practice;
work effectively as a member of the multidisciplinary team;
demonstrate the ability to critically appraise research evidence relevant to common health problems and to translate this evidence into the development of nursing interventions to improve patient outcomes;
demonstrate an understanding of the Australian health care system in terms of policy and the organizational context of health service delivery;
practice effectively in health promotion and health education roles;
demonstrate the ability to identify knowledge gaps in the delivery of nursing care and to utilize research skills to address current gaps in practice in collaboration with researchers in nursing and allied disciplines.

Generic skills

At the completion of the Master of Nursing Science graduates are expected to have gained knowledge and skills in each of the following domains:

Critical Thinking and problem-solving skills

generate curiosity as to the cause and effect of health and illness, and an ability to use clinical evidence and assessment to develop and implement nursing interventions;
analyse the determinants of health for an individual and a population, and evaluate the impact of such determinants for particular individuals;
identify the inter-relationship between biological, social and psychological factors in an individual's experience of health and illness;

Attitudes towards knowledge

identify ethical principles including autonomy, confidentiality and justice as they apply to the nurse-patient interaction, the information obtained, and apply these in their own interactions with patients;
value diversity of opinion within health care;
capacity for information seeking, evaluation and retrieval;
analyse the information required to solve health-related problems;
evaluate the depth and breadth of knowledge within own nursing practice and recognise knowledge of other members of health care team to inform and support nursing activities;
identify appropriate use of the information gathered, with respect for the privacy of the individual;
demonstrate physical examination and clinical nursing skills and identify appropriate use of these skills to gather information and implement nursing care.

Intercultural sensitivity

value diversity in health beliefs, lifestyles, ethnic and cultural background;
demonstrate a non-judgmental approach to their interactions within the health care system, with other health professionals and patients;
demonstrate the capacity to adjust nursing interventions to ensure safe and effective care for people of diverse backgrounds;

Communication skills

identify personal communication skills that can be developed to enhance the quality of nurse-patient and inter-professional relationships;
generate methods to provide information to patients in language which they can understand;
develop a patient-centred approach to communication, with respect for human dignity and human rights;
develop communication skills sufficient to describe a patient's presentation, symptom profile and physical signs to a colleague;
demonstrate skills in health teaching and patient education that enhance patient and family self-management;

Planning and time management

develop skills in conducting a health assessment and implementing nursing interventions under particular time constraints;
Teamwork skills;
evaluate the efficiency and effectiveness of health care teams, analyse knowledge skills and attitudes that enhance such teams;
analyse their own contribution to a team.

Graduate attributes

The Master of Nursing Science draws on the University of Melbourne’s reputation for excellence in teaching and research to inspire and enable students to become outstanding nurses ready to excel as world-class leaders in their chosen field. Desired graduate attributes have been carefully defined, developed and mapped to every component of the course. The 67 attributes, listed in full below, have been collated into six domains. A key objective of the Master of Nursing Science program is to prepare its graduates for excellence in professional practice through the development of a reflective and compassionate relationship in the following six domains:

Self

In building their relationship with self, students will develop:

an understanding of the principles of empathy, compassion, honesty, integrity, altruism, resilience and lifelong curiosity; the ability to demonstrate them and a recognition of their importance in health care
an understanding of the principles of reflective practice, the ability to apply them, and a recognition of their importance in health care
an understanding of the principles of self-awareness, the ability to recognise when clinical problems exceed their knowledge and skill, and a willingness to seek help
the ability to identify and address their own learning needs
the ability to respond constructively to appraisal, performance review or assessment
the ability to manage uncertainty
the ability to apply effective time management and organisational skills
the ability to recognise and manage emotion in themselves and others
the ability to maintain their own physical, emotional, social and spiritual health and a recognition of the importance of professional support in this process
a recognition of their own personal, spiritual, cultural or religious beliefs and an awareness that these beliefs must not prevent the provision of adequate and appropriate care to the patient.

Knowledge

In building their relationship with knowledge, students will develop:

an understanding of the scientific method relevant to biological, behavioural and social science
an understanding of research methods and their applications
an understanding of normal structure, function and development of the human body and mind at all stages of life
an understanding of the molecular, biochemical and cellular mechanisms that are important in maintaining the body's homeostasis
an understanding of normal life processes including conception, development, birth, ageing and death
an understanding of the factors that might disturb normal structure, function and development
an understanding of the aetiology, pathology, symptoms and signs, natural history and prognosis of important physical and mental illnesses in all stages of life
an understanding of the management (pharmacological, physical, nutritional, behavioural and psychological) of important health conditions
the ability to access new knowledge from all sources, to analyse and interpret it in a critical manner, and to apply it appropriately to their provision of health care
the ability to learn from patients, health professionals and the community in a broad range of settings
an appreciation of the responsibility to contribute towards the generation of new knowledge.

Patients

In building their relationship with patients, students will develop:

an understanding of and respect for the rights of patients including patient choice, dignity and privacy
the ability to communicate with patients from diverse backgrounds including the ability to listen to, respond to, inform and understand the patient's perspective
the ability to advocate appropriately on behalf of the patient
an understanding of factors affecting human relationships and the psychological, cultural and spiritual wellbeing of patients
an understanding of principles of rehabilitation in the amelioration of suffering from acute or chronic disability
an understanding of the principles of the care of the dying and a commitment to ease pain and suffering in all patients
an understanding of chronic illness and disability and its impact on the patient, their carers and communities
the ability to construct with the patient an accurate, thorough, organised, medical and nursing history and to perform an accurate physical and mental state assessment
the ability to integrate and interpret clinical findings and apply rigorous reasoning to arrive at an appropriate diagnosis or differential diagnosis
the ability to recognise serious illness
the ability to select and interpret the most appropriate and cost effective diagnostic procedures
the ability to formulate an evidence-based and cost effective management plan in collaboration with the patient
the ability to perform relevant nursing procedures effectively and safely, with due regard for the patient's comfort including important emergency and life-saving procedures
a recognition that it is not always in the interests of the patient to do everything that is technically possible to make a precise diagnosis or to attempt to modify the course of an illness

Nursing Profession

In building their relationship with the nursing profession, students will be expected to develop:

an understanding of the continuum of nursing training and the diverse roles and expertise of nurses
an understanding of the potential conflicts of interest that may confront nurses and other health professionals
an understanding of and ability to apply the principles of ethics in the provision of health care and research
an understanding of organisational governance, the ability to be an active participant in professional organisations, and an appreciation of the benefits of this participation
an understanding of the principles of mentorship and the ability to apply them with colleagues
the ability to give effective feedback to colleagues to help them improve their practice and performance
an understanding of educational theory and practice and the ability to teach
an appreciation of the responsibility to maintain standards of nursing practice at the highest level throughout a professional career.

Systems of Health Care

In building their relationship with systems of health care, students will develop:

an understanding of the roles, responsibilities and expertise of all health professionals, and how they work in teams to deliver health care
a respect for the roles and expertise of other health care professionals and the ability to communicate effectively with them
an understanding of the principles of team work and the ability to work effectively in a team, including as a leader
an appreciation of the responsibility to contribute to the education of all health professionals
an understanding of the principles of quality and safety in health care systems
the ability to work effectively as a nurse within a quality and safety framework including the ability to recognise, respond to and learn from adverse events and nursing errors
an understanding of the principles of effective record keeping and the ability to maintain high quality medical and nursing records
an understanding of the principles of continuity and coordination of health care
an understanding of the structure of the Australian health care system and health care systems globally
an understanding of the principles of efficient and equitable allocation and use of finite resources in health care systems, locally and globally
an understanding of the role of political systems in shaping health care systems locally, nationally and internationally.

Society

In building their relationship with society, students will develop:

an understanding of the interactions between humans and their social and physical environment
an understanding of the determinants of a well society and the economic, political, psychological, social and cultural factors that contribute to the development and persistence of health and illness
an understanding of the principles of health promotion including primary and secondary prevention
an understanding of the health of Indigenous Australians including their history, cultural development and the impact of colonisation and the ongoing health disparities of Indigenous people in this country and globally
an understanding of the burden of disease in differing populations and geographic locations
an understanding of the differing requirements of health care systems in a culturally diverse society
the ability to respect community values, including an appreciation of a diversity of backgrounds and cultural values
an understanding of the principles of health literacy and a willingness and ability to contribute to the health education of the community
the ability to consider local, regional, national and global ramifications of health care issues
the ability and a willingness to contribute to the community
a commitment to contribute to the resolution of health inequities locally and globally
an understanding of the relationship between environmental issues and the health of local communities and society
a commitment to practise nursing in an environmentally responsible way.

Course structure

Students who commenced in 2012 or earlier should follow the 2012 course structure which can be found in the 2012 Handbook

For 2013 or later commencing students

The Master of Nursing Science (MNSc) comprises 200 credit point, on-campus, coursework degree, with a clinical practice component. It is a five semester, full-time course that prepares graduates to practice as a Registered Nurse in Australia. The aim of the Master of Nursing Science degree is to prepare internationally recognised graduates for roles that enhance the health and well being of society and demonstrate leadership in advancement of the discipline of Nursing.

Subject options

First Year

Code	Name	Study period	Credit Points
		Semester 1 (Dual-Delivery - Parkville) Semester 1 (On Campus - Parkville) June (Online) Semester 2 (Online) Semester 2 (On Campus - Parkville)
HLTH90019	Indigenous Health and Nursing	Semester 1 (Dual-Delivery - Parkville)	6.25
NURS90066	Foundations of Nursing	Semester 1 (Dual-Delivery - Parkville)	6.25
NURS90129	Nursing Science 1	Semester 1 (Dual-Delivery - Parkville)	12.5
NURS90130	Nursing Assessment & Care	Semester 1 (On Campus - Parkville)	25
NURS90120	Evidence in Practice	June (Online)	12.5
NURS90125	Nursing Science 2	Semester 2 (Online)	12.5
NURS90131	Clients with Acute and Chronic Illness	Semester 2 (On Campus - Parkville)	25

Second Year

Code	Name	Study period	Credit Points
		Summer Term (On Campus - Parkville) Semester 1 (On Campus - Parkville) Semester 1 (Online) Summer Term (Online) June (Online) Semester 2 (On Campus - Parkville)
NURS90124	Mental Health & Recovery	Summer Term (On Campus - Parkville)	12.5
NURS90053	Clients with Complex Health States	Semester 1 (On Campus - Parkville)	25
NURS90059	Nursing Research	Semester 1 (Online)	12.5
NURS90076	Applied Pathophysiology	Summer Term (Online) June (Online)	12.5
NURS90057	Contemporary Nursing	Semester 2 (On Campus - Parkville)	12.5
NURS90055	Nursing as Practice	Semester 2 (On Campus - Parkville)	25

Further study

Graduates may be eligible to enrol in the Master of Philosophy or Doctor of Philosophy. Enrolment will be subject to a suitable WAM or high distinction in the Research subject NURS90059 individual assesssment.

Applicants are assumed to have some grounding at a tertiary level in human anatomy before commencing the course. Students without such grounding can take the online subject Introductory Human Physiology to prepare for the course.

Last updated: 12 November 2021