SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B723315
Module Leader Alan Middleton
School School of Health and Life Sciences
Subject Nursing
  • A (September start)

Pre-Requisite Knowledge

Completion of Progression Point 2

Summary of Content

This module allows students to build upon existing knowledge and understanding of learning disability nursing and provides an opportunity to apply associated theory to practice in a multi-agency care environment. The Government health and social care policy focuses on integrated practice and students will be given the opportunity to consider the requirements of safe and effective learning disability nursing practice within this emerging health and social care context.


Person centred care planning and assessment Relationships between PSP and care management Inter-agency and interprofessional working Statutory and policy frameworks Adult Support and Protection Policy Anti-oppressive practice Transition planning Supervision models in practice Reflective practice Professional ethics and codes of practice Promotion of health and well-being for people with learning disabilities The range of interventions and treatments available for people with epilepsy and a learning disability How health needs (such as mental health needs) can impact on communication Theories and principles of group therapy and group work The potential impact of substance abuse, including alcohol and other drug use, on health, social networks, relationships and vulnerability Learning disability nurses' unique role and contribution within an integrated service model NMC competencies D3.5.1 D3.8.1 D4.1.1 D4.2.1

Learning Outcomes

On completion of this module students should be able to:1. Identify the barriers to the detection and reporting of health problems, including diagnostic overshadowing and develop an evidence based response to the care and treatment of the individual with a learning disability2. Critically evaluate health services available through primary care teams and liaison and their effectiveness in promoting access to specialist health and social care services3. Examine the effectiveness of best-practice, evidence-based guidance, on the range of interventions/treatments for people with learning disabilities and epilepsy, including monitoring, annual review and rescue medication efficacy and protocols4. Discuss the role of evidence-based interpersonal and counselling skills in the therapeutic relationship and associated factors linked to positive outcomes5. Discuss the effective procedures for carrying out an evidence-based risk assessment6. Discuss how to access advice for management of physical health problems and conditions and refer on appropriately7. Critically evaluate the opportunities and challenges of inter-disciplinary/multi-agency working8. Critically review strategies to assess vulnerability from a person-centred, multi-disciplinary perspective

Teaching / Learning Strategy

The teaching and learning strategy will enable students to synthesise and apply knowledge gained within the module. The module will be delivered either online via GCULearn or face-to-face. Students may elect to study the module either online or face-to-face, but may not transfer between the two. Strategies used will include a blended approach to facilitate flexibility for students. Teaching methods will include modified lectures, seminars, group work, guided reading and online learning. This combination will encourage the development of critical thinking and evaluation to enable the student to recognise and acknowledge the impact of their new ethical knowledge on health and social care practice. 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

Atherton and Crickmore Ed. (2011), Learning Disabilities, Toward Inclusion 6th Ed., Churchill Livingstone Elsevier. Clark, L. and Griffiths, P., (2008), Learning Disabilities and other intellectual impairments, meeting needs through health services, John Wiley & sons. Jukes, M. (2009), Learning Disability Nursing Practice: origins, perspectives and practice, Quay books, London. Clarke, C. & Griffiths, P. 2006, Learning Disabilities: Meeting needs through health services. Wiley, Chester. Barr, O. 2006, The evolving role of community nurses for people with learning disabilities: changes over an 11-year period. Journal of Clinical Nursing, Vol. 15, pp.72-82. Cambridge P., & Carnaby S., 2005, Person Centred Planning and Care Management with people with learning disabilities, Kingsley, London Clarke C., & Griffiths P., 2006 Learning Disabilities: Meeting needs through health services, Wiley, Chester DOH. 2010 Health Inequalities and people with learning disabilities in the UK: 2010 Department of Health, London 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. Gates, B. 2006 Care planning and delivery in intellectual disability nursing, Blackwell, Edinburgh Grant, G., Ramcharan, P., Flynn, M., Richardson, M., 2010, Learning disability: A life cycle approach OU Press, Milton Keynes Mandelstam, M., 2010 Quick guide to community care practice and the Law, Kingsley, London NHS Health Scotland. 2004, Health Needs Assessment Report, NES, Edinburgh RCN. 2011 Learning from the past - Setting out the future: Developing Learning Disability Nursing in the UK, RCN, London Sellars. C., 2002, Risk assessment in people with learning disabilities, Wiley-Blackwell, Edinburgh Swan, J., Franch, S., Barnes, C., Thomas, C., (2004) Disabling barriers: enabling environments, Sage, London Thomas, D., and Woods, H., 2003, Working with people with learning disabilities: Theory and practice, Kingsley, London 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

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 (FT) 132.00
Assessment (FT) 20.00
Tutorials (FT) 24.00
Seminars (FT) 12.00
Lectures (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Exams Office) 3.00 100.00 40% Exam office