SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B725046
Module Leader Tom McAlear
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This theory based module provides learners with an opportunity to develop knowledge and critical skills in relation to contemporary community nursing. Underpinned by evidence based practice the module enables both registered and pre-registered nurses to explore the key roles and responsibilities associated with an ever changing and complex health care environment.


- Health and social care policy - Care delivery in a community context - Assessment and decision-making - Professional, legal and ethical issues - Leadership and change - Evidence-based practice - Team working and referral - Self-assessment and reflection

Learning Outcomes

On successful completion of the module the student should be able to:- Analyse the social, political and professional issues that influence and direct the provision of contemporary community nursing practice- Discuss the contribution of evidence-based practice in relation to community nursing- Engage in learning activities to support the development of self-assessment and reflective practice-Analyse theoretical models of assessment and decision-making and discuss their application in the context of community nursing practice- Discuss leadership theories and strategies that promote effective change management- Explore concepts of team working and referral within a health and social care environment- Explore the roles, responsibilities and accountability associated with contemporary community nursing practice

Teaching / Learning Strategy

This module can be delivered in three different combinations of lectures, tutorials, interactive discussions, and workshops, directed and self-directed study. This combination will depend on whether the module is being delivered on site at GCU ' face to face', 'blended' at GCU or a venue other that GCU e.g. Contractual international agreement or being delivered completely 'online' . Students will always have the opportunity to engage in a minimum 36 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 students' development of autonomous, independent problem solving and decision making abilities within the parameters of their profession competence, role and employers agreed vicarious liability (or equivalent). The teaching and learning strategy will enable students to synthesise and apply knowledge gained within the module. 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 knowledge on health and social care practice.

Indicative Reading

AGGLETON, P., CHALMERS, H. 2000. Nursing Models and Nursing Practice (2nd ed.) London: MacMillan Press Ltd. BACH, S. & ELLIS, P. 2011. Leadership, Management and Team Working in Community Nursing. Exeter: Learning Matters Ltd COWLEY, S. 2001. Public Health in Policy and Practice. London: Bailliere Tindall. CHILTON, S., BAIN, H., CLARRIDGE, A & MELLING, K. 2012. A textbook of Community Nursing. London: Hodder Arnold DAWES, M 2004. Evidence-based practice: a primer for health care professionals. Edinburgh: Churchill Livingstone. DEPARTMENT OF HEALTH. Acheson Report - Independent Inquiry into Inequalities in health. London: HMSO (1998). DIMOND, B. 2011. Legal Aspects of Nursing Practice. London: Prentice Hall. FRY, S. & JOHNSTONE, M.J. 2008. Ethics in Nursing Practice (3rd Ed). Oxford: Wiley GILL, R. 2011. Theory and Practice of Leadership (2nd Ed) London: Sage GRAY M. 2009. Evidence-based health care and public health: how to make decisions about health services and public health, Churchill Livingstone. GREEN J. AND TONES K. 2010 Health Promotion: planning and strategies. (2nd Ed) London: Sage. JASPER, M., ROSSER, M., MOONEY, G. 2013 Professional development, reflection and decision making in nursing and health care (2nd Ed) Chichester: John Wiley & Sons Ltd LUCAS, K., LLOYD, B. 2005. Health Promotion: Evidence and Experience, London: Sage POLITT, D.F. & BECK, C.T. 2008. Nursing research: Principles and Methods (8 th Ed). Philadelphia: Lippincott Williams & Wilkins ROBSON, C. 2011. Real world Research: Oxford: Blackwell. TAYLOR G. & HAWLEY H. 2010. Key Debates in Health Care. Berkshire: Oxford University Press. WILSON, F. & MABHALA, M. 2008. Key Concepts in Public Health. London: Sage Contextual sources according to location, for example: MINISTRY OF HEALTH (MOH). 2016. Healthcare Manpower Plan 2020: caring for the nation, transforming tomorrow's healthcare. Singapore: Ministry of Health. URLs including: <> . <>

Transferrable Skills

In undertaking this module, students will have the opportunity to develop in the following areas: -360 - Work in a self-directed manner, taking responsibility for own learning personal development and practice competence. -360 - Develop communication and IT skills to underpin effective learning. - Communicate effectively in both written and oral forms. - Work effectively with others - Underpin professional development by integration of theory and practice.

Module Structure

Activity Total Hours
Seminars (PT) 16.00
Assessment (FDL) 20.00
Independent Learning (FT) 144.00
Independent Learning (FDL) 144.00
Assessment (FT) 20.00
Seminars (FT) 16.00
Lectures (FDL) 20.00
Lectures (PT) 20.00
Lectures (FT) 20.00
Assessment (PT) 20.00
Independent Learning (PT) 144.00
Seminars (FDL) 16.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% 3000 word essay