DEVELOPING VALUES BASED NURSING PRACTICE

SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2B724254
Module Leader Margaret Caldwell
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

none

Summary of Content

The aim of this theory module is to translate the vision and values considered in first year and apply them to nursing practice. The module will develop the ability of students to deliver value based safe, effective and compassionate person and family centred nursing care. The module will contain content and learning outcomes that are generic to all fields along with those that are field specific. Overall, the module will involve respecting the diversity of values and placing the values of individual users at the centre of practice, listening to what people say, seeing the whole person and where appropriate recognising the person as the 'expert' in his or her care experience. In addition, the contribution of families, carers, professionals and agencies will be acknowledged and explored further in practice. Ethical theory and principles will be applied to develop a deeper understanding of how they impact, shape and direct professional nursing practice. Included will be aspects such as human rights, legislation, safeguards and codes of conduct.

Syllabus

Generic The concept of compassionate care Emotional Intelligence Working in partnerships and building relationships Diversity, respect, equality, social inclusion, citizenship and anti-discrimination Applied ethics, autonomy, informed consent, advocacy, empowerment, accountability and responsibility, confidentiality, veracity Paternalism and concept of best interest Duty of care and legal aspects Adult Partnerships and building relationships Nurse's professional role in advocating for others Ethical, legal and professional issues Legal and ethical issues regarding informed consent Mental Health Therapeutic engagement skills Counselling, psychology, values, philosophy and skills Recovery, Person centeredness, Relationship centred care Strengths and resilience, positive risk taking Learning Disability Models including parent/partnerships including consumer expert and transplant Perspectives on family functioning including models experience, coping and breakdown Principles of anti-discriminatory practice, diversity, citizenship and social inclusion Transition planning Child Child and family advocacy, how to support individual health care choices in a family unit Effective partnership and alliance building within a family unit Children's rights and their interface with family centred care Informed consent/assent of the child, young people and their parents/guardians

Learning Outcomes

1 - On successful completion of this module students should be able to:1. Assess how values based care is incorporated and applied to compassionate nursing practice;2. Determine how ethical theory may be applied to nursing practice;3. Describe the nurse's role in exercising a duty of care and related current legislation.Those in the adult field should be able to:1. Explain the importance in developing strong partnerships and building relationships to provide values based care;2. Assess the nurse's professional role in advocating for others and the potential ethical, legal and professional issues3. Discuss the legal and ethical issues regarding informed consentThose in the mental health field should be able to:1. Review the knowledge and the skills associated with effective collaboration within a therapeutic relationship with patients / clients across the lifespan andwith a range of care / support needs;2. Discuss a range of counselling theories and explain how each informs the therapeutic relationship;3. Explain the relationship between enabling self-direction and potential impact of the power imbalance between mental health professionals and service users.Those in the learning disability field should be able to:1. Discuss models of parent/ professional working with specific emphasis on children with learning disabilities and the concepts of empowerment, advocacy and shared care;2. Review the principles of anti-discriminatory practice, diversity, Citizenship and Social Inclusion;3. Discuss models of family functioning with emphasis on the developmental approach, ecological model, and family systems theory;4. Describe life transition issues and barriers to change for children and young people with learning disability and their families.Those in the child field should be able to:1. Assess how children are viewed in society, and the potential impacts this can have on health beliefs and health choices for children and young people;2. Discuss models of parent/ professional working with specific emphasis on children and the concepts of empowerment, advocacy and shared care;3. Discuss the nurse's professional role in advocating for a child, and/or a family unit and the potential ethical, legal and professional issues;4. Discuss the legal and ethical issues regarding informed consent/assent for children, young people and their families in health and social care.

Teaching / Learning Strategy

The module will be delivered either online via GCU Learn or face-to-face.. 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 development of criteria for the 360b0 review. 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

Banks, S. & Gallagher, A. 2009, Ethics in professional life. Virtues for health and social care, Palgrave MacMillan, Basingstoke. Beauchamp, T. L. & Childress, J. F. 2012, Principles of biomedical ethics, 7th edn, OUP, Oxford, Bryczyf1ska, G.M. & Simons, J. 2011 Ethical and phi losophical aspects of nursing children and young people, Wiley-Blackwell, Chichester. Cutcliffe, J., R. & McKenna, H. (eds) 2005, The Essential Concepts of Nursing Text: A Critical Review, Churchill Livingstone, Edwards, S.D. 2009, Nursing Ethics: A Principle-Based Approach, 2nd edn, Palgrave Macmillan, Basingstoke. Grant, G., Ramcharan, P., Flynn, M. & Richardson, M., 2010, Learning disability: A life cycle approach, OU Press, Milton Keynes. Hawley, G (ed). 2007, Ethics in Clinical Practice - an inter-professional approach. Pearsons Education Limited. Great Britain. Hendrick, J. 2010, Law & ethics in children's nursing, Wiley-Blackwell, Chichester. Hope, T., Savulescu, J. & Hendrick, J. 2008 Medical Ethics and Law: The Core Curriculum, 2dn, Churchill Livingstone, Edinburgh. McCarthy, J. & Rose, P. (eds), 2010 Values-based health & social care: beyond evidence-based practice, Sage Publications Ltd, London. McCormack, B. & McCance, T. 2010, Person-centred nursing. Theory and practice, Wiley-Blackwell, Chichester. Pilgrim, D., Tomasini, F. & Vassilev, I. 2011, Examining trust in healthcare: A multidisciplinary approach, Palgrave MacMillan, Basingstoke. Pryjmachuk, S. 2011, Mental health nursing: An evidence based introduction, SAGE, London. Slade, M. 2009, Personal Recovery and Mental Illness: A Guide for Mental Health Professionals, Cambridge Press, London. Stevenson, C., Grieves, M. & Stein-Parbury, J. 2004, Patient & Person: Empowering Interpersonal Relationships in Nursing, Elsevier Churchill Livingstone, China Walker, S. 2014, Engagement and therapeutic communication in mental health nursing, SAGE, London. NHS Education for Scotland. 2012 The ten essential shared capabilities, supporting person-centered approaches, Glasgow. Websites: http:/www.ethox.org.uk www.nuffieldbioethics.org/ <http://www.nuffieldbioethics.org/> <http://www.schb.org.uk/home.htm> http://www.scottishrecovery.net

Transferrable Skills

There are several transferable skills which will be gained from undertaking this module. By the end of this module you will have had the opportunity to develop in the following areas: Critical thinking Logic Deliberation Reflection Communication Citizenship Decision making Working in teams and in a self-directed manner Reflection and the integration of theory and practice Assertiveness Confidence Advocacy Study and IT skills to underpin effective learning

Module Structure

Activity Total Hours
Tutorials (FT) 24.00
Seminars (FT) 18.00
Lectures (FT) 12.00
Independent Learning (FT) 126.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% 2500 words - Reflective Assignment