INTRODUCTION TO NURSING CARE THROUGHOUT THE LIFESPAN

SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M1B726078
Module Leader Katie McLaughlin
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This module comprises of theory and practice relating to skills for all fields of nursing and includes a Practice Learning Experience (PLE). This module allows students, from all fields of nursing, to further develop understanding and competency in nursing skills within the 7 NMC platforms. In accordance with a spiral curriculum approach to learning, this module will offer opportunities to build upon the learning outcomes from Introduction to Nursing 1 (Trimester A) moving from principles of nursing assessment to the planning of fundamental nursing care. This module also contains a practice learning experience. Foundation level nursing care will be practised along with development of evidence based practice. Theoretical concepts will be applied to practice to develop knowledge and understanding. Within this module students will undertake 234 of hours of practice as part of the total 2300 hours required for the programme which is stipulated in the NMC Standards for pre-registration nursing programmes.

Syllabus

-360b7 Person centred care across the lifespan b7 Introduction to planning holistic nursing care b7 Anatomy, physiology and pathophysiology of the body systems b7 Psychological skills b7 Patient safety and risk assessment b7 Introduction to medications management b7 Essential patient care with; elimination, breathing, skin integrity, wound care b7 Providing care for the deceased person and the bereaved b7 An application and demonstrate of the concepts of health literacy b7 Future Nurse: Standards of proficiency for registered nurses (NMC 2018) b7 Practice Assessment Document b7 NMC Platforms and Proficiencies b7 NMC Annexes A & B: Skills and Procedures b7 EU Legislation: Directive 2005/36/EC (Adult Field only) Mandatory Training -360b7 SIPCEP (cont.) NMC Proficiencies 1.1, 1.3, 1.4, 1.5, 1.6, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.17, 1.18, 1.19. 2.3, 2.7, 2.9 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 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, 4.11, 4.12, 4.14, 4.15. 4.16, 4.17, 4.18 5.4 6.1, 6.3, 6.5, 6.6, 6.8 7.1, 7.8, 7.9, 7.10, 7.11 EU Directives A.a.2, A.a.3, A.a.5, A.a.7, A.a.8, A.b.1, A.b.2, A.b.3, A.b.6, A.b.7, A.c.1, A.c.2, A.c.5, A.c.6.

Learning Outcomes

On successful completion of the module the student should be able to:-1. Discuss the roles and responsibilities of members of the nursing and interdisciplinary team in providing safe, effective, person-centred care.2. Demonstrate the skills required to plan and implement safe, effective, person-centred nursing care.3. Demonstrate an understanding of the evidence which underpins key nursing skills.4. Demonstrate an understanding of the importance of decision making within multidisciplinary teams5. Demonstrate a knowledge and understanding of the basic anatomy and physiology which underpins professional skills for practice. 6. With reference to the Participation in Care Framework, demonstrate safe, effective and person-centred practice at the dependent level of performance.

Teaching / Learning Strategy

The module will be delivered using approaches such as, blended learning, lectures, tutorials, group work and simulation, to optimise the student experience. Lecturers, service partners, users, carers and students will contribute to the authenticity of the teaching and learning experience using case-based scenarios. 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. Students will be supported and supervised in their practice learning experience by a nominated practice supervisor to develop their proficiencies, skills and procedures in practice. The level of supervision provided to the student will reflect their own individual learning needs.

Indicative Reading

ATHERTON, H., & CRICKMORE, D., 2011. Learning Disabilities: Towards Inclusion. 6th Ed. Edinburgh: Churchill Livingstone Elsevier. BARR, O. & GATES, B., 2018. Oxford handbook of learning and intellectual disability nursing. USA: Oxford University Press. DOCHERTY, C., & MCCALLUM, J., 2009. Foundation Clinical Nursing Skills. Oxford: Oxford University Press. EMMERSON, E. & HATTON, C., 2014. Health Inequalities and People with Learning Disabilities, Cambridge: Cambridge University Press. GLASPER, A., COAD, J. & RICHARDSON, J., 2014. Children and Young People's Nursing at a Glance. Chichester: Wiley. GORMLEY-FLEMING, E., & MARTIN, D., 2018. Children and Young People's Nursing Skills at a Glance. Chichester: Wiley. JISC, 2019, Developing students' digital literacy [online] JISC [viewed 12/07/2019]. Available from: http://www.jisc.ac.uk/guides/developing-students-digital-literacy. PEATE, I. & GORMLEY-FLEMING, E., 2014. Fundamentals of Children's Anatomy and Physiology. Wiley-Blackwell. Available on line at Discover GCU: https://www.damsonera.com/abstract/9781118625040 PEATE, I. & GORMLEY-FLEMING, E., 2019.Fundamentals of Children's Applied Pathophysiology: An Essential Guide for Nursing and Healthcare Students. Chichester: Wiley. PRICE, J. & Mc ALINDEN, O., 2018. Essentials of Nursing Children and Young People. London: Sage. NASH, M., 2014. Physical Health and Well-Being in Mental Health Nursing: Clinical Skills for Practice. 2nd ed. Maidenhead, Berkshire: Open University. NORMAN, I J., and RYRIE, I. 2017. The Art and Science of Mental Health Nursing: Principles and Practice. 4 th ed. London: Open University Press. MUTSATA, S., 2017. Medicines Management in Mental Health Nursing. Second edition. London: SAGE Publications Ltd. WAUGH, A. & GRANT, A., 2018. Ross and Wilson Anatomy and Physiology in health and illness. 13th ed. Elsevier: London.

Transferrable Skills

Development, or enhancement, of - Independent learning skills - Assessment 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 - Reflection - Digital, technology, and health literacy skills - Gaining and maintaining confidence in nursing practice. GCU Common Good - Active and global citizenship - Confidence - Integrity - Creativity - Responsibility

Module Structure

Activity Total Hours
Placement 234.00
Tutorials (FT) 24.00
Lectures (FT) 24.00
Independent Learning (FT) 96.00
Assessment (FT) 20.00
Practicals (FT) 36.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% OSCE
Placement 01 n/a 0.00 40% Practice Learning Experience