Nursing

PRE-REGISTRATION NURSING 2011 PROGRAMME BSc NURSING SYLLABUS OF MODULES
Pre-registration Nursing Syllabus of Modules Date of Approval Event: 5 May 2011
PRE-REGISTRATION NURSING PROGRAMME DEGREE OF BACHELOR OF SCIENCE (NURSING) LEADING TO REGISTRATION ON THE NURSING PART OF THE NMC REGISTER SUBPART 1 AS EITHER ADULT NURSE LEVEL 1, CHILD NURSE LEVEL 1 OR MENTAL HEALTH NURSE LEVEL 1 REVIEWING AND APPROVAL BODIES: UNIVERSITY OF DUNDEE, NURSING AND MIDWIFERY COUNCIL
Pre-registration Nursing Syllabus of Modules Date of Approval Event: 5 May 2011
Contents Modular Framework Shared Modules: Nature of Nursing (Years 1, 2, 3) Shared Modules (Year 1) Shared Modules: Skills and Practice (Years 1, 2, 3) Fields of Practice Adult Field Child Field Mental Health Field
1 3 20 30 45 46 76 106
MODULAR FRAMEWORK
1
SNM Pre-registration Nursing Approval 5 May 2011
Nursing 2020 Curriculum: Theoretical Programme
Year 1 theme: health Y1 SCQF level 7 Nature of nursing 1 120 pts

(20pts)
Skills and Practice module 1 (40 pts) NU10014 Mental Health and Wellbeing (20pts) NU10011 Physical Health and Wellbeing (20pts) NU10012 Applied to field Field Specific Module 1 (20pts)
NA12013 NC12013 NM12013
NU11010
Year 2 theme: maintaining health; managing ill health; promoting recovery Skills and Practice module 2 (40pts) NU20014 Y2 SCQF level 8 120 pts Field Specific Module 2 (20pts)
NA21010 NC21010 NM21010
Field Specific Module 3 (20pts)

NA21011 NC21011 NM21011
Nature of nursing 2
(20pts)

NA22013 NC22013 NM22013
NU22012
Applied to field
Year 3 theme: managing complexity Skills and Practice module 3 (30pts) NU30013 Field Specific Module 5 (30pts)
NA31010 NC31010 NM31010
Y3 SCQF level 9 120 pts
Nature of nursing 3 (30pts)

NU30011

NA32012 NC32012 NM32012
Applied2to field
SHARED MODULES NATURE OF NURSING

- Nature of Nursing (1) NU11010 - Nature of Nursing (2) NU22012 - Nature of Nursing (3) NU30011
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MODULE RATIONALE NATURE OF NURSING (1) NU11010 The module(s) Nature of Nursing (1) NU11010 20 SCQF points @ level 7 10 EQF points @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
Responsibilities contacts
External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Nursing Programme of the module(s) When is/are the module(s) Session 2011 2012 Semester 1 planned to start? Number of students Approximately 350 (subject to Scottish Government contract) SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
Reference points for academic standards Approach to learning, teaching and assessment, including any distinctive features Open and learning Staff and development
distance N/A staff Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated teaching hours. Some staff may require support in relation to enquiry based learning. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities
Library resources
VLE and IT resources
Teaching accommodation
4
Placements
At the end of the module the students will have appropriate practice placements in the NHS/Independent/Voluntary Sector. The student will have a mentor in each practice area and contact with Personal Tutor in the form of study days while in practice. Practice Education Facilitators (PEFs) provide support in the clinical area to the mentors. Existing Clinical Skills Centres on both City and Kirkcaldy Campuses All staff are committed to providing access to a full teaching and learning programme for disabled students. The School and Programme Disability Support Officers liaise with the University's Disability Services and the Module leader to determine the most appropriate way to include disabled students in all aspects of the programme and to ensure that they are not disadvantaged by the learning environment. Specific adjustments can also be arranged to better meet individual students' needs. Further details of the University's provision for disabled students are available at: http://www.dundee.ac.uk/disabilityservices
Other resources, including any specialist equipment or facilities Accessibility for disabled students
Income and student fees Funding received by Scottish Government (stand-alone modules only) Variable student numbers and maximising placement Opportunities and risks provision
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MODULE SPECIFICATION NATURE OF NURSING (1) NU11010 Code Module title College School Credit rating: level, no. of credits Aim NU11010 The Nature of Nursing (1) Medicine, Dentistry and Nursing Nursing and Midwifery 20 SCQF points @ level 7 10 EQF points @ level 5 To introduce students to contemporary nursing
the
nature
of
Intended learning outcomes
On completion of this module, the student will be able to: 1. 2. 3. 4. Identify the key constructs of modern nursing Discuss theories of health Understand the concept of person-centred care Discuss theories that underpin safe and effective nursing practice 5. Demonstrate development of scholarly attributes
Indicative content
What is nursing how do you nurse introduction What is health and illness - introduction One simple model of health (multidimensional) introduced Health inequalities explained Facts and myths about nursing today/foundations of nursing knowledge What its like to be a patient Professional practice introduction Clinical governance introduction Quality strategy - introduction Ethics and its importance in nursing, The Code and Student Code Communication and the nurse (overlap with Skills module) Integrated Care Pathways introduction (overlap with Skills module) Reflection skills (1) (overlap with Skills module) Academic learning skills, numeracy, writing (overlap with Skills module), IT skills Field specific content: Application to Adult, Child, Mental Health Nursing Face-to-face delivery; directed learning, VLE
Modes of delivery and student participation
6
Teaching, learning and assessment Summative assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification
Modified lecture; Enquiry-based learning (EBL); e-tivity Neighbourhood Study (50%) Portfolio (50%) Year 1 Semester 1 Standard entry requirements Skills and Practice Module (1) N/A http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 September 2011
Indicative resources
CHAMBERS, R. et al., 2007. Clinical effectiveness and clinical governance made easy. 4th ed. Oxford: Radcliffe. COLEMAN, V. et al., eds. 2007. Childrens and young peoples nursing in practice: a problem based learning approach. Basingstoke: Palgrave Macmillan. EDWARDS, S., 2009. Nursing ethics: a principle-based approach. Basingstoke: Palgrave Macmillan. FORD, K. et al., 2010. Preventing and reducing aggression and violence in health and social care. Keswick: M&K Publishing. GARRETT, l. K. et al., 2011. Skills for nursing and healthcare students: study skills, maths and science. Harlow: Prentice Hall. HART, S., ed. 2010 Nursing: study and placement learning skills. Oxford: Oxford University Press. HINCHLIFF, S. et al., eds. 2008. Nursing practice and health care: a foundation text. 5th ed. London: Hodder Arnold. HOWATSON-JONES, L., 2010. Reflective practice in nursing. Exeter: Learning Matters. HUTCHFIELD, K., 2010. Information skills for nursing students. Exeter: Learning Matters. MASLIN-PROTHERO, S., ed. 2010. Baillires study skills for nurses and midwives. 4th ed. Edinburgh: Baillire Tindall. NAIDOO, J., 2010. Developing practice for public health and health promotion. 3rd ed. Edinburgh: Baillire Tindall. NURSING AND MIDWIFERY COUNCIL, 2008. The code: standards of conduct, performance and ethics for nurses and midwives. London: Nursing and Midwifery Council. NURSING AND MIDWIFERY COUNCIL, 2009. Guidance on professional conduct for nursing and midwifery students. London: Nursing and Midwifery Council. RICHARD, A. and EDWARDS, S., 2008. A nurses survival guide to the ward. 2nd ed. Edinburgh: Churchill 7
Livingstone Elsevier. SCOTTISH EXECUTIVE, 2004. Protecting children and young people: the charter. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2006. Emergency care framework for children and young people in Scotland. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2007. Delivering a healthy future: an action framework for children and young peoples health in Scotland. Edinburgh: Scottish Executive. SCOTTISH GOVERNMENT, 2010. The healthcare quality strategy for NHS Scotland. Edinburgh: Scottish Government. SCRIVEN, A., 2010. Promoting health: a practical guide. 6th ed. Edinburgh: Baillire Tindall Elsevier . SHARPLES, K., 2009. Learning to learn in nursing practice. Exeter: Learning Matters. STARKINGS, S. and KRAUSE, L., 2010. Passing calculations tests for nursing students. Exeter: Learning Matters. VINCENT, C., 2010. Patient safety. 2nd ed. Chichester: Wiley-Blackwell. WESTON, D., 2008. Infection prevention and control: theory and practice for healthcare professionals. Chichester: Wiley-Blackwell. WILLS, J. and NAIDOO, J., 2009. Foundations for health promotion. 3rd ed. London: Bailliere Tindall. Journal of Advanced Nursing Journal of Clinical Nursing Journal of Healthcare Management Nursing Inquiry Risk Management and Health Care Policy Quality and Safety in Health Care International Journal of Nursing Studies
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http://www.dundee.ac.uk/library http://www.knowledge.scot.nhs.uk/home.aspx http://www.nmc-uk.org

http://www.ethics-network.org.uk
http://www.nhshealthquality.org http://www.rcn.org.uk/development/practice/clinical_governan ce http://www.patientsafetyalliance.scot.nhs.uk/programme http://www.ihi.org/ihi http://www.who.int/patientsafety/implementation/reporting_and _learning/en/index.html http://www.scotcen.org.uk/series/scottish-social-attitudes http://www.healthscotland.com/scotlandshealth/population/index.aspx http://www.statistics.gov.uk/glance/#health http://www.sns.gov.uk/ http://www.scotland.gov.uk/Topics/People/YoungPeople/childrensservices/girfec
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External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Nursing Programme of the module(s) When is/are the module(s) Session 2012 2013 Semester 2 planned to start? Number of students Approximately 350 (subject to Scottish Government contract) SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
Library resources
10
Placements
11
MODULE SPECIFICATION NATURE OF NURSING (2) NU22012 Code Module title College School Credit rating: level, no. of credits Aim NU22012 The Nature of Nursing (2) Medicine, Dentistry and Nursing Nursing and Midwifery 20 SCQF points @ level 8 10 EQF points @ level 5 To facilitate students understanding of key concepts and issues in contemporary nursing and their application to practice On completion of this module, the student will be able to: 1. Debate the place of nursing in society 2. Discuss the importance of health related theories to nursing practice 3. Analyse the impact of professional practice on patients and those who care for them in diverse contexts 4. Apply the tools and techniques that support safe and effective practice 5. Demonstrate continued development of scholarly attributes Indicative content What is health promotion theory, application of theory One-to one health promotion skills - brief interventions, motivational interviewing (overlap with Skills module) Professional practice issues and solutions, partnership working, inter-professional working, theory on teams and families Clinical governance current issues and applications Quality and safety principles, tools and techniques Ethics and their application to nursing issues Communication - challenges in complex situations and varied settings Integrated Care Pathways models and theories of nursing applied, evidence based practice (overlap with Skills module) Reflection skills (2) (overlap with Skills module) Academic learning skills, numeracy, writing (2) (overlap with Skills module) Field specific content: Application to Adult, Child, and Mental Health nursing. and Face-to-face; Directed Study; VLE
Modes of delivery student participation
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Modified lecture; EBL; e-tivities Teaching, learning and assessment Essay (50%) Summative Portfolio (50%) assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Year 2, Semester 2 Successful completion of Year 1
Skills and Practice Module (2) N/A http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Academic Year 2012 2013 Semester 2
BARKER, J., 2010. Evidence-based practice for nurses. London: Sage. BARRY, M. and JENKINS, R., 2007. Implementing mental health promotion. Edinburgh: Churchill Livingstone. BLAIS, K.K. and HAYES, J.S., 2011. Professional nursing practice: concepts and perspectives. London: Pearson. BULMAN, C. and SCHUTZ, S., eds. 2008. Reflective practice in nursing. 4th ed. Chichester: Wiley-Blackwell. CHAMBERS, R. et al., 2007. Clinical effectiveness and clinical governance made easy. 4th ed. Oxford: Radcliffe. DAVIS, A. J. et al., 2010. Ethical dilemmas and nursing practice. 5th ed. London: Pearson. GEORGE. J. B., 2010. Nursing theories: the base for professional nursing practice. 6th ed. London: Pearson. GOODMAN, B. and CLEMOW, R., 2010. Nursing and collaborative practice. 2nd ed. Exeter: Learning Matters. HALL, A. et al., eds. 2008. Care planning in mental health: promoting recovery. Oxford: Blackwell Publishing. HOWATSON-JONES, L., 2010. Reflective practice in nursing. Exeter: Learning Matters. JOHNSTONE, M.J., 2009. Bioethics: a nursing perspective. Edinburgh: Elsevier Churchill Livingstone. McKENNA, H. P. and SLEVIN, O.D., 2008. Nursing models, theories and practice. Oxford: Blackwell Publisher. McSHERRY, R. and PEARCE, P., 2011. Clinical governance: a guide to implementation for healthcare professionals. 3rd ed. Chichester: Wiley-Blackwell. NAIDOO, J., 2010. Developing practice for public health and health promotion. 3rd ed. Edinburgh: Baillire Tindall. NURSING AND MIDWIFERY COUNCIL, 2008. The code: standards of conduct, performance and ethics for nurses and midwives. London: Nursing and Midwifery Council. NURSING AND MIDWIFERY COUNCIL, 2009. Guidance on 13
professional conduct for nursing and midwifery students. London: Nursing and Midwifery Council. PRICE, B. and HARRINGTON, A., 2010. Critical thinking and writing for nursing students. Exeter: Learning Matters. REEVES, S. et al., 2010. Interprofessional teamwork for health and social care. Chichester: Wiley-Blackwell. ROLFE, G., 2011. Critical reflection in practice: generating knowledge for care. 2nd ed. Basingstoke: Palgrave MacMillan. SCOTTISH EXECUTIVE, 2004. Protecting children and young people: the charter. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2006. Emergency care framework for children and young people in Scotland. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2007. Delivering a healthy future: an action framework for children and young peoples health in Scotland. Edinburgh: Scottish Executive. SCOTTISH GOVERNMENT, 2010. The healthcare quality strategy for NHS Scotland. Edinburgh: Scottish Government. SCRIVEN, A., 2010., Promoting health: a practical guide. 6th ed. Edinburgh: Bailliere Tindall Elsevier. WILLS, J. and NAIDOO, J., 2009. Foundations for health promotion. 3rd ed. London: Bailliere Tindall. WOODS, P. and KETTLES, A.M., eds. 2009. Risk assessment and management in mental health nursing. Oxford: Wiley Blackwell. Journal of Advanced Nursing Journal of Clinical Nursing Journal of Healthcare Management Nursing Inquiry Risk Management and Health Care Policy Quality and Safety in Health Care International Journal of Nursing Studies http://www.dundee.ac.uk/library http://www.knowledge.scot.nhs.uk/home.aspx http://www.nmc-uk.org
http://www.ethics-network.org.uk
http://www.nhshealthquality.org http://www.rcn.org.uk/development/practice/clinical_governance http://www.patientsafetyalliance.scot.nhs.uk/programme http://www.ihi.org/ihi http://www.who.int/patientsafety/implementation/reporting_and_l earning/en/index.html http://www.sns.gov.uk/ http://www.scotland.gov.uk/Topics/People/YoungPeople/childrensservices/girfec
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External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Nursing Programme of the module(s) When is/are the module(s) Session 2013 2014 Semesters 1 & 2 planned to start? Number of students Approximately 350 (subject to Scottish Government contract) SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
Library resources
15
Placements
16
MODULE SPECIFICATION NATURE OF NURSING (3) NU30011 Code Module title College School Credit rating: level, no. of credits Aims NU30011 The Nature of Nursing (3) Medicine, Dentistry and Nursing Nursing and Midwifery 30 SCQF points @ level 9 15 EQF points @ level 6 To encourage critical reflection on the practice of nursing in preparation for becoming a registered nurse On completion of this module, the student will be able to: 1. Critically analyse current health strategies and initiatives 2. Discuss, in-depth, the leadership and management of healthcare delivery within diverse practice settings 3. Discuss, in-depth, the application of clinical judgement and decision making within nursing practice 4. Critically analyse the principles supporting safe and effective practice 5. Utilise the skills of reflection and career planning in preparation for becoming a registered nurse 6. Demonstrate scholarly attributes of the graduate nurse, including personal and intellectual autonomy, ethical, social and professional understanding, information literacy and research and enquiry skills Indicative content Critical analysis of health promotion strategies and initiatives Exercising clinical judgement in complex care situations evidence-based practice, governance, ethics, legal issues, inter-professional working Leadership and management theory and applications team working, leadership Clinical governance application of the framework across diverse situations/scenarios Quality and safety analysis of principles, tools and techniques Career planning and career related issues, responsibilities of the registered nurse, NMC standards (e.g. SLAiP standards) (there may be some linking/overlap with skills module) Field specific content: Application to Adult, Child, Mental Health Nursing 17
Modes of delivery and student participation Teaching, learning and assessment Summative assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification
Face-to-face; Self-directed study, VLE
Modified lecture; e-tivities; EBL; small group work
Essay (50%) Portfolio (50%) Year 3, Semester 1/2 Successful completion of year 2
Skills and Practice Module (3) N/A http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Academic Year 2013-2014
ASTON, L. et al., 2010. The student nurses guide to decisionmaking in practice. Maidenhead: Open University Press McGraw-Hill. DAVIS, A. J. et al., 2010. Ethical dilemmas and nursing practice. 5th ed. London: Pearson. ELLIS, P., 2010. Understanding research for nursing students. Exeter: Learning Matters. GOODMAN, B. and CLEMOW, R., 2010. Nursing and collaborative practice. 2nd ed. Exeter: Learning Matters. JOHNS, C., 2009. Becoming a reflective practitioner. 3rd ed. Chichester: Wiley-Blackwell. JOHNS, C., 2010. Guided reflection: a narrative approach to advancing professional practice. 2nd ed. Chichester: Blackwell. JOHNSTONE, M.J., 2009. Bioethics: a nursing perspective. Edinburgh: Elsevier Churchill Livingstone. McSHERRY, R. and PEARCE, P., 2011. Clinical governance: a guide to implementation for healthcare professionals. 3rd ed. Chichester: Wiley-Blackwell MELNYK, B. M. and FINEOUT-OVERHOLT, E., 2011. Evidence-based practice in nursing and healthcare: a guide to best practice. 2nd ed. Philadelphia: Lippincott. NURSING AND MIDWIFERY COUNCIL, 2008. The code: standards of conduct, performance and ethics for nurses and midwives. London: Nursing and Midwifery Council. NURSING AND MIDWIFERY COUNCIL, 2009. Guidance on professional conduct for nursing and midwifery students. London: Nursing and Midwifery Council. PRICE, B. and HARRINGTON, A., 2010. Critical thinking and writing for nursing students. Exeter: Learning Matters. 18
ROLFE, G., 2011. Critical reflection in practice: generating knowledge for care. 2nd ed. Basingstoke: Palgrave MacMillan. SCOTTISH GOVERNMENT, 2010. The healthcare quality strategy for NHS Scotland. Edinburgh: Scottish Government. SIVITER, B., 2008. The newly qualified nurses handbook: a survival guide. Edinburgh: Bailliere Tindall Elsevier. STANDING, M., 2010. Clinical judgment and decision-making in nursing and interprofessional healthcare. Maidenhead: Open University Press McGraw-Hill. WILSHAW, G., ed. 2005. Consultant nursing in mental health. Chichester: Kingsham Press. Journal of Advanced Nursing Journal of Clinical Nursing Journal of Healthcare Management Nursing Inquiry Worldviews on Evidence-Based Nursing Journal of Nursing Scholarship International Journal of Nursing Studies http://www.knowledge.scot.nhs.uk/home.aspx http://www.nmc-uk.org http://www.ethics-network.org.uk http://www.nhshealthquality.org http://www.rcn.org.uk/development/practice/clinical_governance http://www.patientsafetyalliance.scot.nhs.uk/programme http://www.ihi.org/ihi http://www.who.int/patientsafety/implementation/reporting_and_l earning/en/index.html http://www.globalpatientsafetyalerts.com http://www.scotcen.org.uk/series/scottish-social-attitudes http://www.healthscotland.com/scotlandshealth/population/index.aspx http://www.statistics.gov.uk/glance/#health http://www.sns.gov.uk/
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SHARED MODULES
- Understanding Mental Health and Wellbeing NU10011 - Understanding Physical Health and Wellbeing NU10012
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MODULE RATIONALE UNDERSTANDING MENTAL HEALTH AND WELLBEING NU10011 The module(s) Understanding Mental Health And Wellbeing NU10011 20 SCQF credits @ Level 7 10 EQF credits @ Level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction of the module(s) When is/are the module(s) planned to start? Number of students Core component of the new Pre-registration Nursing Programme Year 1 Approximately 350 (Subject to Scottish Government contract) SCQF, EQF There will be large fixed lectures along with small enquiry based sessions that are applied to the fields.
Reference points for academic standards Approach to learning, teaching and assessment, including any distinctive features Open and distance learning Staff and staff development
N/A Staff will be allocated to module teaching team commensurate with their expertise. Development opportunities will be offered as appropriate to ensure they are utilising current evidence based materials and engaging in contemporary educational practice. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities
Library resources
21
Placements
22
MODULE SPECIFICATION UNDERSTANDING MENTAL HEALTH AND WELLBEING NU10011 NU10011 Code Understanding Mental Health and Wellbeing Module title Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, no. of 20 SCQF credits @ Level 7 10 EQF credits @ Level 5 credits Aim To enable the learner to achieve a fundamental understanding of the values, beliefs, knowledge and skills necessary to provide effective help to people who are experiencing mental health difficulties
By the end of the module, period of practice placement and further study the student will be able to: 1. Demonstrate knowledge and understanding of biopsychosocial determinants of mental health. 2. Demonstrate safe and effective communication skills with individuals and groups. 3. Discuss, person-centred, evidence-based interventions used in supporting mental health and wellbeing. 4. Respond appropriately to people experiencing mental health difficulties. 5. Recognise and manage triggers of aggressive and violent behaviour in a variety of settings. 6. Practise in a way that promotes peoples rights, respects diversity, and promotes recovery. Introduction to Psychology Introduction to Sociology Self awareness and self management Developmental theories: emotional, cognitive, behavioural, social Values attitudes and beliefs Stigma, normalcy and deviance Ten essential shared capabilities Models of mental health and illness Determinants of mental health and illness through the lifespan Definitions of mental health and illness Therapeutic communication Identifying and understanding common features of mental health loss: Anxiety and stress Altered mood Hallucinations Delusions Confusion 23
Indicative content
Eating disorders Addictions Self harm Memory and forgetting Sleep and restoration De-escalation and aggression management Stress reduction Reality orientation, validation Suicide awareness Advocacy & empowerment Introduction to psychoactive medications Cultural competence Modes of delivery student participation and Fixed resources: Lectures and VLE Field specific enquiry based learning e-tivities and School based, discursive, participative sessions Computer marked assignment (100%)
Teaching, learning assessment Summative assessment: When taught Pre-requisites or requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Specification Indicative resources
Year one, semesters one and two entry Standard entry requirements Skills and Practice (1) None Robert Rankin http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Module Year 1 Semesters 1 and 2
BACH, S. and GRANT, A., 2009. Communication and interpersonal skills for nurses. Exeter: Learning Matters. EYSENCK, M.W., 2009. Fundamentals of psychology. 3rd ed. Hove: Psychology Press. GIDDENS, A., 2009. Sociology. 6th ed. Cambridge: Polity Press. GOLDIE, I., ed. 2010. Public mental health today: a handbook. Brighton: Pavilion Publishing/ Mental Health Foundation. HARRISON, A. and HART, C., eds. 2006. Mental health care for nurses: applying mental health skills in the general hospital. Oxford: Blackwell Publishing. MORRALL, P., 2009. Sociology and health : an introduction. 2nd ed. Abingdon : Routledge. NAIDOO, J. and WILLS, J., eds. 2008. Health studies: an introduction. 2nd ed. Basingstoke: Palgrave Macmillan NOLEN-HOEKSEMA, S. et al., 2009. Atkinson & Hilgards introduction to psychology. 15th ed. Andover: Wadsworth Cengage Learning. PILGRIM, D., 2009. Key concepts in mental health. 24
2nd ed. London : Sage. SULLY, P. and DALLAS, J., 2010. Essential communication skills for nursing. 2nd ed. Edinburgh: Mosby Elsevier. British Journal of Nursing Mental Health Nursing International Journal of Mental Health Nursing Journal of Clinical Nursing Journal of Advanced Nursing http://www.handsonscotland.co.uk http://www.mentalneurologicalprimarycare.org/
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MODULE RATIONALE UNSTANDING PHYSICAL HEALTH AND WELLBEING NU10012 The module(s) Understanding Physical Health And Wellbeing NU10012 20 SCQF credits @ Level 7 10 EQF credits @ Level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Nursing Programme of the module(s) When is/are the module(s) Year 1 planned to start? Approximately 350 (Subject to Scottish Government Number of students contract) Reference points for academic standards Approach to learning, teaching and assessment, including any distinctive features Open and distance learning Staff and staff development SCQF, EQF There will be large fixed lectures along with small enquiry based sessions that are applied to the fields.
N/A Staff will be allocated to module teaching team commensurate with their expertise. Development opportunities will be offered as appropriate to ensure they are utilising current evidence based materials and engaging in contemporary educational practice. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities
Library resources
26
Placements
27
MODULE SPECIFICATION UNDERSTANDING PHYSICAL HEALTH AND WELLBEING NU10012 NU10012 Code Understanding Physical Health and Wellbeing Module title Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, 20 SCQF credits @ level 7 10 EQF credits @ level 5 no. of credits Aim To enable the learner to achieve a fundamental understanding of the pre-requisites of physical health through investigating human structure and function Intended learning By the end of the module, period of practice placement and further study the student will be able to: outcomes 1. Understand the complex levels of organisation within the human body 2. Demonstrate understanding of how the body supports and protects its internal structures to ensure health, safety and wellbeing 3. Recognise and describe the role of body systems responsible for coordinating, controlling and responding to change within the internal or external environment 4. Demonstrate knowledge and understanding of the bodys circulatory and defence mechanisms 5. Discuss how the body acquires, utilizes and excretes products of metabolism 6. Demonstrate an understanding of how the human reproductive system ensures survival of the species and genetic variation 7. Understand some common measurements of physical aspects of the individual's health and wellbeing Indicative content The modular content will be aligned with that of the mental health and well being module. Indicative content will be delivered within the context of the characteristics of living organisms Definitions of physical health, mind body dualism and homeostasis Characteristics of living organisms in health Levels of organization Cell structure and function Musculoskeletal system Integumentary system Nervous system Special and general senses Circulatory system, blood and immunity Lymphatic system Respiratory system Digestive system Metabolism, Nutrition and Temperature Body fluids, electrolytes and acid base balance 28
Urinary system Reproduction, heredity and genetic variation Health assessment tools Modes of delivery Modified lectures, open learning units, web based resources and student participation Teaching, learning School based, discursive, participative sessions and assessment Computer marked assignment (100%) Summative assessment: Year 1, Semester 1 and 2 When taught Pre-requisites or Standard entry requirements entry requirements Skills and Practice (1) Co requisites None Anti-requisites Further information http://www.dundee.ac.uk/nursingmidwifery/ Tony Barr 24 February 2011/5 May 2011 Date of Approval Applicability of Year 1 Semesters 1 and 2 Module Specification DOCHERTY, C. and McCALLUM, J., eds. 2009. Foundation Indicative clinical nursing skills. Oxford: Oxford University Press. resources KOZIER, B. et al., 2008. Fundamentals of nursing: concepts, process and practice. Harlow: Pearson Education. For those without previous biological studies: THIBODEAU, G.A. and PATTON, K.T., 2008. Structure and function of the body. 13th ed. St Louis: Mosby Elsevier. WAUGH, A. and GRANT, A., 2010. Ross and Wilson anatomy and physiology in health and illness. 11th ed. Edinburgh: Churchill Livingstone. For those who have studied biology before: CLANCY, J. and MCVICAR, A.J., 2009. Physiology and anatomy for nurses and health care practitioners. 3rd ed. London: Hodder Arnold. TORTORA, G. and DERRICKSON, B.H., 2011. Principles of anatomy and physiology. 13th ed. New Jersey: Wiley http://www.wiley.com/college/apcentral/anatomydrill/ http://www.cellsalive.com/ http://www.wiley.com/legacy/college/boyer/0470003790/anim ations/animations.htm British Journal of Nursing Journal of Advanced Nursing Journal of Clinical Nursing Biological Research for Nursing
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SHARED MODULES SKILLS AND PRACTICE

- Skills and Practice (1) NU10014 - Skills and Practice (2) NU20014 - Skills and Practice (3) NU30014
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MODULE RATIONALE SKILLS AND PRACTICE (1) NU10014 The module(s) Skills and Practice (1) NU10014 40 SCQF points @ level 7 20 EQF points @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Nursing Programme of the module(s) When is/are the module(s) Session 2011 2012 Semesters 1 & 2 planned to start? Number of students Approximately 350 (subject to Scottish Government contract) SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
Library resources
31
Placements
32
MODULE SPECIFICATION SKILLS AND PRACTICE (1) NU10014 Code Module title College School Credit rating: level, no. of credits Aims NU10014 Skills and Practice (1) Medicine, Dentistry and Nursing Nursing and Midwifery 40 SCQF points @ level 7 20 EQF points @ level 5 To provide students with the opportunity to use the essential foundation skills, techniques and practices associated with nursing On completion of this module and utilising reflective skills the student will be able to: 1. Practise essential foundation skills in a variety of settings, taking account of the independence/dependence continuum 2. Use a range of communication skills 3. Demonstrate effective information and IT skills 4. Recognise, report and document deterioration or improvement in patient condition 5. Practise in a professional and ethical manner under supervision in accordance with local and national policies 6. Relate theoretical learning to practice Indicative content Content within all Skills and Practice Modules will reflect: current practice in the relevant field the Essential Skills Clusters for the relevant part of the programme the theory being taught in the same time-frame Examples: Risk Assessment Communication skills Fundamental assessment and observational skills Record keeping Aggression management Numeracy "Getting it right together" learning disability skills resource Clinical skills laboratories Supervised Practice VLE Practice diaries Demonstration, real and virtual, in School and in the Practice Learning environment. Supervised practice Work-based learning 33
Teaching, learning and assessment
Summative assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources
Summative Portfolio including Ongoing Achievement Record (OAR) (60%); Work-based learning and reflective summaries (30%), OSCE (10%) Year One, Semesters 1 and 2 Standard entry requirements Year 1 Theory Modules N/A http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Year 1 Semesters 1 and 2
CALLAGHAN, P. et al., eds. 2009. Mental health nursing skills. Oxford: Oxford University Press. DINGWALL, L., 2010. Personal hygiene care. Chichester: Wiley-Blackwell. DOCHERTY, C. and McCALLUM, J., eds. 2009. Foundation clinical nursing skills. Oxford: Oxford University Press. DOUGHERTY, L. and LISTER, S.E., eds. 2011. Royal Marsden Hospital manual of clinical nursing procedures. 8th ed. Oxford: Blackwell. [due for publication April 2011]. FLIN, R. et al., 2008. Safety at the sharp end: a guide to non-technical skills. Farnham: Ashgate. HARRIS, N. et al., eds. 2009. Medicines management in mental health care. Oxford : Blackwell. HUTTON, M., 2009. Essential calculation skills for nurses, midwives and healthcare practitioners. Maidenhead : Open University Press. IGGULDEN H. et al., eds. 2009. Clinical skills: the essence of caring. Maidenhead: Open University Press. KELSEY, J. and McEWING, G., 2008. eds. Clinical skills in child health practice. Edinburgh: Saunders Elsevier KOZIER, B. et al., 2008. Fundamentals of nursing: concepts, process and practice. Harlow: Pearson Education. McCABE, C. and TIMMINS, F., 2006. Communication skills for nursing practice. Basingstoke: Palgrave MacMillan. NASH, M., 2010. Physical health and well-being in mental health nursing: clinical skills for practice. Maidenhead: Open University Press. NICOL, M. et al., 2008. Essential nursing skills. 3rd ed. Edinburgh: Mosby Elsevier. RICHARDSON, R., ed. 2008. Clinical skills for student nurses: theory, practice and reflection. Exeter: Reflect Press. TRIGG, E. and MOHAMMED, T.A., eds. 2010. Practices in childrens nursing: a guide for hospital and community. Edinburgh : Elsevier. WILSON, D. and HOCKENBERRY, M.J., 2008. Wongs clinical manual of pediatric nursing. 7th ed. St. Louis, Mo.: Mosby Elsevier. 34
British Journal of Nursing Resuscitation Journal of Advanced Nursing Journal of Clinical Nursing Advances in Nursing Science International Journal of Nursing Practice International Journal of Nursing Studies http://www.hps.scot.nhs.uk/ http://www.health.heacademy.ac.uk/ http://www.ihi.org http://www.joannabriggs.edu.au http://www.nhshealthquality.org/ http://www.scsn.scot.nhs.uk http://www.nhshealthquality.org/nhsqis/6466.html http://www.resus.org.uk/pages/guide.htm
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External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Nursing Programme of the module(s) When is/are the module(s) Year 2 Semesters 1 and 2 planned to start? Approximately 350 (subject to Scottish Government Number of students contract) Reference points for academic standards Approach to learning, teaching and assessment, including any distinctive features Open and learning Staff and development SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
distance N/A staff Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated teaching hours. Some staff may require support in relation to enquiry based learning. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities At the end of the module the students will have appropriate practice placements in the NHS/Independent/Voluntary Sector. The student will have a mentor in each practice area and contact with 36
Library resources
Teaching accommodation Placements
Personal Tutor in the form of study days while in practice. Practice Education Facilitators (PEFs) provide support in the clinical area to the mentors. Other resources, including any specialist equipment or facilities Accessibility for disabled students Existing Clinical Skills Centres on both City and Kirkcaldy Campuses All staff are committed to providing access to a full teaching and learning programme for disabled students. The School and Programme Disability Support Officers liaise with the University's Disability Services and the Module leader to determine the most appropriate way to include disabled students in all aspects of the programme and to ensure that they are not disadvantaged by the learning environment. Specific adjustments can also be arranged to better meet individual students' needs. Further details of the University's provision for disabled students are available at: http://www.dundee.ac.uk/disabilityservices
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MODULE SPECIFICATION SKILLS AND PRACTICE (2) NU20014 Code Module title College School Credit rating: level, no. of credits Aim NU20014 Skills and Practice (2) Medicine, Dentistry and Nursing Nursing and Midwifery 40 SCQF points @ Level 8 20 EQF points @ level 5 To provide students with the opportunity to use essential skills, techniques and practices associated with nursing, some of which are advanced or complex On completion of this module and utilising reflective skills the student will be able to: 1. Practise a range of essential and some advanced and specialist skills in a variety of settings taking account of the independence/dependence continuum 2. Use a range of essential and some advanced and specialist communication skills 3. Apply information IT skills effectively in a variety of settings 4. Indentify and respond appropriately to signs of deterioration or improvement 5. Practise in a professional and ethical manner demonstrating increasing autonomy and initiative 6. Apply theoretical learning to practice Indicative content Content within all Skills and Practice Modules will reflect: current practice in the relevant field the Essential Skills Clusters for the relevant part the theory being taught in the same time frame. "Getting it right together" learning disability resource Brief solution focussed interventions Group working skills Motivational assessment Clinical skills laboratories Supervised Practice VLE Practice diaries Demonstration, real and virtual, in School and in the Practice Learning environment Supervised practice Work-based learning
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Summative assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources
Summative Portfolio including Ongoing Achievement Record (OAR) (60%), Work-based learning and reflective summaries (30%), OSCE (10%) Year Two, Semesters 1 and 2 Successful completion of Year 1 Year 2 Theory Modules None http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Year 2 Semesters 1 + 2 BARANOSKI, S. and AYELLO, E.A., 2008. Wound care essentials: practice principles. 2nd ed. London: Lippincott, Williams & Wilkins. CHEEVER, K.H., 2008. I.V. therapy demystified. New York : McGraw-Hill. DOUGHERTY, L. and LISTER, S.E., eds. 2011. Royal Marsden Hospital manual of clinical nursing procedures. 8th ed. Oxford: Blackwell. [due for publication April 2011]. ENDACOTT, R. et al., eds. 2009. Clinical nursing skills: core and advanced. Oxford: Oxford University Press. GAMBLE, C. and BRENNAN, G., eds. 2006. Working with serious mental Illness: a manual for clinical practice. Edinburgh: Mosby Elsevier. HARRISON, A. and HART, C., eds. 2006. Mental health care for nurses: applying mental health skills in the general hospital. Oxford: Blackwell Publishing. HUTTON, M., 2009. Essential calculation skills for nurses, midwives and healthcare practitioners. Maidenhead : Open University Press. IGGULDEN H. et al., eds. 2009. Clinical skills: the essence of caring. Maidenhead: Open University Press. JEVON, P. et al., eds. 2010. Medicines management: a guide for nurses. Chichester: Wiley-Blackwell. KELSEY, J. and McEWING, G., 2008. eds. Clinical skills in child health practice. Edinburgh: Saunders Elsevier PEATE, I., ed. 2005. Compendium of clinical skills for student nurses. London: Whurr. SULLY, P. and DALLAS, J., 2010. Essential communication skills for nursing and midwifery. 2nd ed. Edinburgh: Mosby Elsevier. TRIGG, E. and MOHAMMED, T.A., eds. 2010. Practices in childrens nursing: a guide for hospital and community. Edinburgh : Elsevier. WILSON, D. and HOCKENBERRY, M.J., 2008. Wongs clinical manual of pediatric nursing. 7th ed. St. Louis, Mo.: Mosby Elsevier.
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British Journal of Nursing Journal of Advanced Nursing Journal of Clinical Nursing Journal of Wound Care Resuscitation http://www.health.heacademy.ac.uk/ http://www.ihi.org http://www.nhshealthquality.org/ http://www.scsn.scot.nhs.uk http://www.knowledge.scot.nhs.uk/home.aspx
40
External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Nursing Programme of the module(s) When is/are the module(s) Year 3 Semesters 1 and 2 planned to start? Approximately 350 (subject to Scottish Government Number of students contract) Reference points for academic standards Approach to learning, teaching and assessment, including any distinctive features Open and learning Staff and development SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
Library resources
41
Placements
42
MODULE SPECIFICATION SKILLS AND PRACTICE (3) NU30014 Code Module title College School Credit rating: level, no. of credits Aim NU30014 Skills and Practice (3) Medicine, Dentistry and Nursing Nursing and Midwifery 30 SCQF points @ level 9 15 EQF points @ level 6 To provide students with the opportunity to use essential, advanced and complex skills, techniques and practices associated with nursing On completion of this module and utilising reflective skills the student will be able to: 1. Practise a range of advanced or complex skills in a variety of settings, including settings where there is a degree of unpredictability 2. Effectively use a range of essential, advanced and specialist communication skills, information skills and IT skills in a variety of settings 3. Integration and critical understanding of key theories, principles and concepts into practice. 4. Identify and respond to changing clinical presentation 5. Practise in a professional and ethical manner demonstrating autonomy and initiative Indicative content Content within all Skills and Practice Modules will reflect: current practice in the relevant field Essential Skills Clusters for the relevant part theory taught in the same time frame. Clinical skills laboratories Supervised Practice VLE Practice diaries Demonstration, real and virtual, in School and in the Practice Learning environment Supervised practice Work-based learning Summative Portfolio including Ongoing Achievement Record (OAR) (60%); Work-based learning and reflective summaries and Numeracy Test in Practice (30%), OSCE 10% Year Three, Semesters 1 and 2 Successful completion of Year 2
Summative assessment:
When taught Pre-requisites or entry requirements
43
Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources
Year 3 Theory Modules None http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Year 3 Semesters 1 and 2 CHEEVER, K.H., 2008. I.V. therapy demystified. New York : McGraw-Hill. DOUGHERTY, L. and LISTER, S.E., eds. 2011. Royal Marsden Hospital manual of clinical nursing procedures. 8th ed. Oxford: Blackwell. [due for publication April 2011]. ENDACOTT, R. et al., eds. 2009. Clinical nursing skills: core and advanced. Oxford: Oxford University Press. HUTTON, M., 2009. Essential calculation skills for nurses, midwives and healthcare practitioners. Maidenhead : Open University Press. JARVIS, C., 2011. Physical examination and health assessment. 6th ed. Philadelphia, Pa.: Elsevier Saunders. [due for publication May 2011]. JEVON, P. et al., eds. 2010. Medicines management: a guide for nurses. Chichester: Wiley-Blackwell. KELSEY, J. and McEWING, G., 2008. eds. Clinical skills in child health practice. Edinburgh: Saunders Elsevier OCARROLL, M. and PARK, A., 2007. Essential mental health nursing skills. Edinburgh: Mosby Elsevier. RICHARDSON, R., ed. 2008. Clinical skills for student nurses: theory, practice and reflection. Exeter: Reflect Press. SULLY, P. and DALLAS, J., 2010. Essential communication skills for nursing and midwifery. 2nd ed. Edinburgh: Mosby Elsevier. TRIGG, E. and MOHAMMED, T.A., eds. 2010. Practices in childrens nursing: a guide for hospital and community. Edinburgh : Elsevier. WILSON, D. and HOCKENBERRY, M.J., 2008. Wongs clinical manual of pediatric nursing. 7th ed. St. Louis, Mo.: Mosby Elsevier. British Journal of Nursing Journal of Advanced Nursing Journal of Clinical Nursing Journal of Wound Care Resuscitation http://www.scsn.scot.nhs.uk http://www.health.heacademy.ac.uk/ Ihttp://www.ihi.org http://www.joannabriggs.edu.au http://www.nhshealthquality.org/
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FIELDS OF PRACTICE - Adult - Child - Mental Health

Each field will contain the Shared Modules, namely: Nature of Nursing 1, 2, 3 Shared Modules Year 1 (Understanding Mental Health and Wellbeing, Understanding Physical Health and Wellbeing) Skills and Practice 1, 2, 3
45
ADULT
- Shared modules - Field modules - Introduction to the Care Continuum NA12013 - Developing the Care Continuum (1) NA21010 - Developing the Care Continuum (2) NA21011 - Developing the Care Continuum (3) NA22013 - Managing Complex Conditions (1) NA31010 - Managing Complex Conditions (2) NA32012
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MODULE RATIONALE INTRODUCTION TO THE CARE CONTINUUM NA12013 The module(s) Introduction to the Care Continuum NA12013 20 SCQF points @ level 7 10 EQF points @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Adult Nursing Programme of the module(s) When is/are the module(s) Session 2011 2012 Semester 2 planned to start? Number of students Reference points for academic standards Approach to learning, teaching and assessment, including any distinctive features Open and learning Staff and development Subject to Scottish Government contract SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
Library resources
47
Placements
48
MODULE SPECIFICATION INTRODUCTION TO THE CARE CONTINUUM NA12013 Code Module title College School Credit rating: level, no. of credits Aim NA12013 Introduction to the Care Continuum Medicine, Dentistry and Nursing Nursing and Midwifery 20 SCQF points @ level 7 10 EQF points @ level 5 To enable the student to acquire an understanding of the continuum of care for people with a range of common health issues in a variety of settings Following this module and a period of consolidation and practice student will be able to: 1. Explore the concept of The Continuum of Care in Adults in relation to selected common and long term health conditions 2. Identify the roles of those involved in care delivery including multidisciplinary team members; qualified and lay carers and the person themselves 3. Explain the causation of common and long term health conditions and discuss how these may be prevented or mitigated 4. Discuss the impact of local and national policies on the nature and location of nursing care 5. Demonstrate application of prior learning to the nursing care of people with common and long term health conditions Indicative content The concept of the Continuum of Care Person-centred nursing care Contribution of multidisciplinary team to the care continuum The nature and causation of disease Impact of lifestyle on health and prevention of ill health Related local and national policy The evidence base for nursing interventions, including health care data such as community profiles All of the above will be integrated into the continuum of care in relation to selected common health conditions Face-to-face Learning Teams VLE resource 49
Teaching, learning and assessment Summative assessment:
Enquiry-based learning (EBL) Modified lectures Self study Scenario-based written examination, following EBL process (100) Year 1 Semester 2 Standard entry requirements Skills and Practice 1 None http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Year 1 BROOKER, C. and NICOL, M., 2011. Alexanders nursing practice. 4th ed. Edinburgh: Churchill Livingstone. [due for publication May 2011] HINCHLIFF, S. et al., eds. 2008. Nursing practice and health care. 5th ed. London : Hodder Arnold. KOZIER, B. et al., 2008. Fundamentals of nursing: concepts, process and practice. Harlow: Pearson Education. McCORMACK, B. and McCANCE, T., 2010. Person-centred nursing: theory and practice. Chichester : Wiley-Blackwell. NAIDOO, J., ed. 2010. Developing practice for public health and health promotion 3rd ed. Edinburgh : Bailliere Tindall Elsevier. PEATE, I., ed. 2010. Nursing care and the activities of living. Chichester: Wiley-Blackwell. PORTH, C.M., 2011. Essentials of pathophysiology: concepts of altered health states. 3rd ed. Philadelphia, Pa.: Lippincott, Williams & Wilkins. SCRIVEN, A. 2010. Promoting health: a practical guide. 6th ed. Edinburgh : Bailliere Tindall Elsevier. Journal of Advanced Nursing Journal of Clinical Nursing International Journal of Nursing Studies British Journal of Nursing Journal of Nursing Scholarship Advances in Nursing Science http://www.library.nhs.uk http://www.knowledge.scot.nhs.uk http://www.nmc-uk.org http://www.show.scot.nhs.uk http://www.dundee.ac.uk/library
When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources
50
MODULE RATIONALE DEVELOPING THE CARE CONTINUUM (1) NA21010 The module(s) Developing the Care Continuum (1) NA21010 20 SCQF points @ level 8 10 EQF points @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Adult Nursing Programme of the module(s) When is/are the module(s) Session 2012 2013 Semester 1 planned to start? Number of students Approximately 250 (Subject to Scottish Government contract) SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
Reference points for academic standards Approach to learning, teaching and assessment, including any distinctive features Open and learning
distance Some directed study and self directed learning. This will be set by the lecturer and feedback will be required. staff Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated teaching hours. Some staff may require support in relation to enquiry based learning. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities 51
Staff and development
Library resources
Placements
52
MODULE SPECIFICATION DEVELOPING THE CARE CONTINUUM (1) NA21010 Code Module title College School Credit rating: level, no. of credits Aim NA21010 Developing the Care Continuum (1) Medicine, Dentistry and Nursing Nursing and Midwifery 20 SCQF points @ level 8 10 EQF points @ level 5 To empower the student to maintain health, manage ill health and promote recovery throughout the continuum of care Following this module and a period of consolidation and practice, the student will be able to: 1. Relate the pathophysiology of selected common health conditions and the resulting signs and symptoms to the nursing care required 2. Analyse and apply evidence from a range of sources to the nursing management of selected common health conditions 3. Explore the contribution of health promotion and health education to nursing people with existing conditions 4. Debate the importance of the shifting balance of care in providing effective management of common health conditions 5. Apply learning from other modules and practice to new learning from this module Pathophysiology and nursing management of selected common health conditions The impact of ageing on health The process of death and dying Quality assurance, including local and national policies drivers Evidence base for nursing practice Theory applied to the following common conditions: Cardiovascular / Circulatory Conditions Myocardial infarction; congestive cardiac failure; anaemia, leukaemia, stroke Respiratory Conditions: Asthma; bronchogenic cancer Locomotor: Arthritis; fractures; osteoporosis Skin: Eczema; psoriasis; cancer
Indicative content
53
Modes of delivery and student participation Teaching, learning and assessment
Face-to-face Learning Teams VLE Enquiry based learning Modified lectures Directed study Continuous formative and summative assessment The assessment strategy for this module and the next is one of integrative assessment. Student will be required to generate a fully referenced account of a continuum of care for a person with a long term conditions. Students will be required to submit two pieces of formative work (an outline map of the care continuum and an in-depth explanation of the pathophysiology, including demographic information). The final summative assignment will contain both elements of formative work (100) Year 2, Semester 1 Successful completion of part one of programme Skills and Practice (2) None http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Year 2
the
BARKER, J., 2010. Evidence based practice for nurses. Los Angeles, Calif.: Sage. BECKER, R., 2010. Fundamental aspects of palliative care nursing: an evidence-based handbook for student nurses. 2nd ed. London: Quay Books. BROOKER, C. and NICOL, M., 2011. Alexanders nursing practice. 4th ed. Edinburgh: Churchill Livingstone. [due for publication May 2011] CARRIER, J., 2009. Managing long term conditions and chronic illness in primary care. Abingdon: Routledge. CORNER, J. and BAILEY, C., eds. 2008. Cancer nursing: care in context. 2nd ed. Oxford: Blackwell. FARLEY, A. et al., 2011. The physiological effects of ageing: implications for nursing practice. Chichester: Wiley-Blackwell. GIBSON, T. and REES, J., eds.2009. Essential clinical medicine: symptoms, diagnosis, management. Cambridge: Cambridge University Press. KOZIER, B. et al., 2008. Fundamentals of nursing: concepts, process and practice. Harlow : Pearson Education. NAIDOO, J. and WILLS, J., 2009. Foundations for 54
health promotion. 3rd ed. Edinburgh: Baillire Tindall. PORTH, C.M., 2011. Essentials of pathophysiology: concepts of altered health states. 3rd ed. Philadelphia, Pa.: Lippincott, Williams & Wilkins. SCOTTISH GOVERNMENT, 2007. Better health, better care: action plan. Edinburgh: Scottish Government. SCOTTISH GOVERNMENT, 2008. Gaun yersel!: the self management strategy for long term conditions in Scotland. Edinburgh: Scottish Government. SCOTTISH GOVERNMENT, 2009. Long term conditions collaborative: improving complex care. Edinburgh: Scottish Government. SCOTTISH GOVERNMENT, 2010. Scotlands national dementia strategy. Edinburgh: Scottish Government. SCRIVEN, A., 2010. Promoting health: a practical guide. 6th ed. Edinburgh: Baillire Tindall Elsevier. SCRIVEN, A. and ORME, J., eds., 2001. Health promotion: professional perspectives. 2nd ed. Basingstoke : Palgrave in association with the Open University. SINES, D. et al., eds. 2009. Community health care nursing. Chichester: John Wiley. WALSH, M. and CRUMBIE, A., eds. 2007. Watsons clinical nursing and related sciences. 7th ed. Edinburgh: Baillire Tindall Elsevier. WILLIAMS, J. et al., eds. 2010. Acute stroke nursing. Chichester: Wiley-Blackwell. Journal of Advanced Nursing Journal of Clinical Nursing International Journal of Nursing Studies British Journal of Nursing Journal of Nursing Scholarship Advances in Nursing Science Evidence-Based Nursing Journal of Infection Control http://www.bgs.org.uk http://www.hps.scot.nhs.uk http://www.ltcas.org.uk/ http://www.nationalcarestandards.org/52.html http://www.legislation.gov.uk/asp/2001/8/contents http://www.scotland.gov.uk
55
External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Adult Nursing Programme of the module(s) When is/are the module(s) Session 2012 2013 Semester 1 planned to start? Number of students Approximately 250 (subject to Scottish Government contract) SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
distance Some directed study and self directed learning. This will be set by the lecturer and feedback will be required. staff Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated teaching hours. Some staff may require support in relation to enquiry based learning. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities
Library resources
56
Placements
57
MODULE SPECIFICATION DEVELOPING THE CARE CONTINUUM (2) NA21011 Code Module title College School Credit rating: level, no. of credits Aim NA21011 Developing the Care Continuum (2) Medicine, Dentistry and Nursing Nursing and Midwifery 20 SCQF points @ level 8 10 EQF points @ level 5 To empower the student to maintain health, manage ill health and promote recovery throughout the continuum of care
Following this module and a period of consolidation and practice, the student will be able to: 1. Relate the pathophysiology of selected common health conditions and the resulting signs and symptoms to the nursing care required 2. Analyse and apply evidence from a range of sources to the nursing management of selected common health conditions 3. Explore the contribution of health promotion to nursing people with existing conditions 4. Debate the importance of the shifting balance of care in providing effective management of common health conditions 5. Apply learning from other modules and practice to new learning from this module Pathophysiology and nursing management of selected common health conditions The impact of ageing on health The process of death and dying Quality assurance, local and national policies and drivers and evidence base Theory will be applied to the following common health conditions: Endocrine: Thyroid conditions; diabetes Digestive: Liver disease; cancers; Crohns disease; pancreatitis; cholecystitis Reproductive (including breast) Pregnancy; maternal health; sexual health; cancers; prostatic hyperplasia Face-to-face Learning Teams VLE
Indicative content
58
Enquiry based learning Modified lectures Directed study Continuous formative and summative assessment The assessment strategy for this module and the next is one of integrative assessment. Student will be required to generate a fully referenced account of a continuum of care for a person with a long term condition. Students will be required to submit two pieces of formative work (an outline map of the care continuum and an in-depth explanation of the pathophysiology, including demographic information). The final summative assignment will contain both elements of formative work (100%) Year 2, Semester 1 Successful completion of part one of programme Skills and Practice (2) None http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Year 2
the
BARKER, J., 2010. Evidence based practice for nurses. Los Angeles, Calif.: Sage. BECKER, R., 2010. Fundamental aspects of palliative care nursing: an evidence-based handbook for student nurses. 2nd ed. London: Quay Books. BROOKER, C. and NICOL, M., 2011. Alexanders nursing practice. 4th ed. Edinburgh: Churchill Livingstone. [due for publication May 2011] CARRIER, J., 2009. Managing long term conditions and chronic illness in primary care. Abingdon: Routledge. CORNER, J. and BAILEY, C., eds. 2008. Cancer nursing: care in context. 2nd ed. Oxford: Blackwell. FARLEY, A. et al., 2011. The physiological effects of ageing: implications for nursing practice. Chichester: Wiley-Blackwell. GIBSON, T. and REES, J., eds. 2009. Essential clinical medicine: symptoms, diagnosis, management. Cambridge: Cambridge University Press. KOZIER, B. et al., 2008. Fundamentals of nursing: concepts, process and practice. Harlow : Pearson Education. NAIDOO, J. and WILLS, J., 2009. Foundations for health promotion. 3rd ed. Edinburgh: Baillire Tindall. PORTH, C.M., 2011. Essentials of 59
pathophysiology: concepts of altered health states. 3rd ed. Philadelphia, Pa.: Lippincott, Williams & Wilkins. SCOTTISH GOVERNMENT, 2007. Better health, better care: action plan. Edinburgh: Scottish Government. SCOTTISH GOVERNMENT, 2008. Gaun yersel!: the self management strategy for long term conditions in Scotland. Edinburgh: Scottish Government. SCOTTISH GOVERNMENT, 2009. Long term conditions collaborative: improving complex care. Edinburgh: Scottish Government. SCOTTISH GOVERNMENT, 2010. Scotlands national dementia strategy. Edinburgh: Scottish Government. SCRIVEN, A., 2010. Promoting health: a practical guide. 6th ed. Edinburgh: Baillire Tindall Elsevier. SCRIVEN, A. and ORME, J., eds., 2001. Health promotion: professional perspectives. 2nd ed. Basingstoke : Palgrave in association with the Open University. SINES, D. et al., eds. 2009. Community health care nursing. Chichester: John Wiley. WALSH, M. and CRUMBIE, A., eds. 2007. Watsons clinical nursing and related sciences. 7th ed. Edinburgh: Baillire Tindall Elsevier. Journal of Advanced Nursing Journal of Clinical Nursing International Journal of Nursing Studies British Journal of Nursing Journal of Nursing Scholarship Advances in Nursing Science Evidence-Based Nursing Journal of Infection Control http://www.bgs.org.uk http://www.hps.scot.nhs.uk http://www.ltcas.org.uk/ http://www.nationalcarestandards.org/52.html http://www.legislation.gov.uk/asp/2001/8/contents http://www.scotland.gov.uk
60
External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Adult Nursing Programme of the module(s) When is/are the module(s) Session 2012 2013 Semester 2 planned to start? Number of students Approximately 250 (subject to Scottish Government contract) SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
distance Some directed study and self directed learning. This will be set by the lecturer and feedback will be required. staff Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated teaching hours. Some staff may require support in relation to enquiry based learning. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used.
Library resources
61
Teaching accommodation Placements
Lecture Theatres, Tutorial Rooms with IT facilities At the end of the module the students will have appropriate practice placements in the NHS/Independent/Voluntary Sector. The student will have a mentor in each practice area and contact with Personal Tutor in the form of study days while in practice. Practice Education Facilitators (PEFs) provide support in the clinical area to the mentors. Existing Clinical Skills Centres on both City and Kirkcaldy Campuses All staff are committed to providing access to a full teaching and learning programme for disabled students. The School and Programme Disability Support Officers liaise with the University's Disability Services and the Module leader to determine the most appropriate way to include disabled students in all aspects of the programme and to ensure that they are not disadvantaged by the learning environment. Specific adjustments can also be arranged to better meet individual students' needs. Further details of the University's provision for disabled students are available at: http://www.dundee.ac.uk/disabilityservices
62
MODULE SPECIFICATION DEVELOPING THE CARE CONTINUUM (3) NA22013 Code Module title College School Credit rating: level, no. of credits Aim NA22013 Developing the Care Continuum (3) Medicine, Dentistry and Nursing Nursing and Midwifery 20 SCQF @ level 8 10 EQF @ level 5 To empower the student to maintain health, manage ill health, promote recovery and begin to recognise increasing complexity throughout the continuum of care Following this module and a period of consolidation and practice, the student will be able to 1. Relate the pathophysiology of selected common health conditions and the resulting signs and symptoms to the nursing care required 2. Analyse and apply evidence from a range of sources to the nursing management of selected common health conditions 3. Evaluate partnership working between professionals, lay carers and agencies in the provision of high quality care 4. Justify best practice in supporting self care, and self management for people with specific health conditions 5. Apply clinical decision making skills to the care of clients in a range of settings 6. Integrate prior learning with new learning from this module in order to increase own contribution to effective care delivery Pathophysiology and nursing management of selected common health conditions The impact of ageing on health Quality assurance, local and national policies and drivers and evidence base Supporting self care and self management Interprofessional working Working with and supporting lay carers The process of death and dying Nursing care in different settings and contexts Theory to be applied to the following common health conditions: Neurological Head injury; Parkinsons disease; dementia, multiple sclerosis Sensory deficits; deafness; glaucoma Urinary and renal disease Infections and infection prevention Cancer 63
Indicative content
Modes of delivery and student participation Teaching, learning and assessment
Face-to-face Learning teams VLE Enquiry-based learning Modified lectures Self directed study Interprofessional learning Evidence-based study focusing on management of symptoms arising from a long term condition (100%) Year 2, Semester 2 Successful completion of Year 1 Skills and Practice (2) None http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Year 2
BARKER, J., 2010. Evidence based practice for nurses. Los Angeles, Calif.: Sage. BECKER, R., 2010. Fundamental aspects of palliative care nursing: an evidence-based handbook for student nurses. 2nd ed. London: Quay Books. BROOKER, C. and NICOL, M., 2011. Alexanders nursing practice. 4th ed. Edinburgh: Churchill Livingstone. [due for publication May 2011] CARRIER, J., 2009. Managing long term conditions and chronic illness in primary care. Abingdon: Routledge. CORNER, J. and BAILEY, C., eds. 2008. Cancer nursing: care in context. 2nd ed. Oxford: Blackwell. FARLEY, A. et al., 2011. The physiological effects of ageing: implications for nursing practice. Chichester: Wiley-Blackwell. GIBSON, T. and REES, J., eds.2009. Essential clinical medicine: symptoms, diagnosis, management. Cambridge: Cambridge University Press. KOZIER, B. et al., 2008. Fundamentals of nursing: concepts, process and practice. Harlow : Pearson Education. NAIDOO, J. and WILLS, J., 2009. Foundations for health promotion. 3rd ed. Edinburgh: Baillire Tindall. PORTH, C.M., 2011. Essentials of pathophysiology: concepts of altered health states. 3rd ed. Philadelphia, Pa.: Lippincott, Williams & Wilkins. REED, A., 2011. Patient and carer participation in nursing. Exeter: Learning Matters. [due for publication May 2011] 64
SCOTTISH GOVERNMENT, 2008. Gaun yersel!: the self management strategy for long term conditions in Scotland. Edinburgh: Scottish Government. SCOTTISH GOVERNMENT, 2009. Long term conditions collaborative: improving complex care. Edinburgh: Scottish Government. SCOTTISH GOVERNMENT, 2010. Scotlands national dementia strategy. Edinburgh: Scottish Government. SCRIVEN, A., 2010. Promoting health: a practical guide. 6th ed. Edinburgh: Baillire Tindall Elsevier. STANDING, M., ed. 2010. Clinical judgement and decision-making : nursing and interprofessional healthcare. Maidenhead: Open University Press. WALSH, M. and CRUMBIE, A., eds. 2007. Watsons clinical nursing and related sciences. 7th ed. Edinburgh: Baillire Tindall Elsevier. Journal of Advanced Nursing Journal of Clinical Nursing International Journal of Nursing Studies British Journal of Nursing Journal of Nursing Scholarship Advances in Nursing Science Journal of Infection Control http://www.bgs.org.uk http://www.hps.scot.nhs.uk http://www.ltcas.org.uk/ http://www.nationalcarestandards.org/52.html http://www.nhstayside.scot.nhs.uk/ http://www.legislation.gov.uk/asp/2001/8/contents http://www.scotland.gov.uk
65
MODULE RATIONALE MANAGING COMPLEX CONDITIONS (1) NA31010 The module(s) Managing Complex Conditions (1) NA31010 30 SCQF points @ level 9 15 EQF points @ level 6 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Adult Nursing Programme of the module(s) When is/are the module(s) Session 2013 2014 Semester 1 planned to start? Number of students Approximately 250 (Subject to Scottish Government contract) SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
distance Some directed study and self directed learning. This will be set by the lecturer and feedback as required. staff Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated teaching hours. Some staff may require support in relation to enquiry based learning. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities
Library resources
66
Placements
67
MODULE SPECIFICATION MANAGING COMPLEX CONDITIONS (1) NA31010 Code Module title College School Credit rating: level, no. of credits Aim NA31010 Managing Complex Conditions (1) Medicine, Dentistry and Nursing Nursing and Midwifery 30 SCQF points @ level 9 15 EQF points @ level 6 To empower the student in acquiring and applying graduate level knowledge and skills required to care for people with complex care needs Following this module and a period of consolidation and practice the student will be able to 1. Examine critically the demographic variations associated with complex care needs in primary, secondary and tertiary care 2. Critically appraise the contribution of complex and multiple pathology and polypharmacy to the continuum of complex care 3. Evaluate the evidence underpinning contemporary nursing management of complex conditions 4. Synthesise learning from other modules and practice with new learning to enhance own care delivery 5. Critically explore nursing topics related to managing complex conditions Indicative content Managing complex care and the care environment in a variety of settings Recognising and responding to deterioration in the patients condition Use of health care data, such as community profiles; demographic variations associated with complex care needs in primary and secondary care; with particular reference to the deprivation factor Multiple pathophysiology Polypharmacy Managed Clinical Networks Managing Complex Clinical Emergencies Student selected component Face-to-face Self-directed study, including student selected component Enquiry-based learning Modified lecture VLE Essay (100%) 68
Modes of delivery and student participation Teaching, learning and assessment Summative assessment:
Year 3, Semester 1 & 2 Successful completion of part two of the programme Skills and Practice (3) None http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Year 3
BAKER, C., 2002. Managed clinical networks: a guide to implementation. Newmarket: Hayward Medical Communications [ for NHS Scotland]. BRITISH NATIONAL FORMULARY, 2011. BNF 61. London: BMJ and Pharmaceutical Press. BROOKER, C. and NICOL, M., 2011. Alexanders nursing practice. 4th ed. Edinburgh: Churchill Livingstone. [due for publication May 2011] CARRIER, J., 2009. Managing long term conditions and chronic illness in primary care. Abingdon: Routledge. CLARKE, D. and KETCHELL, A., eds. 2011. Nursing the acutely ill adult: priorities in assessment and management. Basingstoke : Palgrave Macmillan COOPER, N. et al., 2006. Essential guide to acute care. 2nd ed. Malden, Mass.: Blackwell. CREED, F. and SPIERS,C. , eds. 2010. Care of the acutely ill adult : an essential guide for nurses. Oxford : Oxford University Press. HARRISON, R. and DALY, L., 2006. Acute medical emergencies: a nursing guide. 2nd ed. Edinburgh: Elsevier Churchill Livingstone. JEVON, P., 2007. Treating the critically ill patient. Oxford: Blackwell. McARTHUR-ROUSE, F.J. and PROSSER, S., eds. 2007. Assessing and managing the acutely ill adult surgical patient. Oxford: Blackwell. MOORE, T. and WOODROW, P., eds. 2009. High dependency nursing care: observation , intervention and support for level 2 patients. 2nd ed. London: Routledge. PORTH, C.M., 2011. Essentials of pathophysiology: concepts of altered health states. 3rd ed. Philadelphia, Pa.: Lippincott, Williams & Wilkins. SIMONSEN, T. et al., 2006. Illustrated pharmacology for nurses. London: Hodder Arnold. WALSH, M. and CRUMBIE, A., eds. 2007. Watsons clinical nursing and related sciences. 7th ed. Edinburgh: Baillire Tindall Elsevier.
69
Journal of Advanced Nursing Journal of Clinical Nursing International Journal of Nursing Studies British Journal of Nursing Journal of Nursing Scholarship Advances in Nursing Science Journal of Infection Control Intensive and Critical Care Nursing Nurse Researcher Nursing Research Qualitative Health Research Research in Nursing and Health Western Journal of Nursing Research http://www.isdscotland.org http://www.improvingnhstayside.com/cai/mcns_about.htm http://www.nhshealthquality.org/ http://www.resus.org.uk http://www.scotland.gov.uk/Topics/Health http://www.scottishintensivecare.org.uk
70
MODULE RATIONALE MANAGING COMPLEX CONDITIONS (2) NA32012 The module(s) Managing Complex Conditions (2) NA32012 30 SCQF points @ level 9 15 EQF points @ level 6 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES maintain student contract associated with the NHS Tayside and NHS Fife NMC module Reason(s) for introduction Core component of the new Pre-registration Adult Nursing Programme of the module(s) When is/are the module(s) Session 2013 2014 Semester 2 planned to start? Number of students Approximately 250 (Subject to Scottish Government contract)) SCQF, EQF Teaching strategies will be used which promote student interactions and facilitative learning. The mode of delivery will include modified lectures, enquiry-based learning (EBL) and self study.
distance Some directed study and self directed learning. This will be set by the lecturer and feedback will be required. staff Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated teaching hours. Some staff may require support in relation to enquiry based learning. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities
Library resources
71
Placements
72
MODULE SPECIFICATION MANAGING COMPLEX CONDITIONS (2) NA32012 Code Module title College School Credit rating: level, no. of credits Aim NA32012 Managing Complex Conditions (2) Medicine, Dentistry and Nursing Nursing and Midwifery 30 SCQF points @ level 9 15 EQF points @ level 6 To empower the student in acquiring and applying graduate level knowledge and skills required to care for people with complex care needs Following this module and a period of consolidation and practice the student will be able to: 1. Critically examine the demographic variations associated with complex care needs in primary, secondary and tertiary care 2. Critically appraise the contribution of complex and multiple pathology and poly pharmacy to the continuum of complex care 3. Critically explore complex palliative and end of life care, including symptom management in a range of conditions and settings 4. Evaluate the evidence underpinning contemporary nursing management of complex conditions 5. Synthesise learning from other modules and practice with new learning 6. Evaluate the role of the nurse in partnership working between professionals, lay carers and agencies in the provision of high quality care Indicative content Managing complex care and the care environment in a variety of settings Use of health care data / epidemiology demographic variations associated with complex care needs in primary and secondary care; with particular reference to the deprivation factor Multiple pathophysiology Polypharmacy Palliative care and symptom management End of life care Managed Clinical Networks Managing Complex Clinical Emergencies Involvement in research Support of lay carers, families and significant others in palliative care and end of life situations Face-to-face Learning teams VLE 73
Teaching, learning and assessment Summative assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources
Enquiry-based learning Modified lecture Self-directed study Time limited, invigilated, unseen examination (100%)
Year 3, Semester 2 Successful completion of year 2 Skills and Practice (3) None http://www.dundee.ac.uk/nursingmidwifery/ 24 February 2011/5 May 2011 Year 3
BAKER, C., 2002. Managed clinical networks: a guide to implementation. Newmarket: Hayward Medical Communications [for NHS Scotland]. BRITISH NATIONAL FORMULARY, 2011. BNF 61. London: BMJ and Pharmaceutical Press. BROOKER, C. and NICOL, M., 2011. Alexanders nursing practice. 4th ed. Edinburgh: Churchill Livingstone. [due for publication May 2011] CARRIER, J., 2009. Managing long term conditions and chronic illness in primary care. Abingdon: Routledge. CLARKE, D. and KETCHELL, A., eds. 2011. Nursing the acutely ill adult : priorities in assessment and management. Basingstoke : Palgrave Macmillan COOPER, N. et al., 2006. Essential guide to acute care. 2nd ed. Malden, Mass.: Blackwell. CREED, F. and SPIERS,C. , eds. 2010. Care of the acutely ill adult : an essential guide for nurses. Oxford : Oxford University Press. HARRISON, R. and DALY, L., 2006. Acute medical emergencies: a nursing guide. 2nd ed. Edinburgh: Elsevier Churchill Livingstone. JEVON, P., 2007. Treating the critically ill patient. Oxford: Blackwell. McARTHUR-ROUSE, F.J. and PROSSER, S., eds. 2007. Assessing and managing the acutely ill adult surgical patient. Oxford: Blackwell. MOORE, T. and WOODROW, P., eds. 2009. High dependency nursing care: observation, intervention and support for level 2 patients. 2nd ed. London: Routledge. PORTH, C.M., 2011. Essentials of pathophysiology: concepts of altered health states. 3rd ed. Philadelphia, Pa.: Lippincott, Williams & Wilkins. REED, A., 2011. Patient and carer participation in nursing. Exeter: Learning Matters. [due for publication May 2011] REGNARD, C. and DEAN, M., 2010. A guide to symptom relief in palliative care. 6th ed. Oxford: Radcliffe. 74
SIMONSEN, T. et al., 2006. Illustrated pharmacology for nurses. London: Hodder Arnold. STEVENS, E.M. et al., eds. 2009. Palliative nursing: across the spectrum of care. Chichester: Wiley-Blackwell. WALSH, M. and CRUMBIE, A., eds. 2007. Watsons clinical nursing and related sciences. 7th ed. Edinburgh: Baillire Tindall Elsevier. Journal of Advanced Nursing Journal of Clinical Nursing International Journal of Nursing Studies Journal of Nursing Scholarship Advances in Nursing Science Intensive and Critical Care Nursing Nursing Research Qualitative Health Research Research in Nursing and Health Western Journal of Nursing Research Nurse Education Today Nursing Inquiry http://www.isdscotland.org http://www.improvingnhstayside.com/cai/mcns_about.htm http://www.nhshealthquality.org/ http://www.resus.org.uk http://www.scotland.gov.uk/Topics/Health http://www.scottishintensivecare.org.uk
75
CHILD
- Shared modules - Field modules - The Physical and Psychological Development of Children and Young People NC12013 - The Nursing of Children and Young People within Health Care NC21010 - Concepts, Principles and Practice of Childrens Nursing NC21011 - Structured Assessment NC22013 - Evaluating Evidence-based Practice in Complex and/or Palliative Care Situations NC31010 - Working across Organisational Boundaries to Ensure Best Practice in a Modern NHS NC32012
76
MODULE RATIONALE THE PHYSICAL AND PSYCHOLOGICAL DEVELOPMENT OF CHILDREN AND YOUNG PEOPLE NC12013 The module(s) The Physical and Psychological Development of Children and Young People NC12013 20 SCQF points @ level 7 10 EQF points @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES preregistration student contract associated with the NHS Tayside, NHS Fife, NHS Forth Valley, NHS Highland module NMC Reason(s) for introduction Periodic Review and to meet demands of Nursing and Midwifery Council 2010 Standards for preregistration of the module(s) nursing When is/are the module(s) Semester 2 Session 2011 - 2012 planned to start? 32 (Subject to Scottish Government Contract) Number of students Reference points for SCQF, EQF academic standards Approach to learning, A variety of methods will be used to encourage teaching and assessment, student interaction and engagement with the subject. including any distinctive These will include seminars, modified lectures, group work and scenario based learning. features Open and distance Directed study and self directed learning with feedback as required. learning Staff and staff development Staff will be allocated to module teaching team commensurate with their expertise. Development opportunities will be offered as appropriate to ensure they are utilising current evidence based materials and engaging in contemporary educational practice. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Classrooms with IT facilities
Library resources
77
Students will experience a variety of NHS/Independent sector placements to allow them to relate theory to practice Other resources, Clinical skills centre and equipment required for child including any specialist skills to be taught effectively equipment or facilities Accessibility for disabled All staff are committed to providing access to a full teaching and learning programme for disabled students students. The School and Programme Disability Support Officers liaise with the University's Disability Services and the Module leader to determine the most appropriate way to include disabled students in all aspects of the programme and to ensure that they are not disadvantaged by the learning environment. Specific adjustments can also be arranged to better meet individual students' needs. Further details of the University's provision for disabled students are available at: http://www.dundee.ac.uk/disabilityservices Placements Income and student fees Funding received by Scottish Government (stand-alone modules only) Variable student numbers and maximising placement Opportunities and risks provision
78
MODULE SPECIFICATION THE PHYSICAL AND PSYCHOLOGICAL DEVELOPMENT OF CHILDREN AND YOUNG PEOPLE NC12013 Code Module title NC12013 The Physical and Psychological Development of Children and Young People Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, 20 SCQF points @ level 7 10 EQF points @ level 5 no. of credits Aims To introduce and encourage students to identify and examine the physical, psychological and socio-political factors affecting child development and care. Continue to develop the professional attributes required to provide quality, evidence based care in professional practice.
Intended outcomes
learning By the end of the module the student will be able to: 1. Explain the normal physical and psychological processes of development from infancy to adolescence 2. Explain the physical and psychosocial factors that affect growth and development from infancy to adolescence 3. Explore the basis and effect of socio-political influences on health for children, young people and their families 4. Develop an awareness of legal, professional and ethical issues in relation to the management of child protection 5. Explore the local and national changes to the prevalence of child health issues that lead to the strategies and delivery of health promotion in paediatrics
Anatomical and physiological development from conception to adolescents. Represented by the introduction of related diseases and disorders including those resulting in a physical or learning disability Conception and foetal development Healthy neonate light for dates The influences on child development, e.g. early years and parenting, poverty and multi-cultural issues Child protection management Identify the influences on health promotion in children and young people e.g. disease prevalence and politics Identify and discuss local and national health promotion Infant & child CPR Modes of delivery Face to face and student Tutor groups VLE participation Teaching, learning seminars, modified lectures, group work, scenario based learning and self study and assessment Health education poster with rationale essay to measure Summative Indicative content 79
assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources
achievement of module aim and learning outcomes 100% Semester 2 Session 2011 - 2012 Standard entry requirements Skills and Practice (1) None Robert Muirhead, Irene McTaggart 24 February 2011/5 May 2011 Year 1
HAMMER, J. and EBER, E., eds. 2005. Paediatric pulmonary function testing. New York: Karger. LINDON, J., 2005. Understanding child development: linking theory and practice. London: Hodder Arnold. SANTROCK, J.W., 2007. Child development. 11th ed. London: McGraw-Hill. SCOTTISH EXECUTIVE, 2007. Growing up in Scotland: a study following the lives of Scotlands children. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2005. Getting it right for every child. Edinburgh: Scottish Executive. Journal of the American Academy of Child and Adolescent Psychiatry Journal of Child Health Care Maternal and Child Health Journal Journal of Adolescent Health http://www.legislation.gov.uk/ukpga/1995/36/contents http://www.scotland.gov.uk/Topics/People/YoungPeople/Childrens-Rights#a1 http://www.scotland.gov.uk/Topics/Statistics/Browse/Health.
80
MODULE RATIONALE THE NURSING OF CHILDREN AND YOUNG PEOPLE WITHIN HEALTHCARE NC21010 The module(s) The Nursing of Children and Young People within Healthcare NC21010 20 SCQF points @ level 8 10 EQF points @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES (preregistration student contract) associated with the NHS Tayside, NHS Fife, NHS Forth Valley, NHS Highland module NMC Reason(s) for introduction Periodic Review and to meet demands of Nursing and Midwifery Council 2010 Standards for preregistration of the module(s) nursing When is/are the module(s) Semester 1 Session 2012 - 2013 planned to start? 32 (Subject to Scottish Government Contract) Number of students Reference points for SCQF, EQF academic standards Approach to learning, A variety of methods will be used to encourage teaching and assessment, student interaction and engagement with the subject. including any distinctive These will include seminars, modified lectures, group work and scenario based learning. features Open and distance Directed study and self directed learning with feedback as required. learning Staff and development staff Staff will be allocated to module teaching team commensurate with their expertise. Development opportunities will be offered as appropriate to ensure they are utilising current evidence based materials and engaging in contemporary educational practice. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Classrooms with IT facilities
Library resources
81
82
MODULE SPECIFICATION THE NURSING OF CHILDREN AND YOUNG PEOPLE WITHIN HEALTHCARE NC21010 NC21010 The Nursing of Children and Young People within Healthcare Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, 20 SCQF points @ level 8 10 EQF points @ level 5 no. of credits To extend the students knowledge of the physical and Aims psychosocial care of children and young people with common health challenges in a variety of settings. To explore and analyse evidence based nursing care of children, young people with common childhood illnesses and their families. Intended learning By the end of the module the student will be able to outcomes 1. Appraise the nursing care which manages risk factors for children and young people with common health challenges and their families in a variety of settings 2. Examine evidence-based nursing care for children, young people and their families 3. Explore the biological sciences which underpin the care of children, young people with common childhood illnesses and their families 4. Discuss appropriate nursing and multidisciplinary interventions for identified conditions 5. Explore the social and behavioural sciences which underpin the care and management of children and young people in a variety of care settings Preparation of children and young people for the care Indicative content setting Hospital Home Respite Anxiety and distress management for the child, young person and their family Identification of anxiety and distress Therapeutic principles of management Family centred care Impact of disability on child young person and family Therapeutic relationship Identify non pharmacological and pharmacological pain relief strategies and treatments for children and young people. Numeracy relating to medicines administration. Care of children, young people and their carers when experiencing common health challenges Biological sciences related to common childhood disorders e.g. Bronchiolitis Comprehensive nursing assessment Consent to treatment Infant feeding Code Module title 83
Simple wound management Managing the delivery of care within a variety of care environments Use of treatments, medical devices and equipment in relation to module content Local and national protocols Observations e.g. measuring, monitoring and recording Addressing issues regarding diversity to the care setting Individuality Complex needs Family centeredness Ethnicity. Social deprivation Modes of delivery Face to face and student Tutor groups VLE participation Teaching, learning seminars, modified lectures, group work, scenario based learning and self study and assessment Scenario Based Examination (100%) Summative assessment: Semester 1 2013 - 2014 When taught Pre-requisites or Successful completion of year 1 entry requirements Skills and Practice (2) Co requisites None Anti-requisites Robert Muirhead, Irene McTaggart Further information 24 February 2011/5 May 2011 Date of Approval Applicability of Year 2 Module Specification HOCKENBERRY, M. and WILSON, D., 2011. Wong's Indicative resources nursing care of infants and children. 9th ed. St. Louis, Mo. :Elsevier Mosby. ROYAL COLLEGE OF NURSING, 2010. Restrictive physical intervention and therapeutic holding for children and young people: guidance for nurses. London: RCN Publications. SCOTTISH EXECUTIVE, 2010. Scotlands child internet safety action plan. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2009. Better health better care: hospital services for young people in Scotland. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2005. Getting it right for every child. Edinburgh: Scottish Executive Journal of Advanced Nursing Journal of Clinical Nursing Journal of Family Nursing Journal of Child Health Care Maternal and Child Health Journal Journal of Adolescent Health http://www.scotland.gov.uk/Topics/People/YoungPeople/Childrens-Rights#a1 http://www.legislation.gov.uk/ukpga/1995/36/contents http://www.scotland.gov.uk/Topics/Statistics/Browse/Health. 84
MODULE RATIONALE CONCEPTS, PRINCIPLES AND PRACTICE OF CHILDRENS NURSING NC21011 The module(s) Concepts, Principles and Practice of Childrens Nursing NC21011 20 SCQF points @ level 8 10 EQF points @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES (pre-registration student contract) associated with the NHS Tayside, NHS Fife, NHS Forth Valley, NHS Highland module NMC Reason(s) for introduction Period review and to meet demands of Nursing and Midwifery Council 2010 standards for pre registration of the module(s) nursing When is/are the module(s) Semester 1 2012/2013 planned to start? 32 (Subject to Scottish Government Contract) Number of students Reference points for SCQF, EQF academic standards Approach to learning, A variety of methods will be used to encourage teaching and assessment, student interaction and engagement with the subject. including any distinctive These will include tutorials, modified lectures, group work, presentations, debates, scenario based learning features Open and distance Directed and self directed study with feedback as required learning Staff and staff Child Nursing team staff will be allocated to the module team development There is dedicated librarian support for the module. Library resources The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. VLE and IT resources The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used.
Classroom with IT facilities Tables for group work Students will experience a variety of Placements NHS/Independent sector placements to allow them to relate theory to practice Other resources, Clinical skills centre including any specialist Interactive baby and child manikins equipment or facilities Teaching accommodation
85
Accessibility for disabled All staff are committed to providing access to a full teaching and learning programme for disabled students students. The School and Programme Disability Support Officers liaise with the University's Disability Services and the Module leader to determine the most appropriate way to include disabled students in all aspects of the programme and to ensure that they are not disadvantaged by the learning environment. Specific adjustments can also be arranged to better meet individual students' needs. Further details of the University's provision for disabled students are available at: http://www.dundee.ac.uk/disabilityservices Income and student fees Funding received by Scottish Government (stand-alone modules only) Variable student numbers and maximising placement Opportunities and risks provision
86
MODULE SPECIFICATION CONCEPTS, PRINCIPLES AND PRACTICE OF CHILDRENS NURSING NC21011 Code Module title NC21011 Concepts, Principles and Practice of Childrens Nursing Medicine, Dentistry and Nursing Nursing and Midwifery 20 SCQF points at level 8 10 EQF points at level 5 To develop the skills and knowledge base necessary to effectively, assess, plan, implement and evaluate care of ill children and young people in a variety of settings
College School Credit rating: level, no. of credits Aim
By the end of the module the student will be able to 1. Discuss common diseases and disorders that affect children and young people 2. Plan nursing care following the interpretation of the disease, disorder and assessment 3. Discuss the implementation of care to ensure the safety and comfort of the patient 4. Review methods of pain measurement and appraise pain management using pharmacological and non pharmacological interventions 5. Explore care of children and Young People both within and out with the acute hospital environment 6. Discuss the theory which underpins a structured approach to assessment 7. Explore the legal and ethical frameworks to ensure the safeguarding of children and young people
Indicative content
Continue development of patho-physiology of common diseases, disorders and surgical conditions, being cognisant of children and young people with mental health conditions, sensory deficits and / or learning disability Care of the neonate with conditions due to immaturity such as Respiratory Distress Syndrome Jaundice Introduction to clinical decision making, using the structured approach and undertaking clinical observations Pain management, to include a review of numeracy skills Communication Community care 87
Ethical, legal and child protection issues for the multi-professional team in relation to the unborn foetus, neonate, child and young person and their carers Develop further knowledge in relation to the early years and parenting agenda Poverty and multi-cultural issues related to module content Preterm infant: Nutritional support Developmental support and management strategies Parental support and Face to face Tutor groups VLE Debates Teaching, learning and Modified lectures, tutorials, group work, scenario based learning and self study assessment Group presentation (25%) Summative assessment: A reflective essay (75%) Modes of delivery student participation When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources Semester 1 2012 - 2013 Successful completion of year 1 Skills and Practice (2) None Kathryn Burden, Irene McTaggart 24 February 2011/5 May 2011 Year 2
ANON, 2009. Anatomy and physiology made incredibly visual. London. Lippincott, Williams and Wilkins. COLEMAN, J. et al., eds. 2007. Adolescence and health. Chichester: John Wiley. COLEMAN, V. et al., eds. 2007. Childrens and young peoples nursing in practice. a problem based learning approach. Basingstoke. Palgrave Macmillan. DEPARTMENT OF HEALTH, 2010. Getting it right for children and young people: overcoming cultural barriers in the NHS so as to meet their needs. London: Department of Health. GRIFFITH, R. and TENGNAH, C., 2010. Law and professional issues in nursing. 2nd ed. Exeter: Learning Matters. MEEKS, M. et al., eds. 2010. Nursing the neonate. 2nd ed. Chichester: Wiley-Blackwell. REEVES, S., 2010. Interprofessional teamwork for health and social care. Chichester. WileyBlackwell. 88
STANDING, M. 2010. Clinical judgement and decision making in nursing and interprofessional healthcare. Maidenhead: Open University Press. SCOTT, W. N., 2009. Nursing pharmacology made incredibly easy. London: Lippincott, Williams and Wilkins. SCOTTISH EXECUTIVE, 2007. Delivering a healthy future: an action framework for children and young peoples health in Scotland. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2006. Emergency care framework for children and young people in Scotland. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2004. Protecting children and young people: framework for standards. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2006. Delivering care, enabling health: harnessing the nursing, midwifery and allied health professions contribution to implementing Delivering for health in Scotland. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2003. Making it work for Scotlands children. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2003. Protecting children: a shared responsibility. Edinburgh: Scottish Executive SCOTTISH EXECUTIVE, 2006. Protecting children and young people: the charter. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2002. Its everyones job to make sure Im alright. Edinburgh: Scottish Executive. TEARE, J., ed. 2008. Caring for children with complex needs in the community. Oxford. Blackwell Publishing WAUGH, A. and GRANT, A., 2010. Ross and Wilson anatomy and physiology in health and illness. 11th ed. Edinburgh: Churchill Livingstone. WILLIAMSON, G.R., 2010. Contexts of contemporary nursing. 2nd ed. Exeter: Learning Matters WILMSHURST, L. 2011. Child and adolescent psychopathology. 2nd ed. Thousand Oaks: Sage Publications Ltd.
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Archives of Disease in Childhood Ambulatory Child Health Child and Adolescent Mental Health Child: Care Health and Development Journal of Childrens and Young Peoples Nursing Journal of Paediatrics and Child Health Journal of Pediatric Nursing Maternal and Child Health Journal http://www.nes.scot.nhs.uk/child_health/ http://www.rcpch.ac.uk/ http://www.childrenfirst.nhs.uk/
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MODULE RATIONALE STRUCTURED ASSESSMENT NC22013 The module(s) Structured Assessment NC22013 20 SCQF points @ level 8 10 EQF points @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES (pre-registration student contract) associated with the NHS Tayside, NHS Fife, NHS Forth Valley, NHS Highland module NMC Reason(s) for introduction Period review and to meet demands of Nursing and Midwifery Council 2010 standards for pre registration of the module(s) nursing When is/are the module(s) Semester 1 2012/2013 planned to start? 32 (Subject to Scottish Government Contract) Number of students Reference points for SCQF, EQF academic standards Approach to learning, A variety of methods will be used to encourage teaching and assessment, student interaction and engagement with the subject. including any distinctive These will include tutorials, modified lectures, group work, presentations, debates, scenario based learning features Open and distance Directed and self directed study with feedback as required learning Staff and staff Child Nursing team staff will be allocated to the module team development There is dedicated librarian support for the module. Library resources The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. VLE and IT resources The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used.
Classroom with IT facilities Tables for group work Students will experience a variety of Placements NHS/Independent sector placements to allow them to relate theory to practice Other resources, Clinical skills centre including any specialist Interactive baby and child manikins equipment or facilities Teaching accommodation
91
92
MODULE SPECIFICATION STRUCTURED ASSESSMENT NC22013 Code Module title College School Credit rating: level, no. of credits Aims
NC22013 Structured Assessment Medicine, Dentistry and Nursing Nursing and Midwifery 20 SCQF points @ level 8 10 EQF points @ level 5 To develop the skills and knowledge base to effectively conduct a structured assessment of an ill child. Apply bioscience knowledge gained to rationalise and plan the care of children with a variety of common medical conditions.
By the end of the module the student will be able to 1. Review the theory which underpins a structured approach to assessment 2. Explain the pathology of a variety of common medical conditions and relate these to clinical manifestations of these conditions 3. Effectively conduct a series of structured assessments related to the conditions explored in outcome 2. 4. Using bioscience knowledge rationalise and plan the care of children with a variety of common medical conditions as explored in outcome 2.
Indicative content
Modes of delivery student participation
Use of scenarios to provide a comprehensive, systematic and holistic assessment of neonates, children and young people requiring nursing intervention Recognition and interpretation of signs of normal and changing physical and or mental health, distress or capability Utilisation of a structured approach Planning, delivering and evaluating technically safe, competent, person-centred care that addresses daily activities Managing the care environment Cognitive impairment Numeracy skills Communication skills Pathophysiology of diseases and disorders (medical and surgical) Measuring, monitoring and recording: Pharmacology Protocols and See below 93
and The main teaching strategy for this module will be simulated practice. This will be supported with tutorials and self directed study. Video of structured assessment (10%) followed by Summative assessment: self assessment and an essay focusing on areas of improvement (90%) Year 2 Semester 2 When taught Pre-requisites or entry Successful completion of year 1 requirements Skills and Practice (2) Co requisites None Anti-requisites Kevin McFarlane, Irene McTaggart Further information 24 February 2011/5 May 2011 Date of Approval Applicability of Module Year 2 Specification Teaching, learning assessment Indicative resources COLEMAN, J. et al., eds. 2007. Adolescence and health. Chichester: John Wiley. COLEMAN, V. et al., eds. 2007. Childrens and young peoples nursing in practice: a problem based learning approach. Basingstoke: Palgrave Macmillan FERGUSSON, D., 2008 Clinical assessment and monitoring in children. Oxford: Blackwell. MEEKS, M. et al., eds. 2010. Nursing the neonate. 2nd ed. Chichester. Blackwell Publishing. SCOTT, W. N., 2009. Nursing pharmacology made incredibly easy. UK ed. London: Lippincott, Williams and Wilkins. SCOTTISH EXECUTIVE, 2007. Delivering a healthy future: an action framework for children and young peoples health in Scotland. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2006. Emergency care framework for children and young people in Scotland. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2004. Protecting children and young people: framework for standards. Edinburgh: Scottish Executive. WAUGH, A. and GRANT, A. 2010. Ross and Wilson anatomy and physiology in health and illness. 11th ed. London: Churchill Livingstone Elsevier. Archives of Disease in Childhood Journal of Pediatric Nursing Maternal and Child Health Journal Journal of Paediatrics and Child Health
94
MODULE RATIONALE EVAUATING EVIDENCE-BASED PRACTICE IN COMPLEX AND/OR PALLIATIVE CARE SITUATIONS NC31010 The module(s) Evaluating Evidence-based Practice and/or Palliative Care Situations NC31010 30 SCQF points @ level 9 15 EQF points @ level 6 in Complex
and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
Library resources
95
96
MODULE SPECIFICATION EVALUATING EVIDENCE-BASED PALLIATIVE CARE SITUATIONS NC31010 Code Module title
PRACTICE
IN
COMPLEX
AND/OR
NC31010 Evaluating Evidence Based Practice in Complex and/or Palliative Care Situations Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, no. of 30 SCQF points @ level 9 15 EQF points @ level 6 credits Aim To review and analyse the care of children and young people with complex conditions and/or palliative care needs whilst supporting their families By the end of the module the student will be able to 1. Explain the pathology of a variety of complex medical conditions and relate these to the clinical manifestations of those conditions 2. Critically analyse the evidence based nursing knowledge which underpins the delivery of care to children and young people with complex conditions 3. Critically appraise methods of delivering safe and effective palliative care in a variety of settings 4. Evaluate the challenges in meeting the spiritual care needs of children and young people with complex needs, their families and the healthcare team Indicative content Pathology of complex conditions including: Chronic illnesses Life threatening or life limiting conditions Conditions leading to sensory or cognitive impairment Managing complex care and the care environment Delivering safe and effective palliative care in a variety of settings Psychosocial impact of a chronic or life limiting condition on children, young people and their families Health and well-being of parents and families caring for child/young person who has a chronic illness or a life threatening/limiting condition Parental bereavement Bereavement in childhood Developing therapeutic relationships Spiritual care in children and young peoples palliative care for children, young people families and staff 97
and Face to face Tutor groups VLE Teaching, learning and seminars, modified lectures, group work, scenario based learning and self study assessment Scenario based essay (100%) Summative assessment: Modes of delivery student participation When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources Semester 1 2013 - 2014 Successful completion of year 2 Skills and Practice 3 None Irene McTaggart 24 February 2011/5 May 2011 Year 3
BASARAB-HORWATH, J., 2009. The childs world: the comprehensive guide to assessing children in need. 2nd ed. London: Jessica Kingsley. CARNABY, S., ed. 2008. Profound intellectual and multiple disabilities: nursing complex needs. Chichester: Wiley-Blackwell. DENT, A. and STEWART, A., 2004. Sudden death in childhood: support for the bereaved family. Edinburgh: Butterworth-Heinemann. DIXON, M. et al., 2009. Nursing the highly dependent child or infant: a manual of care. Chichester: Wiley-Blackwell. EDWARDS, M., 2010. Promoting psychological wellbeing in children with acute and chronic illness. London: Jessica Kingsley. GLASPER, E.A. and IRELAND, L., 2000. Evidence-based child health care: challenges for practice. Basingstoke: Macmillan. GLEN, S. and LEIBA, T., 2002. Multi-professional learning for nurses breaking the boundaries. Basingstoke: Palgrave. HEWITT-TAYLOR, J., 2008. Providing support at home for children and young people who have complex health needs. Chichester: John Wiley. KUEBLER, K. et al., 2005. Palliative practices; an interdisciplinary approach. St. Louis, Mo.: Elsevier Mosby. McTAGGART, I.J. et al., 2010. Impact assessment of the roles of nurse consultants: children and young peoples palliative care, Scotland. Dundee: University of Dundee PRICE, J. and McNEILLY, P., eds. 2009. Palliative care for children and families: an interdisciplinary approach. Basingstoke: Palgrave MacMillan. SCOTTISH EXECUTIVE HEALTH DEPARTMENT, 2005. Delivering for health. Edinburgh. Scottish 98
Executive. SCOTTISH EXECUTIVE HEALTH DEPARTMENT, 2002. Choices and challenges: the strategy for research and development in nursing and midwifery in Scotland. Edinburgh: Scottish Executive. SCOTTISH GOVERNMENT, 2008. Living and dying well: a national action plan for palliative and end of life care in Scotland. Edinburgh: Scottish Executive. SCOTTISH GOVERNMENT, 2007. Getting it right for every child: a practice model. Edinburgh: Scottish Executive SMITH, L. and COLMAN, V., 2009. Child and family-centred healthcare: concepts, theory and practice. Basingstoke: Palgrave Macmillan. TEARE, J., 2008. Caring for children with complex needs in the community. Oxford: Blackwell. THOMPSON, C. and DOWDING, D., 2009. Essential decision making and clinical judgement for nurses. Edinburgh: Churchill Livingstone. TWYCROSS, A. et al., eds. 2009. Managing pain in children :a clinical guide. Chichester: Blackwell Publishing Ltd. VALENTINE., F. and LOWES, L., 2007. Nursing care of children and young people with chronic illness. Oxford: Blackwell. Community Practitioner Journal of Community Nursing Journal of Advanced Nursing Journal of Child Health Care Journal of Paediatric Palliative Care Archives of Disease in Childhood Journal of Pediatric Nursing http://www.nmc-uk.org http://www.actionforchildren.org.uk/ http://www.actionforsickchildren.org/ http://www.nmc-uk.org/Nurses-andmidwives/Advice-by-topic/A/Advice/Advice-onworking-with-children-and-young-people http://www.act.org.uk http://www.cen.scot.nhs.uk/
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MODULE RATIONALE WORKING ACROSS ORGANISATIONAL BOUNDARIES TO ENSURE BEST PRACTICE IN A MODERN NHS NC32012 The module(s) Working Across Organisational Boundaries to Ensure Best Practice in a Modern NHS NC32012 30 SCQF points @ level 9 15 EQF points @ level 6 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
Library resources
100
101
MODULE SPECIFICATION WORKING ACROSS ORGANISATIONAL BOUNDARIES TO ENSURE BEST PRACTICE IN A MODERN NHS NC32012 NC32012 Working Across Organisational Boundaries to Ensure Best Practice in a Modern NHS Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, no. of 30 SCQF points @ level 9 15 EQF points @ level 6 credits Code Module title Aim To explore the development and management of interagency complex care for children, young people and their families, utilising current research together with local and national drivers and strategies.
By the end of the module the student will be able to 1. Evaluate the development and delivery of complex care packages to effectively meet the needs of children, young people and their families whilst acknowledging the constraints of finite resources 2. Critically explore effective communication strategies which may be utilised in complex care situations involving children, young people, their families and the healthcare team 3. Critically appraise the local and national drivers and strategies utilised in the delivery of health promotion to children young people and their families 4. Critically explore the challenges involved when engaging in research in child and family health
Indicative content
Developing and delivering Complex Care Packages Interagency team working Managed Clinical Networks Managing a smooth and effective transition from children and young peoples services to adult services Managing complex care and the care environment in a variety of settings Managing Complex Clinical Emergencies End of Life Communication challenges in communication between child, young person, parents, family and healthcare professionals Developing Research in Child and Family Health Involving Children in Research legal and ethical considerations Socio political influences in health promotion e.g. 102
health care providers and local and national government initiatives and policies Analysing and critiquing the health promotion local and national health promotion strategies and tools and Face to face Tutor groups VLE Teaching, learning and Seminars, modified lectures, group work, scenario based learning and self study assessment Project related to the module outcomes (100%) Summative assessment: Modes of delivery student participation When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources Semester 2 Session 2013 - 2014 Successful completion of year 2 Skills and Practice (3) None Irene McTaggart 24 February 2011/5 May 2011 Year 3
BASARAB-HORWATH, J., 2009. The childs world: the comprehensive guide to assessing children in need. 2nd ed. London: Jessica Kingsley. CHRISTENSEN, P. and JAMES, A., 2008. Research with children: perspectives and practice. 2nd ed. Abingdon: Routledge. GERRISH, K. and LACEY, A., 2010. The research process in nursing. 6th ed. Chichester: WileyBlackwell. GLASPER, E.A and IRELAND, L., 2000. Evidencebased child health care: challenges for practice. Basingstoke: Macmillan Press. GLEN, S. and LEIBA, T., 2002. Multi-professional learning for nurses: breaking the boundaries. Basingstoke: Palgrave. HEWITT-TAYLOR, J., 2008. Children with complex and continuing health needs: the experiences of children families and care staff. London. Jessica Kingsley. HEWITT-TAYLOR, J., 2008. Providing support at home for children and young people who have complex health needs. Chichester. John Wiley. JONES-DEVITT, S. and SMITH L., 2007. Critical thinking in health and social care. London: Sage. KUEBLER, K. et al., 2005. Palliative practices: an interdisciplinary approach. St Louis, Mo.: Elsevier Mosby. LOBIONDO-WOOD, G. and HABER, J., eds. 2010. Nursing research: methods and critical appraisal for evidence-based practice. 7th ed. St Louis, Mo.: Mosby Elsevier. McTAGGART, I.J. et al. 2010. Impact assessment 103
of the roles of nurse consultants: children and young peoples palliative care. Scotland. Dundee: University of Dundee OCONNOR, R., 2004. Measuring quality of life in health. Edinburgh: Churchill Livingstone. PAWYLYN J. and CARBABY, S., eds. 2008. Profound intellectual and multiple disabilities: nursing complex needs. Chichester: WileyBlackwell. POLIT, D. F. and BECK, C.T., 2009. Essentials of nursing research: appraising evidence for nursing practice.7th ed. London: Lippincott Williams and Wilkins. PRICE, J. and MCNEILLY, P., 2009. Palliative care for children and families: an interdisciplinary approach. Basingstoke: Palgrave SCOTTISH EXECUTIVE, 2005. Delivering for health. Edinburgh: Scottish Executive. SCOTTISH EXECUTIVE, 2002. Choices and challenges: the strategy for research and development in nursing and midwifery in Scotland. Edinburgh: Scottish Executive SCOTTISH GOVERNMENT, 2008. Living and dying well: a national action plan for palliative and end of life care in Scotland. Edinburgh: Scottish Executive. SCOTTISH GOVERNMENT, 2007. Getting it right for every child: a practice model. Edinburgh: Scottish Executive. SMITH, L. and COLMAN, V., eds. 2009. Child and family-centred healthcare: concepts, theory and practice. Basingstoke: Palgrave Macmillan TEARE, J., 2008. Caring for children with complex needs in the community. Oxford: Wiley-Blackwell THOMPSON, C. and DOWDING, D., 2009. Essential decision making and clinical judgement for nurses. Edinburgh: Churchill Livingstone. TWYCROSS, A., et al., eds. 2009, Managing pain in children : a clinical guide 2nd ed. Chichester: Blackwell Publishing Ltd. VALENTINE, F. and LOWES, L., 2007. Nursing care of children and young people with chronic illness. Oxford: Blackwell Pub. Community Practitioner Journal of Community Nursing Journal of Advanced Nursing Journal of Child Health Care Journal of Paediatric Palliative Care Archives of Disease in Childhood Journal of Pediatric Nursing
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http://www.nmc-uk.org http://www.actionforchildren.org.uk/ http://www.actionforsickchildren.org/ http://www.nmc-uk.org/Nurses-andmidwives/Advice-by-topic/A/Advice/Advice-onworking-with-children-and-young-people http://www.act.org.uk http://www.cen.scot.nhs.uk/
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MENTAL HEALTH
- Shared modules - Field modules - Exploring the Fundamentals of Mental Health Nursing NM12013 - Utilising Psychosocial Theories and Therapeutic Approaches in Mental Health Nursing NM21010 - Utilising Neurobiological Theories and Therapeutic Approaches in Mental Health Nursing NM21011 - Promoting Holism and Diversity in Mental Health Nursing NM22013 - Exploring Complexity in Mental Health Nursing Care NM31010 - Developing Autonomy and Independent Practice in Mental Health Nursing NM32012
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MODULE RATIONALE EXPLORING THE FUNDAMENTALS OF MENTAL HEALTH NURSING NM12013 The module(s) Exploring the Fundamentals of Mental Health Nursing NM12013 20 SCQF credits @ level 7 10 EQF credits @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES (pre-registration student contract) associated with the NHS Tayside, NHS Fife NMC module Reason(s) for introduction of the module(s) This module introduces student nurses to the field of mental health nursing and the contemporary role of the mental health nurse
When is/are the module(s) planned to start? Number of students Reference points for academic standards Approach to learning, teaching and assessment, including any distinctive features Open and distance learning Staff and staff development
January 2012 57 SCQF, EQF Lectures and small group teaching and seminars. Ongoing formative self tests, essay and videoed interpersonal skills No Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated teaching hours. It will be necessary to develop staff with some in-house training. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used.
Library resources
Teaching accommodation Lecture Theatres, Tutorial Rooms with IT facilities A variety of mental health placements Placements Other resources, N/A including any specialist equipment or facilities
107
Accessibility for disabled All staff are committed to providing access to a full teaching and learning programme for disabled students students. The School and Programme Disability Support Officers liaise with the University's Disability Services and the Module leader to determine the most appropriate way to include disabled students in all aspects of the programme and to ensure that they are not disadvantaged by the learning environment. Specific adjustments can also be arranged to better meet individual students' needs. Further details of the University's provision for disabled students are available at http://www.dundee.ac.uk/disabilityservices Income and student fees Funding received by Scottish Government (stand-alone modules only) Variable student numbers and maximising placement Opportunities and risks provision
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MODULE SPECIFICATION EXPLORING THE FUNDAMENTALS OF MENTAL HEALTH NURSING NM12013 NM12013 Code Exploring the Fundamentals of Mental Health Nursing Module title Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, 20 SCQF points @ level 7 10 EQF points @ level 5 no. of credits Aim The aim of the module is to introduce the student to the field and contemporary role of the mental health nurse
Intended outcomes
learning By the end of the module the student will be able to: 1. Examine the role of the mental health nurse 2. Discuss the various conceptual models of mental illness and their relative contribution to mental health nursing 3. Discuss potential aetiological factors and current classificatory systems in mental health practice 4. Identify common mental health problems 5. Critique the art (humanism) and science perspectives of mental health nursing 6. Examine and utilise the skill of self awareness as it relates to self development and client care 7. Consider the use of self as a therapeutic tool 8. Discuss the values, beliefs and attitudes of the professional nurse and their influence on client care 9. Discuss the contribution of counselling as a nursing strategy and develop skills in therapeutic communication 10. Develop skills in reflection, problem solving and critical thinking to enhance nursing practice
Indicative content
Introduction to the field and the contemporary role of the mental health nurse The policy context for mental health Legal and ethical issues in mental health Models of mental illness Mental disorders and their symptomatology Concepts of recovery Therapeutic use of self Interpersonal skills Introduction to counselling Aetiology Classification Coping skills and problem solving Critical thinking skills Professional expectations and responsibilities Mental health nursing history and culture Self awareness and self development 109
Modes of and participation Teaching, learning Small group, discursive and problem based learning and assessment Essay (100%) Summative assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources Semester 2 Standard entry requirements Skills and Practice (1) None Audrey Mears 24 February 2011/5 May 2011 Year 1
Reflection Mental disorders and symptomatology delivery Lectures, tutorials and online materials student
BARKER, P., ed. 2009. Psychiatric and mental health nursing: the craft of caring. 2nd ed. London: Hodder Arnold. CALLAGHAN,P. et al., eds. 2009 Mental health nursing skills. Oxford: Oxford University Press. EGAN, G., 2009. The skilled helper: a problemmanagement and opportunity-development approach to helping 9th ed. Belmont, Calif.: Brooks Cole. MORRIS, G. and MORRIS, J., 2010. The dementia care workbook. Maidenhead: Open University Press. NEWELL, R. and GOURNEY, K,. eds. 2009. Mental health nursing: an evidence- based approach. 2nd ed. Edinburgh: Churchill Livingstone. NORMAN, I. and RYRIE, I., eds. 2009. The art and science of mental health nursing: a textbook of principles and practice. 2nd ed. Maidenhead: Open University Press. OCARROLL, M. and PARK, A., 2007. Essential mental health nursing skills. Edinburgh: Mosby Elsevier. PRICE, B. and HARRINGTON, A., 2010. Critical thinking and writing for student nurses. Exeter: Learning Matters. WATKINS, P., 2009. Mental health practice: a guide to compassionate care. 2nd ed. Edinburgh: ButterworthHeinemann Elsevier. WATKINS, P., 2007. Recovery: a guide for mental health practitioners. Edinburgh: Churchill Livingstone.
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British Journal of Nursing Journal of Psychiatric and Mental Health Nursing Journal of Advanced Nursing Journal of Clinical Nursing International Journal of Mental Health Nursing Archives of Psychiatric Nursing Mental Health Today Mental Health Practice Journal of Psychosocial Nursing and Mental Health Services http://www.knowledge.scot.nhs.uk http://www.scottishrecovery.net/ http://www.nimh.nih.gov/index.shtml http://www.scotland.gov.uk/Topics/Health/health/mentalhealth http://www.nes-mha.scot.nhs.uk/index.htm http://www.sign.ac.uk/index.html http://www.sane.org.uk/how_you_can_help/through_your_ eyes http://apps.who.int/classifications/apps/icd/icd10online http://www.nes.scot.nhs.uk/
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MODULE RATIONALE UTILISING PSYCHOSOCIAL THEORIES AND THERAPEUTIC APPROACHES IN MENTAL HEALTH NURSING NA21010 The module(s) Utilising Psychosocial Theories and Therapeutic Approaches in Mental Health Nursing NA21010 20 SCQF points @ level 8 10 EQF points @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES (pre-registration student contract) associated with the NHS Tayside, NHS Fife NMC module Reason(s) for introduction of the module(s) When is/are the module(s) planned to start? Number of students Reference points for academic standards Approach to learning, teaching and assessment, including any distinctive features Open and distance learning Staff and staff development To provide an introduction to psychosocial theory and the application of therapeutic approaches September 2012 57 SCQF, EQF Experiential learning, role play and skills workshops. Assessment via analysis of videoed interactions of talk based therapies N/A Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated teaching hours. It will be necessary to develop staff with some in-house training. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities
Library resources
A wide variety of mental health placements Placements Other resources, N/A including any specialist equipment or facilities 112
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MODULE SPECIFICATION UTILISING PSYCHOSOCIAL THEORIES AND THERAPEUTIC APPROACHES IN MENTAL HEALTH NURSING NM21010 NM21010 Utilising Psychosocial Theories and Approaches in Mental Health Nursing Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, no. 20 SCQF points @ level 8 10 EQF points @ level 5 of credits Code Module title Aim
Therapeutic
The aim of the module is to enable the student to develop a range of evidenced based inter-personal intervention skills to assist others who are experiencing mental distress.
Intended outcomes
learning By the end of the module the student will be able to: 1. Critically discuss the core features of the therapeutic relationship in the care of the person experiencing mental health loss 2. Employ a range of therapeutic relationship skills in engaging, assessing and communicating with people across the lifespan to promote recovery 3. Initiate self awareness raising exercises for self and others including the use of empathic understanding 4. Apply emotional intelligence in practice 5. Evaluate the evidence base for psychosocial interventions 6. Demonstrate developing skills in person centred interventions 7. Apply talk based interventions to people with specific conditions and presentations 8. Critically reflect on issues from practice
Indicative content
Psychosocial interventions The personal and professional self Therapeutic relationships Promoting self awareness in others Therapeutic use of self Assessment and interviewing skills Establishing and maintaining therapeutic nurse-patient relationship Critique counselling models Introduction to interpersonal helping and counselling micro-skills, values and attitudes Group dynamics and group facilitation skills and therapies Psycho-social approaches specific to dementia care Working with children and families Critical reflection Recovery focused approaches 114
Modes of delivery and student participation Teaching, learning and assessment Summative assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources
Lecture, small group teaching and online discussion Small group discursive sessions. Problem based learning. Video interaction analysis of assessment interview (100%) Semester 1 Successful completion of year 2 Skills and Practice (2) None Michael Ramsay, Robert Rankin 24 February 2011/5 May 2011 Year 2
BARKER, P., ed., 2009. Psychiatric and mental health nursing: the craft of caring. 2nd ed. London: Hodder Arnold. CALLAGHAN, P. et al., 2009. Mental health nursing skills. Oxford: Oxford University Press. DRYDEN, W., ed. 2007. Drydens handbook of individual therapy. London: Sage. EGAN, G., 2009. The skilled helper: a problemmanagement and opportunity-development approach to helping. 9th ed. Belmont, Calif.: Brooks Cole. NORMAN, I. and RYRIE, I., eds., 2009. The art and science of mental health nursing: a textbook of principles and practice. 2nd ed. Maidenhead: Open University Press. RADCLIFFE, J. et al., eds. 2010. Psychological groupwork with acute psychiatric inpatients. London: Whiting & Birch. Journal of Psychiatric & Mental Health Nursing Mental Health Nursing Mental Health Practice British Journal of Nursing Journal of Psychiatric and Mental Health Nursing Journal of Advanced Nursing Journal of Clinical Nursing International Journal of Mental Health Nursing Archives of Psychiatric Nursing Journal of Psychosocial Nursing and Mental Health Services
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http://www.scotland.gov.uk/Topics/Health/health/mentalhealth http://www.tidal-model.com/ http://www.mentalneurologicalprimarycare.org/page_vie w.asp?c=16&did=2210&fc=014 http://www.icptoolkit.org/generic-care/15.-psychologicalpsychosocial-interventions http://www.healthtalkonline.org/mental_health/Depressio n/Topic/1500/ http://www.scotland.gov.uk/Publications/2010/05/271006 18/0 http://www.cpcab.co.uk/learners/videos.php?id=37
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MODULE RATIONALE UTILISING NEUROBIOLOGICAL THEORIES AND THERAPEUTIC APPROACHES IN MENTAL HEALTH NURSING NM21011 The module(s) Utilising Neurobiological Theories and Therapeutic Approaches in Mental Health Nursing NM21011 20 SCQF points @ level 8 10 EQF points @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES (preregistration student contract) associated with the NHS Tayside, NHS Fife NMC module Reason(s) for introduction of the module(s) When is/are the module(s) planned to start? Number of students Reference points for academic standards Approach to learning, teaching and assessment, including any distinctive features Open and distance learning Staff and staff development Core component of the new nursing programme September 2012 57 SCQF, EQF Lectures, application of practice skills and problem based learning
N/A Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated teaching hours. It will be necessary to develop staff with some in-house training. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities
Library resources
A wide variety of mental health placements Placements Other resources, N/A including any specialist equipment or facilities 117
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MODULE SPECIFICATION UTILISING NEUROBIOLOGICAL THEORIES AND THERAPEUTIC APPROACHES IN MENTAL HEALTH NURSING NM21011 NM21011 Utilising Neurobiological Theories and Therapeutic Approaches in Mental Health Nursing Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, 20 SCQF points @ level 8 10 EQF points @ level 5 no. of credits The aim of the module is to enable the student to Aim develop a range of evidenced based physical and biological interventions to assist individuals experiencing mental distress Code Module title Intended outcomes learning By the end of the module the student will be able to 1. Explore disease model conceptions of mental health problems 2. Describe proposed pathophysiology of specific mental disorders 3. Explain psychopharmacological preparations used in the field of mental health care 4. Apply biological treatment approaches within the mental health nurses role 5. Discuss the potential of biological theory as a basis to explain behaviour 6. Critique diagnostic and assessment tools and their use in the clinical setting 7. Discuss the relationship between physical and mental health 8. Employ heath promotion strategies to maximise health Indicative content Biological therapeutic interventions Psychopharmacology Concordance, compliance and adherence Biochemistry Diagnostic tools Physical investigations Side effect monitoring and management Review of the central nervous system Review of the endocrine system Regulation of emotion and stress response Alternative biological treatments Sleep and night sedation ECT and psychosurgery Diet and medication Biological basis of behaviour Medication and behaviour Health promotion
Modes
of
delivery Lectures, practical demonstrations and tutorials 119
and student participation Teaching, learning Small group discursive sessions. Problem based learning and assessment Essay (50%) Summative Online Exam (50%) assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources Semester 1 Successful completion of year 1 Skills and Practice (1) None Roddy Ellis 24 February 2011/5 May 2011 Year 2
BLOWS, W., 2011. The biological basis of mental health nursing. 2nd ed. London: Routledge. HARRIS, N. et al., 2009. Medicines management in mental health care. Chichester: Blackwell Publishing. HEALY, D., 2009. Psychiatric drugs explained. 5th ed. Edinburgh: Elsevier Churchill Livingstone. RINOMHOTA, S. and MARSHALL, P., 2000. Biological aspects of mental health nursing. Edinburgh: Churchill Livingstone. NASH, M., 2010. Physical health and well-being in mental health nursing. Maidenhead: Open University Press. NEWELL, R. and GOURNAY, K., 2009. Mental health nursing: an evidence-based approach. 2nd ed. Edinburgh: Churchill Livingstone. NORMAN, I. and RYRIE, I., eds. 2009. The art and science of mental health nursing: a textbook of principles and practice. 2nd ed. Maidenhead: Open University Press. Psychiatry Biological Psychiatry Journal Of Advanced Nursing Journal of Psychiatric and Mental Health Nursing International Journal of Mental Health Nursing Issues in Mental Health Nursing Psychopharmacology Site Address http://www.nia.nih.gov/Alzheimers/Publications/Unraveling/ http://www.rcpsych.ac.uk/
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MODULE RATIONALE PROMOTING HOLISM AND DIVERSITY IN MENTAL HEALTH NURSING NM22013 The module(s) NM22013 Promoting Holism and Diversity in Mental Health Nursing 20 SCQF points @ level 8 10 EQF points @ level 5 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES (preregistration student contract) associated with the NHS Tayside, NHS Fife NMC module Reason(s) for introduction of the module(s) When is/are the module(s) planned to start? Number of students Reference points for academic standards Approach to learning, teaching and assessment, including any distinctive features Open and distance learning Staff and staff development Core component of new nursing programme January 2013 57 SCQF, EQF Lectures, workshops, role play and small group teaching
N/A Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated teaching hours. It will be necessary to develop staff with some in-house training. There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities
Library resources
A variety of mental health placements Placements Other resources, N/A including any specialist equipment or facilities
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MODULE SPECIFICATION PROMOTING HOLISM AND DIVERSITY IN MENTAL HEALTH NURSING NM22013 NM22013 Code Promoting Holism and Diversity in Mental Health Nursing Module title Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, no. 20 SCQF points @ level 8 10 EQF points @ level 5 of credits Aim The aim of the module is to develop student understanding of contemporary issues encountered by people across the lifespan
Intended outcomes
learning By the end of the module the student will be able to: 1. Examine the key characteristics of a person centred approach to mental health loss 2. Discuss the contribution of a life span approach to mental health care 3. Explore the individuals journey from childhood to old age using a life span approach 4. Discuss the impact of gender, psychosocial factors, cultural and spiritual issues on life span development 5. Analyse psychosocial theories of development 6. Explore mental health challenges and problems encountered by children, young people and the older people throughout the life span 7. Identify, utilise and evaluate appropriate assessment tools available to assess the above problems 8. Engage with people who present with mental health problems and promote effective care and treatment strategies to resolve these 9. Promote multiprofessional working and collaboration
Indicative content
Frameworks of care Multiagency working End of life care in dementia Families, carers and social supports Multicultural care issues International perspectives of mental health care Person centred approaches -holism and holistic care Global perspective Social inclusion and stigma including media portrayal Recovery Tidal model Social capital homelessness, loneliness and social support Learning disabilities Gender Cultural competence Spirituality Sexuality 123
Carers Life span approach Developmental theories Older person care including palliative care in dementia Elder, domestic and child abuse- including survivors of abuse Modes of delivery and Lectures, problem based learning, small group work student participation Teaching, learning and Lectures, tutorials and workshops assessment Reflective case study (100%) Summative assessment: January 2013 When taught Pre-requisites or entry Successful completion of year 1 requirements Skills and Practice (2) Co requisites None Anti-requisites Catherine Spence Further information 24 February 2011/5 May 2011 Date of Approval Applicability of Module Year 2 Specification BARKER, P. and BUCHANAN-BARKER, P., 2005. The Indicative resources tidal model: a guide for mental health professionals. Hove: Brunner-Routledge. FERNANDO, S., 2010. Mental health, race and culture. 3rd ed. Basingstoke: Palgrave MacMillan. GATES, B and BARR, O., eds. 2009. Oxford handbook of learning and intellectual disability nursing. Oxford: Oxford University Press. HARNE, L. and RADFORD, J., 2008. Tackling domestic violence: theories, policy and practice. Maidenhead: Open University Press. NENO, R. et al., eds. 2007. Older people and mental health nursing: a handbook of care. Oxford: Blackwell Publishing. NORMAN, I. and RYRIE, I., eds., 2009. The art and science of mental health nursing: a textbook of principles and practice. 2nd ed. Maidenhead: Open University Press. PILGRIM, D., 2009. Key concepts in mental health. 2nd ed. London : Sage. STICKLEY, T. and BASSETT, T., eds. 2008. Learning about mental health practice. Chichester: Wiley. WEINSTEIN, J., ed. 2010. Mental health, service user involvement and recovery. London: Jessica Kingsley. Journal of Intellectual and Developmental Disability International Journal of Mental Health Nursing Journal of Dementia Care Site Address http://www.who.int/mental_health/policy/en/index.html http://www.rcpsych.ac.uk/members/specialinterestgroup s/spirituality/publicationsarchive.aspx http://www.womensaid.ie/ 124
MODULE RATIONALE EXPLORING COMPLEXITY IN MENTAL HEALTH NURSING CARE NM31010 The module(s) Exploring Complexity in Mental Health Nursing Care NM31010 30 SCQF points @ level 9 10 EQF points @ level 6 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES (pre-registration student contract) associated with the NHS Tayside, NHS Fife NMC module Reason(s) for introduction To introduce the student to a range of contemporary and complex diagnoses, consequences for the of the module(s) individual and society and implications for care When is/are the module(s) September 2013 planned to start? 57 Number of students Reference points for SCQF, EQF academic standards Approach to learning, Problem based learning, lectures, small group work, teaching and assessment, seminars including any distinctive features Open and distance N/A learning Staff and staff Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated development teaching hours. It will be necessary to develop staff with some in-house training. Library resources There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities
A variety of mental health placements Placements Other resources, N/A including any specialist equipment or facilities 125
126
MODULE SPECIFICATION EXPLORING COMPLEXITY IN MENTAL HEALTH NURSING NM31010 NM31010 Code Exploring Complexity in Mental Health Nursing Module title Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, 30 SCQF points @ level 9 10 EQF points @ level 6 no. of credits The aim of the module is to explore the range of Aim contemporary issues and complex problems encountered by clients and the consequences of these for individuals and society Intended outcomes learning By the end of the module the student will be able to: 1. Evaluate the contribution of mental health physical health needs and multiple pathologies to the continuum of complex mental health care 2. Critically debate the legal, ethical and professional issues surrounding complex mental health care including forensic mental health care 3. Critically appraise the key principles of crisis and its management 4. Critically analyse complex mental health issues and problems such as substance abuse, eating disorders and personality disorders, including the range of interventions that may be utilised to assist individuals, their families and carers 5. Critically analyse the key characteristics of comorbidity and the multi-professional response 6. Critique contemporary health promotion/education strategies to assist people and their carers 7. Justify principles of positive risk management in people with complex mental health problems Indicative content Dual diagnosis/co-morbidity Forensic and IPCU nursing Nursing the severely impaired patient Eating disorder Psychosexual problems Substance misuse Personality disorder Challenging/self-defeating behaviours Physical health inequalities experienced by people with mental health problems The relationship between physical health and mental health Principles of mental health promotion Promoting safety and positive risk management Working with families Crisis and crisis intervention Uncommon presentations and diagnoses 127
Modes of delivery and student participation Teaching, learning and assessment Summative assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources
Lectures, small group teaching and tutorials
Small group discursive sessions. Problem based learning Essay (50%) Scenario based exam (50%) Semester 1 Successful completion of year 2 Skills and Practice (3) None Michael Ramsay 24 February 2011/5 May 2011 Year 3 BARRY, M. and JENKINS, R., 2007. Implementing mental health promotion: a practical guide to planning, implementing and evaluating mental health promotion programmes. Edinburgh: Elsevier Churchill. COOPER, D., 2011. Developing services in mental health: substance misuse. Oxford: Radcliffe Publishing. COOPER, D., 2011. Introduction to mental health: substance misuse. Oxford: Radcliffe Publishing. DALLOS, R. and DRAPER, R., 2010. An introduction to family therapy: systemic theory and practice. 3rd ed. Maidenhead: Open University Press. FEIGENBAUM, N., 2009. One life: hope healing and inspiration on the path to recovery from eating disorders. London: Jessica Kingsley. FORD, K. et al., 2010. Preventing and reducing aggression and violence in health and social care: a holistic approach. Keswick: M&K Publishing. GAMBLE, C. and BRENNAN, G., eds. 2006. Working with serious mental illness: a manual for clinical practice. 2nd ed. Edinburgh: Elsevier. JOHNSON, S. et al., eds. 2008. Crisis resolution and home treatment in mental health. Cambridge: Cambridge University Press. McMURRAN, M. et al., 2009. Forensic mental health. Cullompton, Devon: Willan. MORRIS, J., ed. 2008. ABC of eating disorders. Oxford: Blackwell Publishing. MURPHY, N. and McVEY, D., 2010. Treating personality disorder. London: Routledge. NORMAN, I. and RYRIE, I., eds. 2009. The art and science of mental health nursing: a textbook of principles and practice. 2nd ed. Maidenhead : Open University Press. SHANNON, S., 2001. Handbook of complementary and alternative therapies in mental health. London: Academic Press. WIX, S. AND HUMPHREYS, M., eds. 2005. Multidisciplinary working in forensic mental health care. Edinburgh: Elsevier. 128
Journal of Psychiatric and Mental Health Nursing Mental Health Practice International Journal of Mental Health Nursing Journal of Psychosocial Nursing and Mental health Services Child and Adolescent Mental Health Journal of Forensic Psychiatry Journal of Psychosocial Nursing and Mental health Services Journal of Advanced Nursing Journal of Child and Adolescent Psychiatric Nursing Archives of Psychiatric Nursing http://www.knowledge.scot.nhs.uk http://www.scottishrecovery.net/ http://www.nta.nhs.uk/who-healthcare.aspx http://www.scotland.gov.uk/Topics/Health/health/mentalhealth http://www.nes-mha.scot.nhs.uk/index.htm http://www.sign.ac.uk/index.html
129
MODULE RATIONALE DEVELOPING AUTONOMY AND INDEPENDENT PRACTICE IN MENTAL HEALTH NURSING NM32012 The module(s) Developing Autonomy and Independent Practice in Mental Health Nursing NM32012 30 SCQF points @ level 9 10 EQF points @ level 6 and College of Medicine, Dentistry and Nursing School of Nursing and Midwifery
External organisations NES (preregistration student contract) associated with the NHS Tayside, NHS Fife NMC module Reason(s) for introduction To introduce the student to the complexity of the health service or work environment and the advanced of the module(s) interpersonal skills required of the qualified nurse When is/are the module(s) January 2014 planned to start? 57 Number of students Reference points for SCQF, EQF academic standards Approach to learning, Small group work, scenario based workshops, teaching and assessment, videoed interactions, workshops and seminars including any distinctive features Open and distance N/A learning Staff and staff Existing pre-registration Academic staff including Associate Lecturers and Researchers with allocated development teaching hours. It will be necessary to develop staff with some in-house training. Library resources There is dedicated librarian support for the module. The module will use the University's extensive range of print and electronic publications. All students will have access to the NHS Scotland Knowledge Network, providing online access to over 12 million information and learning resources from more than 100 providers. The module will make use of MyDundee, including its interactive elements. Existing IT facilities on City and Kirkcaldy campuses will be used. Lecture Theatres, Tutorial Rooms with IT facilities
A variety of mental health placements Placements Other resources, N/A including any specialist equipment or facilities 130
131
MODULE SPECIFICATION DEVELOPING AUTONOMY AND INDEPENDENT PRACTICE IN MENTAL HEALTH NURSING NM32012 NM32012 Developing Autonomy and Independent Practice in Mental Health Nursing Medicine, Dentistry and Nursing College Nursing and Midwifery School Credit rating: level, SHE 3 (SCQF 9) 30 SCQF points @ level 9 no. of credits 10 EQF points @ level 5 Code Module title Aim The aim of the module is to provide the nearly qualified student with additional intra- and interpersonal skills, and to introduce the theory and practice of advanced reflection
Intended outcomes
learning By the end of the module the student will be able to: 1. Recognise and critically evaluate personal values and assumptions which underpin their practice 2. Critically debate current and historical societal discourses and their effect on practice 3. Critically reflect on related issues from practice 4. Critically analyse real life practice examples of ethical and clinical judgment and decision making 5. Demonstrate increased self awareness and emotional intelligence 6. Appraise the qualities of the advanced practitioner 7. Demonstrate independent practice within a range of contexts
Indicative content
Modes of and participation Teaching, learning Lectures, role play workshops, seminars and assessment Critical reflective analysis of videoed interaction of Summative 132
Critical reflection Critical companionship and clinical supervision Discourse theory Taking care of self Continuing professional and personal development in mental health settings Multidisciplinary and multiagency working Clinical judgement Research and its application Researching your own practice Independent learning Advanced practice Providing and receiving feedback Power and empowerment delivery Small group discursive sessions. Problem based learning student
assessment: When taught Pre-requisites or entry requirements Co requisites Anti-requisites Further information Date of Approval Applicability of Module Specification Indicative resources
advanced interpersonal skills (100&) Semester 2 Successful completion of year 2 Skills and Practice (3) None Audrey Mears 24 February 2011/5 May 2011 Year 3
BOND, M. and HOLLAND, S., 2010. Skills of clinical supervision for nurses: a practical guide for supervisees, clinical supervisors and managers. 2nd ed. Maidenhead: Mcgraw Hill /Open University Press. JASPER, M., 2006. Professional development, reflection and decision-making. Oxford: Blackwell Publishing. McGEE, P., ed. 2009 Advanced practice in nursing and the allied health professions. 3rd ed. Oxford: Blackwell. MANLEY, K. et al., eds. 2008. International practice development in nursing and healthcare. Oxford: Blackwell Publishing. ROLFE, G. et al., 2011. Critical refection in practice: generating knowledge for care. 2nd ed. Basingstoke: Palgrave MacMillan. THOMPSON, C. and DOWDING, D., 2009. Essential decision making and clinical judgement for nurses. Edinburgh: Elsevier. WILSHAW, G., ed. 2005. Consultant nursing in mental health. Chichester: Kingsham Press. Journal of Advanced Nursing Mental Health Nurse International Journal of Mental Health Nursing Journal of Nursing Management http://www.nhshealthquality.org/mentalhealth/ http://www.nes.scot.nhs.uk/initiatives/mental-health http://www.smhrn.org.uk/ http://www.scotland.gov.uk/Topics/Health/health/mentalhealth http://www.mwcscot.org.uk/mwc_home/home.asp
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PRE-REGISTRATION NURSING 2011 PROGRAMME BSc NURSING SYLLABUS OF MODULES

Pre-registration Nursing Syllabus of Modules Date of Approval Event: 5 May 2011

Pre-registration Nursing Syllabus of Modules Date of Approval Event: 5 May 2011

Nursing 2020 Curriculum: Theoretical Programme

Year 1 theme: health Y1 SCQF level 7 Nature of nursing 1 120 pts

Field Specific Module 3 (20pts)

Field Specific Module 4 (20pts)

Y3 SCQF level 9 120 pts

Nature of nursing 3 (30pts)

Field Specific Module 6 (30pts)

SHARED MODULES NATURE OF NURSING

VLE and IT resources

Intended learning outcomes

Modes of delivery and student participation

SNM Pre-registration Nursing Approval 5 May 2011

http://www.dundee.ac.uk/library http://www.knowledge.scot.nhs.uk/home.aspx http://www.nmc-uk.org

VLE and IT resources

Intended learning outcomes

Modes of delivery student participation

SNM Pre-registration Nursing Approval 5 May 2011

VLE and IT resources

Intended learning outcomes

Face-to-face; Self-directed study, VLE

Modified lecture; e-tivities; EBL; small group work

SNM Pre-registration Nursing Approval 5 May 2011

VLE and IT resources

Intended learning outcomes

SNM Pre-registration Nursing Approval 5 May 2011

SNM Pre-registration Nursing Approval 5 May 2011

VLE and IT resources

SHARED MODULES SKILLS AND PRACTICE

VLE and IT resources

Intended learning outcomes

Modes of delivery and student participation

Teaching, learning and assessment

SNM Pre-registration Nursing Approval 5 May 2011

VLE and IT resources

Teaching accommodation Placements

SNM Pre-registration Nursing Approval 5 May 2011

Intended learning outcomes

Modes of delivery and student participation

Teaching, learning and assessment

VLE and IT resources

Intended learning outcomes

Modes of delivery and student participation

Teaching, learning and assessment

When taught Pre-requisites or entry requirements

FIELDS OF PRACTICE - Adult - Child - Mental Health

VLE and IT resources

Intended learning outcomes

Modes of delivery and student participation

Teaching, learning and assessment Summative assessment:

Staff and development

VLE and IT resources

SNM Pre-registration Nursing Approval 5 May 2011

Intended learning outcomes

Modes of delivery and student participation Teaching, learning and assessment

SNM Pre-registration Nursing Approval 5 May 2011

Staff and development

VLE and IT resources

Intended learning outcomes

Modes of delivery and student participation

Teaching, learning and assessment