SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M1B025798
Module Leader Christine Monaghan
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)

Summary of Content

This shared learning module introduces students to a range of core skills that are integral to individual programme requirements. There will be a focus on developing both professional and personal self-care to equip students to work in dynamic practice environments. This will include the following themes: -360 Introduction of a range of communication skills such as active listening. Developing insights into issues related to cultural competence. Differentiating between aggression, assertiveness and passivity to promote appropriate behaviours in both personal and professional capacities including de- escalation. Promoting emotional intelligence, resilience and positive mental health and wellbeing for both self and others through a host of skills that will include time/stress management and mindfulness activities and appropriate workshops. Safe working practices built upon self- awareness and competent risk assessment that includes self, colleagues and vulnerable others. Identification and access to key life skills including, CPR and infection prevention. Critical elements of how to competently manage Data Protection and Cyber Security will also be introduced.


The syllabus will include the following elements which will be tailored to discipline specific programme requirements: Professional behaviour and appropriate modification within a range of cultural contexts Heighten awareness of structural contexts within public, private and voluntary focused organisations Strategies to promote personal self-care Personal awareness of emotional intelligence and assertiveness. Strategies to assist students de-escalate potentially risky/dangerous situations and provide the foundations for developing personal and professional self-care Communication skills that will enhance professional practice across multiple settings Opportunities to develop a range of skills that may preserve life e.g. CPR Strategies to break the chain of infection across all work and community environments Reflection to promote self- development and participation in module feedback

Learning Outcomes

On successful completion of this module the student should be able to;1. Describe the principles, rationale and benefits of shared learning within health and social care delivery 2. Be introduced to the organisational context(s) within which they will practice3. Identify the core qualities required of health and social care professionals relating to effective future inter-professional practice4. Demonstrate a range of skills that; promote self-care in relation to personal health/safety, professional relationships and work-life balance within inter-professional settings 5. Demonstrate a range of key life skills that are common to all health professionals and transferrable to a range of cultural settings6. Demonstrate an understanding of the importance of reflection in order to promote self-development.

Teaching / Learning Strategy

Teaching will be built around the learning philosophy highlighted below; This module will combine a range of teaching strategies to promote shared learning across a range of professional disciplines. This approach will include a variety of learning strategies which will be delivered over a variety of teaching platforms. The module will be led by facilitators from a range of professional backgrounds and in partnership with networks sourced via the university's Students Association. Patients, service users and carers will be invited to contribute to the shaping and design of the module.

Indicative Reading

-108 BACK, K & BACK, K., 2005 (3 rd Edition), Assertiveness at Work - A Practical Guide to Handling Awkward Situations, McGraw Hill Professional BERNE, E., 2010, Games People Play - The Psychology of Human Relationships; Penguin Books Ltd -108 BUCHANAN D., & HUCZYNSKI A., 2010 (7th Edition), Organisational Behaviour, Pearson Education Ltd, Harlow CODIER,E., & CODIER,D., 2017,Could Emotional Intelligence Make Patients Safer? American Journal of Nursing 117(7), pp 58-62 EMERALD, D., The Power of TED (The Empowerment Dynamic), 2016, Polaris Publishing Group, Bainbridge Island, WA, United Kingdom MATTHEWS,G., ZEIDNER,M., & ROBERTS,R., 2008, The Science of Emotional Intelligence, Oxford, Oxford University Press. MIZEN,R & ORRIS,M 2007, On Aggression and Violence An Analytical Perspective, Basingstoke, Hampshire: Palgrave MacMillan RESUSCITATION COUNCIL (UK) 2015. Resuscitation Guidelines [online] Resuscitation Council Guidelines. [viewed 8.1.18] Available from <> SIMPSON, E., 2016. In-hospital resuscitation: recognising and responding to adults in cardiac arrest. Nursing Standard , 30 (51), pp.50-63. SIMPSON E 2017 How to use an automated external defibrillator following out-of-hospital cardiac arrest. Nursing Standard . 31, 32,38-43. SOMES,J., DONATELLI,N. & KUHN,S. 2011, Controlled Aggressive Behaviour in the Geriatric Patient. Journal of Emergency Nursing. 37 (3), pp 275-277

Transferrable Skills

Collaboration and communication skills; inter-professional skills, task prioritisation with time/stress management skills. Self-care building and securing professional asset based skills to assess/manage violence and handle activities such as CPR. Finally, participating students will gain introductory insights into organisational behaviour to enhance their understanding of practice contexts within which they will operate.

Module Structure

Activity Total Hours
Assessment (FT) 12.00
Independent Learning (FT) 144.00
Lectures (FT) 20.00
Tutorials (FT) 24.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% E-portfolio