This paper builds on Health Assessment and Nursing Practice 1 to extend students' understanding of how findings are used to guide diagnostic reasoning and therapeutic interventions.

This paper further develops student understanding of the role of the nurse as a health professional and the theoretical, ethical, empirical, cultural, and legal principles that govern this.

This paper introduces the theory and skills required to understand and identify pathophysiological processes and alterations in cognitive, emotional and social processes, and the impact of findings which guide diagnostic reasoning and therapeutic interventions.

This paper consolidates students’ understanding of the role of the nurse as a health professional and the theoretical, ethical, empirical, cultural, and legal principles that govern this.

The aim of this paper is to synthesise nursing practice knowledge and experience, to enable transition to the Registered Nurse role on successful completion of the programme.

This paper completes the MNursPrac programme by providing students with an extended period of clinical experience under the guidance of a Registered Nurse preceptor, culminating in achievement of the Nursing Council of New Zealand’s Registered Nurse competencies.

This paper supports the application of information from the theoretical components into the practice environment. The lifespan and care continuum are reflected in the placement setting.

This paper builds on the theory required to understand and identify pathophysiological and other altered processes and impact of findings, which guide diagnostic reasoning and therapeutic interventions.

This paper builds on Health Assessment and Nursing Practice 1 to extend students' understanding of how findings are used to guide diagnostic reasoning and therapeutic interventions.

This paper further develops student understanding of the role of the nurse as a health professional and the theoretical, ethical, empirical, cultural, and legal principles that govern this.

Nursing Council of New Zealand competencies include professional, ethical and legal requirements, care planning in response to assessment, therapeutic relationships, cultural responsiveness, and negotiated partnership with clients, families and transdisciplinary care. This paper reflects the cumulative development of research-based understanding, critical reflection and experience to synthesise and apply it in practice enabling transition to the Registered Nurse role.

This paper extends the knowledge gained from undergraduate Health Assessment for nurses, to enable registered nurses to autonomously practice health assessment in a clinical setting, integrating physical, cultural, social and psychological dimensions as the basis for care planning and advanced practice decision-making.

This paper consolidates students’ understanding of the role of the nurse as a health professional and the theoretical, ethical, empirical, cultural, and legal principles that govern this.

This paper builds on Nursing Practicum I and extends the student’s understanding of the role of the nurse as a health professional and the theoretical, empirical, ethical, cultural and legal principles that govern this. The paper will focus strongly on the application of knowledge of health assessment, clinical reasoning and decision-making and development of skills within nursing practice. The paper will enable students to apply knowledge of equity to the health needs of Māori and Pacific. The lifespan and care continuum are reflected in the placement settings for acute care, primary and community and mental health.

This paper supports the application of information from the theoretical components into the practice environment. The lifespan and care continuum are reflected in the placement setting.

This paper builds on Health Assessment and Nursing Practice 1 to extend students' understanding of how findings are used to guide diagnostic reasoning and therapeutic interventions.

This paper further develops student understanding of the role of the nurse as a health professional and the theoretical, ethical, empirical, cultural, and legal principles that govern this.

Nursing Council of New Zealand competencies include professional, ethical and legal requirements, care planning in response to assessment, therapeutic relationships, cultural responsiveness, and negotiated partnership with clients, families and transdisciplinary care. This paper reflects the cumulative development of research-based understanding, critical reflection and experience to synthesise and apply it in practice enabling transition to the Registered Nurse role.

This paper builds on previous Health Assessment and Nursing Practice papers to support students in preparing for autonomous client and family/whānau/aiga assessments and in the use of these to guide diagnostic reasoning and therapeutic interventions.

This paper builds on foundational knowledge of assessment and clinical decision making to provide students with the opportunity to explore knowledge related to their area of specialty clinical practice. Students will explore issues of relevance to their specialty through literature review and critique, analysis of evidence, critical analysis of relevant health policy, and critically informed clinical case studies. The paper may be taught in streams based on students’ areas of specialty practice.

The aim of this paper is to introduce the role of the nurse as a health professional and the theoretical, empirical, ethical, cultural, and legal principles that govern this.

Nursing Council of New Zealand competencies include professional, ethical and legal requirements, care planning in response to assessment, therapeutic relationships, cultural responsiveness, and negotiated partnership with clients, families and transdisciplinary care. This paper reflects the cumulative development of research-based understanding, critical reflection and experience to synthesise and apply it in practice enabling transition to the Registered Nurse role.

The paper extends the knowledge gained from Applied Health Science in Year I of the Bachelor of Nursing and continues to focus on physiology, pathophysiology and altered psychosocial functioning.

This paper extends the knowledge gained from Health Assessment 1 to consolidate fundamental health assessment skills and integrates physical, cultural, social and psychological dimensions.