SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B723320
Module Leader Samantha Bannerman
School School of Health and Life Sciences
Subject Nursing
  • A (September start)

Pre-Requisite Knowledge

completion of progression point 2

Summary of Content

The aim of this theory module is to enhance the ability of students in delivering value based safe, effective and compassionate nursing care. The module will contain content and learning outcomes that are generic to all fields along with those that are field specific. Consideration will be given to a range of contemporary ethical and legal issues, which arise in practice in health and social care in its widest context. These concepts will provide a focus for accountable multi-disciplinary decision-making and where appropriate leadership.


Generic Promoting values based care in nursing practice Decisions made for the good of the person and society Ethical dilemmas and decision making models Power & politics Leadership Evidenced based practice and compassionate care Legal/political frameworks governing health and social care Contemporary issues - resource allocation, withholding & withdrawing treatment, beginning and end of life decisions, advanced directives and anticipatory care plans, quality of life, social media Adult Impact of values, beliefs and attitudes on delivery acceptance of ethical nursing decisions nurse's role in addressing ethical dilemmas in an adult field context; impact of power imbalances between nurses and patients/clients and their families. Mental Health Mental health recovery based strategies and policies that underpin an assets and strengths based approach, for example 10 Essential Shared Capabilities, The Millan Principles Values, attitudes and beliefs in relation to recovery oriented practice in mental health nursing across the life span Nursing interventions that promote assets and strengths based approaches, for example Wellness recovery Action Plan (WRAP), CHIME and the Recovery Star Positive risk taking within risk assessment and management Learning Disability Personalisation Empowering people with learning disabilities and their families and carers Strengths base approaches and the development of existing strengths, skills, talents and resources Theories of oppression and disability Child Ethical dilemmas in children's nursing Values, attitudes and beliefs in relation to providing nursing care to children and young people Legal, ethical and social frameworks governing health and social care for children young people and their families NMC Competences /Domains D1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9 D1, AD1.1, D1 MH1.1, 2.1, 3.1, 4.1, 8.1, D1 LD1.1, 2.1, 3.1, 4.1 ,D1 C1.1, 2.1, 3.1, 4.1 D2.1, 2.3, 2.4, 2.5, 2.8 D2 MH1.1, 2.1, 4.1, 5.1, 6.1, D2 LD1.1, 2.1, 4.1, D2 C3.1 D3.1, 3.4, 3.5, 3.8, 3.9, 3.10 D3 AD4.2, D3 MH3.1, 4.1, 5.1, 7.1, 7.2, 8.1, 9.1, D3LD3.1, 5.1, 8.1, D3C 8.1, 9.1 D4.1, 4.2,4.4, 4.7 D4 MH 4.1, 5.1, 6.1 D4 LD1.1, 1.2, 6.1, 6.2, D4 C1.1, 1.2

Learning Outcomes

On completion of this module students should be able to:1. Critique the role of values based care in nursing practice;2. Appraise the concept of 'ethical dilemma';3. Analyse the nature and purpose of frameworks governing ethical practice within the context of professional, cultural and legal norms;4. Compare and contrast the competing perspectives involved in ethical decision making with due regard to all those with legitimate personal/societal interests;5. Analyse the challenges from the exploration of contemporary ethical issues in health and social care.Those in the adult field should be able to:1. Relate how values, beliefs and attitudes impact on the delivery and acceptance of ethical nursing decisions;2. Discuss the nurse's role in addressing ethical dilemmas in an adult field context;3. Discuss the potential impact of power imbalances between nurses and patients/clients and their families.Those in the mental health field should be able to:1. Critically debate the relationship between values, attitudes and beliefs in relation to recovery oriented practice in mental health nursing;2. Integrate ethical principles into contemporary mental health nursing practice, which recognises the underpinning values, attitudes and beliefs of recovery oriented care, for example Least Restrictive Alternative, Reciprocity. Those in the learning disability field should be able to:1. Critique the assumptions and oppressions underpinning inequalities that act as barriers to the promotion of diversity for people with learning disabilities;2. Relate how culture, race, gender, sexual orientation, age, disability and lifestyle impact upon the needs of people with learning disabilities, their families and carers;3. Discuss the potential impact of power imbalances between learning disability nurses and people with learning disabilities, their families and carer;4. Apply psychological mindfulness, understanding of the interlinking process of thoughts, emotions and impact on behaviour when experiencing stressful situations and environments.Those in the child field should be able to:1. Discuss the contemporary ethical, legal and social frameworks that govern the delivery of health and social care of children, young people and their families;2. Analyse how values, beliefs and attitudes impact on the delivery and acceptance of health and social care;3. Discuss the nurse's role in addressing ethical dilemmas in a children's nursing context.

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. Students will also have the opportunity to participate in peer assessment for the debate component of the summative assessment. In order to prepare students for this, a formative debate will be undertaken where they will have the opportunity to practice their debating skills and review criteria for the peer assessment. 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, 7 th edn, OUP, Oxford, Bryczyf1ska, G.M. & Simons, J. 2011 Ethical and philosophical 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, -2 Edwards, S.D. 2009, Nursing Ethics: A Principle-Based Approach , 2 nd edn, Palgrave Macmillan, Basingstoke. Grant, G., Ramcharan, P., Flynn, M. & Richardson, M., 2010, Learning disability: A life cycle approach, OU Press, Milton Keynes. -440 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 E thics and L aw: T he C ore C urriculum, 2dn, Churchill Livingstone, Edinburgh. McCarthy, J. & Rose, P. (eds), 2010 Values-based health & social care: beyond evidence-based practice , -2 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: -440 http:/www.ethox.org.uk -440 www.nuffieldbioethics.org/ <http://www.nuffieldbioethics.org/> <http://www.schb.org.uk/home.htm> http://www.scottishrecovery.net

Transferrable Skills

In undertaking this module, students will have 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
Assessment (FT) 20.00
Lectures (FT) 12.00
Seminars (FT) 12.00
Tutorials (FT) 24.00
Independent Learning (FT) 132.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 70.00 35% Essay 2,500
Course Work 02 n/a 30.00 35% Group Debate