ANTICIPATORY AND ALTERNATIVE APPROACHES TO ADULT NURSING

SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2B723307
Module Leader Ingrid Rutherford
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • B (January start)
  • C (May start)
  • A (September start)

Pre-Requisite Knowledge

Completion of Progression Point 1

Summary of Content

The contemporary context of nursing today focuses on aiming to improve the health and wellbeing of individuals by increasing emphasis on health improvement and anticipatory care, providing continuous care and support closer to home. Due to the estimated increase in the number of people living with a long term health conditions there needs to be a radical change to the models of care to support people with long term conditions. This module will enable students to deliver the right care at the right time to the right person with the right outcome. The module will explore the role of the nurse when caring for adult service users throughout the illness trajectory. This will include exploring strategies that support the patient at home, early intervention and better access to safe and effective alternatives to avoid hospital care, and identifying an appropriate response to crisis, deterioration in condition, and end of life care. Students will develop an understanding of care approaches to include holistic assessment, care planning, self management, and inter-professional working.

Syllabus

-360b7 Anticipatory care : The philosophy, theory and underpinning processes of anticipatory care in a range of health care contexts, involving a range of health and social care professionals, and how this impacts on health care delivery b7 Nursing approaches : Proactive approaches to nursing care that support patients to live at home, avoids acute hospital admission to include application of nursing models to support holistic assessment, care planning, b7 Principles of self management : to include symptom recognition, treatment, self monitoring, educational interventions, lifestyle modifications b7 Complexities of patients presenting acutely unwell : Actions, interventions and responses that care providers should make in response to a deterioration in patient's illness and end of life care eg pharmacology/therapeutic interventions in the management of illness in a variety of care contexts b7 Communication: Enhancing the "care experience" by demonstrating knowledge of communication theories and developing communication strategies to listen to, comprehend and respond appropriately to individual/ family/carer needs within a range of care contexts b7 Digital literacy : The role of digital and information technology in supporting individuals/families/carers within a range of health care contexts (e.g. NHS 24, patient information website sites and informatics, health apps, social media etc.) NMC Competences D1 1,2,3,4,5,6,7,8,9 D2 1,2,3, 3.1,4,5,6 D3 1,1.1, 2,4,4.2, 5,7,7.1, 8, 8.1, 9 D4 2,7

Learning Outcomes

On successful completion of this module students should be able to:1. Discuss the philosophy, theory and underpinning processes of anticipatory care, and their impact on health care delivery 2. Describe how nursing models may support holistic assessment and care planning in anticipatory care3. Explain the use of self management strategies, to include symptom recognition, treatment, self monitoring, educational interventions, lifestyle modifications4. Review actions, interventions and responses that care providers should make in response to a deterioration in patient's illness and end of life care 5. Explore the role of digital and information technology in supporting individuals/families/carers within a range of health care contexts (e.g. NHS 24, patient information website sites and informatics, health apps, social media etc.)

Teaching / Learning Strategy

The module is delivered using a blend of online and face-to-face teaching. The teaching and learning strategy provides an educational framework which promotes active learning. A blended approach to learning and teaching will be delivered over six weeks to include a balance of teaching methods, including, lectures, seminars, tutorials, directed and self directed learning. Real clinical scenarios, providing practice-focussed materials will be also be used to promote clinically relevant, active, student-centred, learning. Learning and teaching strategies will enhance student engagement, accessibility, flexibility and personalisation of the curriculum through the use of technology/digital learning where appropriate. Lecturers, service partners, users, carers and students will contribute to the authenticity of the teaching and learning experience.

Indicative Reading

Glasper, A., McEwing, G. & Richardson, J. 2009, Foundation Studies for Caring - using student-centered learning , Palgrave and Macmillan, United Kingdom Naidoo, J. 2009, Foundations for Health Promotion , 3rd edn, Bailliere Tindall, London Patrick, H. 2009, Adult Protection and the law in Scotland , Bloomsbury Professional, London Sines, D; Aldridge-Bent, S; Fanning, A; Farrelly, P; Potter, K; Wright, J. 2013. Community and Public Health Nursing. Wiley Blackwell. Chichester Williamson,G.R; Jenkinson, T; Proctor-Childs, T. 2010. Contexts of Contemporary Nursing. 2 nd edition. Learning Matters. Exeter Wills, J 2014. Fundamentals of Health Promotion for Nurses. Wiley Blackwell. Chichester Strategies Better together: Scotland's patient experience programme available at www.scotland.gov.uk <http://www.scotland.gov.uk> Living and dying well: Building on progress available at www.scotland.gov.uk <http://www.scotland.gov.uk> The electronic palliative care summary available at www.scotland.gov.uk <http://www.scotland.gov.uk> Long term conditions collaborative: Making the connections available at www.scotland.gov.uk <http://www.scotland.gov.uk> NHS Scotland Healthcare Quality Improvement Strategy, available at www.scotland.gov.uk <http://www.scotland.gov.uk> Scotland's Dementia Strategy: 2013-2016 available at www.scotland.gov.uk <http://www.scotland.gov.uk> Websites The Knowledge Network (E-library) - <http://www.knowledge.scot.nhs.uk> Nursing and Midwifery Council (NMC), available at http://www.nmc-uk.org World Health Organization - Available at: http://www.who.int

Transferrable Skills

Develop independent learning by working in a self-directed manner Develop study and IT skills to underpin effective learning Develop critical thinking, decision making and communication skills Work effectively with others Underpin professional practice through reflection and the integration of theory and practice Appreciate the need for a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Assessment (FT) 20.00
Tutorials (FT) 24.00
Seminars (FT) 12.00
Independent Learning (FT) 120.00
Lectures (FT) 24.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Patchwork text (3000 words) to include a series of patchwork items each 500 words egPatchwork 1 mini portfolioPatchwork 2 visual patch (photo, dvd, blog, podcast, poster, leaflet)Patchwork 3 group patchPatchwork 4 online discussionPatchwork 5 literature review of 1 articlePatchwork 6 narrative, critical incident