AN INTRODUCTION TO VALUES & RIGHTS BASED NURSING PRACTICE

SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M1B723321
Module Leader n/a
School School of Health and Life Sciences
Subject Nursing
Trimester
  • A (September start)

Pre-Requisite Knowledge

None

Summary of Content

This module will introduce students to the concept of values in the context of individu als, professionals, organisations and society. The conten t will include the relationship between values and culture. Through consideration of how values are formed, influenced and perceived, students will reflect on their own values to facilitate their personal and professional development and identity as a nurse. Students will also be introduced to fundamental ethical theories such as deontology, rights and principalism and consider their role within professional practice. These will be considered in conjunction with values in order to gain an insight into the role values, rights and healthcare ethics play in the delivery of safe, effective and compassionate person and family centred care.

Syllabus

Values in context - personal, professional, organisational and societal Values and culture Values and professional nursing practice The role of values underpinning health and social care Personhood & awareness of self Reflection Stigma and prejudice Ethical theories, principles and values The ethical basis for practice in health and social care Rights and responsibilities The concept of care and compassion as it relates to person and family centred care NMC Competences /Domains D1.1, 1.5,1.7, D1MH4.1,8.1, D1LD2.1,4.1, D1C2.1 D2.3,2.4,2.8 D3.9, D3MH3.1 D4.4,4.6 D4MH4.1

Learning Outcomes

On successful completion of this module students should be able to:1. Identify the need for a values based culture to be promoted and embedded within nursing, health and social care2. Reflect on personal values to understand how individual, societal and healthcare values are formed, change and impact on formation of professions3. Explain the concept of personhood and how it relates to self-awareness and moral agency4. Outline the key ethical theories and principles that underpin and shape current health and social care practice5. Describe the inter-relationship between values, rights and healthcare ethics6. Identify the role values play in delivery of safe, effective and compassionate person and family centred care

Teaching / Learning Strategy

The module will be delivered either online via GCULearn or face-to-face. Students may elect to study the module either online or face-to-face, but may not transfer between the two. The teaching and learning strategy used will enable students to understand how values influence and facilitate their personal and professional development and identity as a nurse. Strategies used will include a mixture of blended and flipped classroom approaches to facilitate flexibility for students. Teaching methods will include seminars, tutorials, group work, workshops, reflective exercises, guided reading and online learning. A formative assessment will be undertaken, which will comprise a 'story board' that relates to the completion of the reflective log. 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

ATHE RTON, H. and CRICKMORE, D.J., (eds) 2012, Learning Disabilities, Toward Inclusion (6 th ed) , Elsevier Churchill Livingstone, Edinburgh BEAUCHAMP, T.L. and CHILDRESS J.F. 2012, Principles of Biomedical Ethics , 7th edn, Oxford University Press BULMAN, C. and SCHULZ, S., 2013, Reflective practice in nursing , Wiley-Blackwell, Oxford CHADWICK, R., 2013, Chapter 5 Professional Values and Decision Making, pg 87-106 in HOLLAND, K. and ROBERTS, D., Nursing: Decision Making Skills for Practice , Oxford University Press, Oxford CHAMBERS, C. 2012, Excellence in compassionate nursing care: leading the change , Radcliffe, London CLARKE, C. and GRIFFITHS, P. 2008 Learning Disabilities and other intellectual impairments. Meeting needs through health services , Wiley, Chichester DUNCAN, P., 2010, Values, Ethics and Health Care , Sage, London GRANT, G., RAMCHARAN, P., FLYNN, M. and RICHARDSON, M., 2010, Learning disability: A life cycle approach, McGraw Hill/OU Press, Maidenhead HENDRICK, J. 2004, Law and Ethics - Foundations in Nursing and Health Care , Nelson Thornes Ltd, Cheltenham HENDRICK, J., 2010, Law and Ethics in Children's Nursing , Wiley-Blackwell, Chichester JASPER, M., 2013, Beginning Reflective Practice , Cengage Learning, Andover HOWATSON-JONES, L., 2016, Reflective practice in nursing (3rd ed), Sage, London MASON, J.K. and LAURIE, G.T., 2013, Mason and McCall Smith's Law and Medical Ethics , 9 th edn, Oxford University Press, Oxford MCCORMACK, B. & MCCANCE, T. 2016, Person-centred practice in nursing and health care. Theory and practice (2 nd ed) , Wiley-Blackwell, Chichester MELIA, K. 2014, Ethics for Nursing and Healthcare Practice , Sage Publications, London SCOTT, P. (ed), 2017, Key Concepts and Issues in Nursing Ethics , Springer, Cham, Switzerland. doi:10.1007/978-3-319-49250-6 SEEDHOUSE, D. 2017, Thoughtful health care: ethical awareness and reflective practice , Sage, London. The SCOTTISH GOVERNMENT. 2014. The keys to life, improving quality of life for people with learning disabilities THOMPSON, I. F., MELIA, K, BOYD, K., HORSBURGH, D. 2006, Nursing Ethics , (5th Ed.) Churchill Livingstone, Edinburgh TINGLE, J. and CRIBB, A. (eds), 2013, Nursing Law and Ethics 4 th edn , Wiley-Blackwell, Chichester WATKINS, P., 2009, Mental Health Practice: a guide to compassionate care (2 nd ed) , Butterworth-Heinemann, Oxford Websites Helen Sanderson Associates: <http://www.helensandersonassociates.co.uk/> NHS Education for Scotland: <http://www.nes.scot.nhs.uk> NHS Education for Scotland, The Knowledge Network: <http://www.knowledge.scot.nhs.uk> Nursing and Midwifery Council: <https://www.nmc.org.uk/> Scottish Government: <http://www.gov.scot/Topics/Health>

Transferrable Skills

In undertaking this module, students will have the opportunity to develop in the following areas: Reflection Communication Citizenship Working in teams and in a self-directed manner Assertiveness Confidence Study and IT skills to underpin effective learning.

Module Structure

Activity Total Hours
Lectures (FT) 4.00
Seminars (FT) 36.00
Independent Learning (FT) 104.00
Assessment (FT) 20.00
Tutorials (FT) 36.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Continuous Assessment - a reflective log (2000 words)