SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B712973
Module Leader Mary Ballentyne
School School of Health and Life Sciences
Subject Nursing
  • B (January start)
  • A (September start)
  • C (May start)

Pre-Requisite Knowledge

Registered Nurse or Health Care Professional or Year 3 Pre-registration Nursing Student With equilvant 200 points

Summary of Content

This module focuses on the core subjects involved in the promotion of continence and the management of incontinence. Specific aspects relating to continence care such as underlying aetiology and pathophysiology, psychosocial implications of incontinence, continence services in hospital and community, continence assessment and strategies for promoting and managing incontinence will be explored. Given that for the majority of people the problem of incontinence is both preventable and treatable the focus is on enabling the students to apply research-based knowledge and current 'best' evidence with the aim of reviewing and improving their care of patients with urinary and faecal incontinence. In order to promote an understanding of the varied skills each practitioner brings to the overall care and management of the patient who is incontinent, teaching within the module is multidisciplinary. The module meets the following KSF dimensions and levels: Core 1 level 3, Core 4 level 1, HWB1 Level 2, HWB2 Level 3, HWB4 Level 3, HWB5 Level 2, HWB6 Level 3, HWB7 Level 3,


Applied pathophysiology of urinary and faecal dysfuntion. Psychological and social impact of incontinence problems. Case studies illustrating problems frequently encountered by practitioners. Delivery of continence services in hospital and primary care settings. The multidisciplinary approach to assessment of urinary and faecal dysfunction, including urodynamics. Management of incontinence including pharmaceutical resources and products, surgical treatments, paramedical and nursing management. Principles of behavioural modification as applied to continence care. Client education and strategies for promotion of continence.

Learning Outcomes

On successful completion of this module students should be able to:1: Demonstrate an in-depth understanding of the aetiology pathophysiology and clinical features associated with the different types of urinary and faecal dysfunction. 2: Critically evaluate and reflect on the impact of incontinence on individuals and their families or carers, physically, psychologically, socially and economically. 3: Discuss the importance of a multidisciplinary team approach in relation to assessment, bladder health and the management of continence problems. 4: Evaluate the research based knowledge and current best evidence to the promotion of continence and management of urinary dysfunction. 5: Critically explore in relation to the context of their own care setting, a variety of approaches to the assessment and management of urinary dysfunction 6 Display a critical understanding of the importance of applying the principles of continence care to groups with special needs e.g children, clients with learning disabilities, the older adult and individuals with mental health issues or complex needs.

Teaching / Learning Strategy

This module adopts a blended approach using face-to-face delivery and a virtual learning environment. With an emphasis on the intregration of theory with practice, a range of teaching and learning strategies will be used to promote self directed learning these will include; lectures, group discussions, reflection on practice, tutorial sessions and on-line activities. There is a compulsory formative assignment which informs the summative assignment within the module.

Indicative Reading

Abrams, P., Cardozo, L., Fall, M., Griffiths, D, Rosier, P, Ulmsten, U, Van Kerrebroeck, P.,Victor, A., Wein, A. 2002, THE STANDARDISATION OF TERMINOLOGY IN LOWER URINARY TRACT FUNCTION: Report from the Standardisation Sub-committee of the International Continence Society. [online] Available from: <> Department of Health, 2010, Essence of Care 2010 Benchmarks for bladder, bowel and continence care, TSO (The Stationary Office): Norwich. [online] Available from: <> Foxely, S. 2008, "Continence care of older adults in care homes", Nursing and Residential Care. vol. 10, no.6, pp. 274-277. Getliffe, K. & Dolman, M. (eds) 2007, Promoting Continence A Clinical and Research Resource 3 rd edn. Balliere Tindall, London. National Collaborating Centre for Women's and Children's Health. 2006, Urinary Incontinence: the management of urinary incontinence in women. RCOG Press at the Royal College of Obstetricians and Gynaecologists, London. [online] Available from: <> Nazarko, L. 2008, "A guide to continence assessment for community nurses", British Journal of Community Nursing. Vol. 13, no. 5, pp.219-226. Scottish Intercollegiate Guideline Network. 2007, 79: Management of urinary incontinence in primary care, A national clinical guideline. Scottish Intercollegiate Guideline Network: Edinburgh. [online] Available from: <> Web site : <>. <> <>

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
Independent Learning (PT) 144.00
Lectures (PT) 24.00
Assessment (PT) 20.00
Seminars (PT) 6.00
OTHER 6.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 0.00 100.00 40% 4,000 word essay