DETERIORATING ADULT PATIENT

SHE Level 3
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M3B723004
Module Leader Lynne Robertson
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Registered general nurse or AHP who has been working within an acute care area for at least 6 months, has completed IV medicines administration and has demonstrated study at level 8

Summary of Content

The aim of this module is to enable practitioners in Acute Care areas to develop the ability to integrate, apply, critically analyse and evaluate knowledge from Nursing and Allied Health professional backgrounds. This will develop an individual who is able to analyse and evaluate nursing practice in the care and management of the deteriorating adult patient with emphasis on the wider context of care and knowledge of research-based and reflective practice.

Syllabus

Recognising the deteriorating patient, treatment/escalation plans and use of communication tools Blood science - interpretation of common blood results. Cardiac: Cardiovascular Patho-physiology ECG rhythm recognition;; haemodynamic monitoring & associated vascular access devices; Heart Failure; Shock, Sepsis Respiratory: Respiratory Patho- physiology, Respiratory Failure; Interpretation of arterial blood gases; Airway Management, Physiotherapy - chest clearance, Non- invasive ventilation, tracheostomy care. Renal: Patho-physiology of Acute Renal Failure; Fluid & electrolyte balance, General: Nutrition, Liver Pancreatitis, Management of medical emergencies Pastoral Care, Revitalising Care, Neuro -observations, reflective practice, assigment guidance, literature searching and knowledge network. Immediate Life Support day

Learning Outcomes

On successful completion of this module the student should be able to:1. Demonstrate in-depth knowledge / understanding of the management of the deteriorating adult patient.2. Analyse legislation, sources of information, advice and decision support to demonstrate evidence based practice for the deteriorating adult patient.3. Demonstrate a person centred approach to shared decision making in the context of the patient at risk of deterioration4. Reflect on the wider issues of acute care nursing which demonstrates professional accountability and its relationship to clinical practice5. Demonstrate evidence of clinical learning via a learning log of clinical and educational activity.

Teaching / Learning Strategy

This module can be delivered in a combination of lectures, seminars, tutorials, interactive discussions, workshops, directed and self-directed study. This combination will depend on whether the module is being delivered on site at GCU ' face to face' or 'blended' at GCU or a venue other that. The student will always obtain the equivalent of 54 hours of contact time with the module team, excluding individual academic support. The fundamental aim of the teaching and learning strategies, irrespective of delivery mode is to support the development of autonomous, independent problem solving and decision making within the parameters of their profession competence, role and employers agreed vicarious liability (or equivalent).

Indicative Reading

Department of Health (2009) Competencies for Recognising and Responding to Acutely Ill Patients in Hospital National Institute of Clinical Excellence (2007) Acutely ill patients in hospital Recognition of and response to acute illness in adults in hospital Royal College of Physicians. National Early Warning Score (NEWS): Standardising the assessment of acute illness severity in the NHS. Report of a working party. London: RCP, 2012 Surviving Sepsis website : <http://www.survivingsepsis.org/About-SSC/Pages/default.aspx> Scottish intensive Care Society: http://www.scottishintensivecare.org.uk/ Tait, D. (2012) Acute and Critical Care in Adult Nursing. London. Sage Waugh, A, <http://www.amazon.co.uk/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Anne%20Waugh%20BSc%28Hons%29%20%20MSc%20%20CertEd%20%20SRN%20%20RNT%20%20FHEA&search-alias=books-uk&sort=relevancerank> Grant A ( 2014) Ross and Wilson Anatomy and Physiology in Health and Illness, 12ed Churchhill Livingstone London

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 (PT) 12.00
Assessment (PT) 30.00
Lectures (PT) 30.00
Seminars (PT) 12.00
Independent Learning (PT) 216.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 40% Clinical Learning Portfolio (6000 words)