RECOGNITION AND MANAGEMENT OF THE ACUTELY UNWELL ADULT

SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MMB721734
Module Leader Mark Cooper
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • B (January start)-C (May start)
  • A (September start)

Pre-Requisite Knowledge

Normally a registered nurse or healthcare professional with a minimum of six years post-registration experience. Completion of a Clinical Assessment module or equivalent. Advanced Life Support Certificate.

Summary of Content

This module integrates biomedical and nursing theory and practice to prepare the student working in the acute care setting to manage the acutely unwell patient through processes of clinical assessment, diagnosis, care management and evaluation. KSF dimensions and levels Core 1 Level 4, Core 5 Level 3, HWB2 Level 4, HWB5 Level 4, HWB6 Level 4, HWB7 Level 4, HWB8 Level 4

Syllabus

Five key thematic areas will be integrated across all of the module content: a) Requesting and interpreting standard diagnostic tests e.g. ECG, arterial blood gases, X-rays b) The RCPSG 'IMPACT' course focusing on diagnosing and managing common clinical emergiencies. c) Problem based scenarios around typical clinical presentations (e.g. breathlessness, falls, chest pain) requiring the location, critique and implementation of research and evidence based practice in making a differential diagnosis and formulating a care management plan. d) Advanced clinical simulation sessions to develop knowledge and specific clinical skills e) Theoretical concepts and principles underpinning professional issues and challenges e.g. clinical decision making, communication, multidisciplinary team working, autonomy & accountability.

Learning Outcomes

On successful completion of the module the student should be able to:1. Identify, conceptualise and evaluate the nature and severity of a patient's presenting condition using a combination of knowledge and skills including physical examination and critical analysis of patient specific data2. Critically evaluate the evidence to formulate differential diagnoses and institute a directed treatment plan3. Exercise autonomy in prioritising and initiating or delegating care when a patient's condition is life-threatening4. Authorise and justify appropriate interventions such as prescribing care and medication (within scope of practice), advising and supervising colleagues or referring to other members of the multi-disciplinary team5. Synthesise patient management plans taking acount of changing clinical parameters to formulate an ongoing care strategy.6. Critically review the longer term impact of interventions, project longer term outcomes and modify treatment plans as appropriate and/or responsibly seek guidance.7. Identify, critically appraise and integrate research findings into the clinical mamagement of acutely unwell adults.

Teaching / Learning Strategy

A blended approach to learning and teaching that engages students in the knowledge, understanding and skills required for advanced practice will be adopted. A problem based learning approach will be used with scenarios of an increasingly challenging and complex nature. Fixed resource sessions will provide pertinent information to assist understanding and resolution of care problems. Clinical simulation laboratory activities will provide the opportunity to learn/practice selected skills required for safe practice in the clinical area, under teacher supervision/instruction. Student led seminars will enable in-depth exploration of professional challenges and issues e.g. accountability, communication. A clinical supervisor will be responsible for overseeing workbased practice and the assessment of clinical competence. Students will be given ongoing feedback on performance /skill development during simulation sessions, on formative written work and during case management scenarios.

Indicative Reading

Bickley, L., (2009). Bates' Guide to physical examination and history taking. 10th ed. London: Lippincott, Williams and Wilkins. Boon, N.A., Colledge, N.R., Walker, B.R., and Junter, J.A.A. (Eds) 2006. Davidson's Principles and Practice of Medicine 20th Edition. Edinburgh: Churchill Livingston Elsevier Brown, E.M., Collis, W., Lueng, T. and Salmon, A.P., (2008). Heart sounds made easy. Edinburgh: Churchill Livingstone. Colledge, N.R., Walker, B.R., and Ralston S.H. (Eds) (2010). Davidson's Principles and Practice of Medicine 21st Edition. Edinburgh: Churchill Livingston Elsevier. Corne, J., Carroll, M., Brown, I. and Delany, D. (2010) Chest X-Ray made easy. 3rd ed. Edinburgh: Churchill Livingstone. Corne, J. and Pointon K. (2007) 100 Chest X-ray Problems. Edinburgh: Churchill Livingstone Elsevier. Cross, S. (Ed), Rimmer, M. (Ed) And Stilwell, B. (2007). Nurse practitioner: manual of clinical skills. Edinburgh: Bailliere and Tindall. Hennessey, I.A.M. and Japp, A.G. (2007) Arterial Blood Gases Made Easy. Edinburgh: Churchill Livingstone Elsevier. Jenkins, R.D. and Gerred, S.J. (2011) ECGs by example 3rd ed. Edinburgh: Churchill Livingstone Elsevier. Khan, M.G. (2007) Rapid ECG interpretation 3rd ed. Humana Press Nowak, T.J. And Handford, A.G. (2004). Pathophysiology: concepts and applications for health care professionals. 3rd ed. London: McGraw Hill. Prosser, S., Worsetr, B. And Macgregor, J., (2000). Applied pharmacology: an introduction to pathophysiology and drug management for nurses and healthcare professionals. Edinburgh: Mosby. Walsh, M., (Ed)., (2006). Nurse practitioners: clinical skills and professional issues 2nd ed. Edinburgh: Butterworth Heinemann Elsevier. URLs http://www.blaufuss.org/tutorial/ (Heart Sounds Tutorial) http://solutions.3m.com/wps/portal/3M/en_US/Littmann/stethoscope/education/heart-lung-sounds/ (Heart and Lung Sounds from 3M Littman) http://www.wilkes.med.ucla.edu/inex.htm (The Auscultation Assistant) http://ecg.bidmc.harvard.edu (ECG Wave Maven) http://library.med.utah.edu/kw/ecg/ l (Alan E. Lindsay ECG Learning Center in Cyberspace) http://www.rale.ca/ (The R.A.L.E. Repository - Lung Sounds)) http://www.hcoa.org/hcoacme/chf-cme/chf00007.htm (Chest X-ray Overview) http://www.learningradiology.com/lectures/facultylectures/BASIC%20CXR-mod-Adam_files/v3_document.htm (Basic Chest X-ray Interpretation) http://brighamrad.harvard.edu/education/online/clerk_2/toc.html (Harvard Medical School: Chest X-ray Interpretation for 2nd Year Students) http://thepoint.lww.com/titles.asp?productid=2520&browseby=author&areatype=SRC&specialty=-1&courseid=-1 (Bates' Guide to Physical Examination and History Taking, 9th Edition) http://www.studentconsult.com (Additional resources to accompany Davidson's Principles and Practice of Medicine.

Transferrable Skills

Participation in this module will enable the student to develop the following transferable skills associated with Master's level study including: -360b7 work in a self-directed manner, taking responsibility for own learning and personal development and where appropriate practice competence; b7 developing study and IT skills to underpin effective learning; b7 developing knowledge and understanding in the context of a subject, which can be transferred within different contexts; b7 demonstrating critical thinking and problem solving skills in a range of situations; b7 developing communication skills, written, oral, listening, and presentational; demonstrating the ability to work as an effective member of a team; b7 developing self-marketing/presentation skills and, b7 underpinning professional practice through the integration of theory with practice.

Module Structure

Activity Total Hours
Assessment (PT) 30.00
Lectures (PT) 24.00
Seminars (PT) 54.00
Independent Learning (PT) 192.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (School) n/a 25.00 50% Long case assessment 40 minutes.
Exam (School) n/a 25.00 50% Short Skills station 2 hours 30 minutes.
Coursework 1 n/a 50.00 50% Integrated case study 4000 words.