Patient safety -human factors, risk assessment, SPSP Care bundles,
Recognise, report and document changes in patient's condition
Communication, including SBAR
Routine diagnostic tests e.g. urinalysis, blood glucose monitoring, FOB, gastric pH
Clinical judgement and decision making using observations and decision tools to inform decisions
Elimination and associated skills
Enteral feeding, intravenous therapy
MRSA Source and Protective Isolation
Digital and health literacy
Cardiac Monitoring and ECG
Neurological assessment
Tracheostomy Care and Airway Management
Maternity care
Pathophysiological processes and the pharmacology
Numeracy & Medicines Management, including PGDs
Leadership and management in practice
Future Nurse: Standards of proficiency for registered nurses (NMC 2018)
Practice Assessment Document
NMC Platforms and Proficiencies
NMC Annexes A & B: Skills and Procedures
EU Legislation: Directive 2005/36/EC (Adult Field only)
Mandatory skills
Dementia Excellence framework - Skilled level
Blood transfusion: Safe Blood Transfusion Practice (NES)
Basic life support, including AED
Fire safety
Numeracy
NMC Proficiencies:
1.7, 1.8, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.17, 1.18
2.1, 2.4, 2.7, 2.8, 2.9, 2.10
3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.11, 3.12, 3.13, 3.14, 3.15, 3.16
4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.12, 4.13, 4.14, 4.15, 4.17, 4.18
6.1, 6.3
7.1, 7.5, 7.8, 7.9, 7.10
EU Directives
A.a.2, A.a.3, A.b.1, A.b.2, A.b.6, A.b.7, A.c.5, A.c.6
On successful completion of the module the student should be able to:-
1. Critically evaluate research and best evidence to inform safe, compassionate and competent person-centred care.
2. Identify and perform diagnostic procedures and therapeutic interventions through clinical simulation.
3. Critically appraise the use of assessment tools and the role of technology, digital and health literacy in the delivery of safe, effective person-centred care.
4. Critically assess the use of pharmacology in the treatment of patients in a variety of health and social care settings.
5. Explore the relationship between normal physiological processes and disease states in practice.
6. With reference to the Participation in Care Framework, demonstrate safe, effective and person-centred practice at the DEVELOPING INDEPENDENCE level of performance.
Lecturers, service partners, users, carers and students will contribute to the authenticity of the teaching and learning experience using case-based scenarios. Following the spiral curriculum some previously explored concepts will be related to more complex patients and scenarios. The care of a selection of patients will be explored in relation to underpinning pharmacology and pathophysiology.
Learning and teaching strategies will enhance student engagement, accessibility, flexibility and personalisation of the curriculum through the use of technology/digital learning where appropriate.
Teaching approaches will include a variety of methods which may include seminars, tutorials, group work, workshops, role play, reflective exercises, guided reading and online learning, simulation and other practical activities.
Guided and self-directed study, including interactive resources supported by a virtual learning environment, will be used to prepare students for each week's activities and assist in consolidation of their learning.
Students will be supported in practice by a supervisor and a practice assessor in the Practice Learning Experience (PLE) to develop their professional skills in practice.
Development, or enhancement, of
Independent learning skills
Critical thinking and decision making skills
Study, IT and time management skills
Professional and ethical values aligned with professional practice
Communication and team working
Theory and practice integration and problem solving
Digital and health literacy skills
Assertiveness, confidence
Citizenship
Reflection
