SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2B723332
Module Leader Chris Darbyshire
School School of Health and Life Sciences
Subject Nursing
  • A (September start)-B (January start)
  • A (September start)
  • B (January start)

Pre-Requisite Knowledge

Completion of progression point 1

Summary of Content

This module is delivered over two trimesters incorporating theory and practice to facilitate students' development of professional skills for nursing practice. The module is comprised of two practice learning experiences of 400 hours. This module will focus on the concept of optimising health assets for people with learning disabilities who live with complex health needs. It will enable students to understand the underlying concepts of assets based approaches transferring theoretical knowledge into practical skills. Focusing on wellbeing to effectively maximise health assets for people with learning disabilities. This will include person centred approaches which incorporate personal outcomes approaches and emphasis on the skills required to ensure that self-directed support/personalisation outcomes promote the health of a person with a learning disability within integrated health and social are services.


The use of ordinary, everyday or "social" talk promotes therapeutic relationships Culture and communication Communication assessment in relation to functional analysis The different and sometimes highly individualised ways in which people with learning disabilities may communicate The use of the environment to maximise communication and how this is achieved The importance of giving constructive, positive feedback to others The biomedical, psychological, social and psychosocial theories and models that explain learning disabilities and behaviour and inform practice and interventions The evidence base underpinning psychological interventions and their use for people with learning disabilities Causes and types of dementia, symptoms and difficulties people will experience, and different presentations that may occur in people with learning disabilities Interactions between prescribed medicine and non-prescribed substances, alcohol and other drugs Principles and safeguards of the Mental Health Care and Treatment (Scotland) Act 2003 and other legislation in relation to safeguarding The role and contribution of other professionals involved in the care and support of people with learning disabilities (including managing complex care needs) NMC Competencies All Domains listed in the Scottish OAR for progression point 2. Essential skills clusters are mapped to the NMC Domain competencies within the OAR D1 1, 1.1, 2, 2.1, 3, 3.1, 4, 4.1, 5, 6, 7, 8, 9 D2 1, 1.1, 2, 2.1, 3, 3.1, 4, 4.1, 5, 6, 7, 8 D3 1, 1.1, 2, 3, 3.1, 4, 5, 6, 7, 8, 9, 10 D4 1, 1.1, 2, 2.1, 3, 6, 6.1, 6.2, 7

Learning Outcomes

On completion of this module students should be able to:1. Demonstrate an understanding of how to carry out physical health assessments using a range of evidence-based approaches and tools2. Discuss the importance of physical exercise and correct positioning to maximise physical potential and function and the awareness of musculoskeletal problems commonly associated with profound learning and multiple disabilities3. Understand the principles and best practice in relation to the delivery of invasive procedures for people with learning disabilities and the application of legislation relating to capacity and consent to treatment 4. Explore the communication process and the role of communication in establishing, maintaining and disengaging therapeutic relationships with people with learning disabilities5. Apply a range of person-centred planning and strengths/asset-based approaches to assessment and care planning6. Discuss the specific communication needs of people who have profound learning and multiple disability and sensory impairments and how this can on comprehension (understanding) and expression

Teaching / Learning Strategy

The module will be delivered using blended learning approaches, including simulation, to improve the student experience. 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. Students will be supported and supervised in practice by a qualified mentor in the Practice Learning Experience (PLE). Students will be allocated a PLE and a qualified mentor with whom they will work at least 40% of the time to develop professional skills in practice. The PLE will be in the form of two six week blocks. Formative assessment will replicate OSCA and allow students to practice Formative assessment of practice using Practice Grading Criteria Assessment of numeracy skills will be incorporated in the summative assessment-OSCA

Indicative Reading

Atherton and Crickmore Ed. (2011), Learning Disabilities, Toward Inclusion 6th Ed., Churchill Livingstone Elsevier. Bollard, M. (2009), Intellectual Disability and Social Inclusion, a critical review , Churchill Livingstone Elsevier Emerson E, Baines A (2010) Health Inequalities and People with Learning Disabilities in the UK: 2010. Improving Health and Lives Learning Disabilities Observatory, Lancaster. Health Equalities Framework (2013) The Health Equalities Framework (HEF) An outcomes framework based on the determinants of health inequalities. UK learning Disability Nurse Consultant Network. Improving Health and Lives (2012) People with Learning Disabilities in England in 2011: Services and Supports. IHAL, Lancaster. Jukes, M. (2009), Learning Disability Nursing Practice: origins, perspectives and practice , Quay books, London. NHS Education for Scotland (2013) The National Framework for Pre-registration Learning Disability Nursing Field Programmes in Scotland. NHS Education for Scotland. The Scottish Executive (2000a) The same as you ?, a review of services for people with a learning disability. Edinburgh, TheStationary Office. The Scottish Executive (2003) Promoting health Promoting inclusion. Edinburgh, The Stationary Office. The Scottish Government (2012) Strengthening the Commitment The report of the UK Modernising Learning Disabilities Nursing Review. Edinburgh, APS Group Scotland. The Scottish Government (2012a) The same as you? 2000-2012: Consultation Report Edinburgh, APS Group Scotland The Scottish Government (2013) 'The keys for life, improving quality of life for people with learning disabilities'. Edinburgh, APS Group Scotland Williams V (2013) Learning Disability Policy And Practice . Palgrave MacMillan. Great Britain.

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
Practicals (FT) 36.00
Placement 400.00
Independent Learning (FT) 120.00
Lectures (FT) 24.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Placement 01 n/a 0.00 40% Scottish Ongoing Achievement Record6 weeks of Practice Learning Experience
Exam (Dept) 01 1.00 100.00 40% OSCA
Placement 02 n/a 0.00 40% Scottish Ongoing Achievement Record6 weeks of Practice Learning Experience