SHE Level 3
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code M3B725841
Module Leader Lyndsey Fearns
School School of Health and Life Sciences
Subject Nursing
  • C (May start)-A (September start)
  • A (September start)
  • B (January start)
  • C (May start)
  • S-C (May start)-A (September start)

Summary of Content

There is an increasing demand to develop an unscheduled care workforce that is responsive to and reflective of changing health needs, service demands, skill mix and government targets for health improvement. An important element of modernising service will be the delivery of care by highly skilled and autonomous practitioners within an overall framework of Interprofessional practice. This module is specifically designed to address the needs of practitioners working in unscheduled care aiming to meet the challenges and demands faced in delivering high quality care to adult patients presenting within major injury/illness. This is applicable to those working in accident and emergency departments, minor injury units and primary care settings and out of hour's centres. The module promotes the development of knowledge, problems solving and decision making skills to underpin clinical competence, as transferable skills to utilise the unpredictable and unique clinical situations, which characterise this sphere of practice. The intention is to ensure competence and confidence within the field of minor injury/illness to support a service model, which enables practitioners to safely, effectively and immediately assess and manage major clinical presentations presenting in the unscheduled care setting.


The immediate assessment and management of major injuries/illness presenting in the unscheduled care setting in the context of: -360b7 CVS: Chest pain, ECG changes, heart failure, stroke; suspected DVT; collapse b7 Neurological: Parkinson's disease; CVA; collapse; head injury b7 Genitourinary: Genitourinary complaints; renal failure b7 Endocrine: Hypo / hyperglycaemia; b7 Respiratory: COPD; asthma; acute dyspnoea b7 GI: Gastro-oesophageal reflux disease; abdominal pain; common bowel diseases; pancreatitis; b7 Musculoskeletal : hip and femur fractures, falls. b7 Mental health: dementia; delirium; depression: deliberate self-harm: alcohol withdrawal syndrome Anatomy, physiology and pathophysiology to underpin the assessment and management of minor injuries and illness/conditions Clinical history-taking including full systems assessment Physical Examination of: Respiratory, cardiovascular system, GI, Renal, and neurological system Decision-making Evidence based Practice Legal, ethical and professional issues Health Promotion Reflective Practice

Learning Outcomes

At the end of this module the student should be able to:1 Demonstrates knowledge of the anatomy, physiology and pathology sufficient to underpin the immediate assessment and management of major injury/ illnesses in adults, relevant to the unscheduled care environment2 Demonstrate a structured approach to clinical assessment and management of adults presenting within the unscheduled care environment.3 Demonstrate critical thinking and high level decision making in the assessment and management of major injuries/illness 4 Utilise evidence based practice to underpin safe and effective practice5 Demonstrate competence in the assessment and management of common major injury/illness presenting in the unscheduled care setting6 Explore the legal, ethical and professional requirements regarding the immediate assessment and management of major injury/ illnesses, presenting within the unscheduled care environment7 Interpret, evaluate and utilise clinical data to underpin the clinical assessment and management of major injury/ illnesses 8 Refer appropriately to demonstrate effective safety netting; communicate effectively within a multi-disciplinary unscheduled care environment 9 Analyse appropriate strategies to minimise risk in the assessment and management of major illness/injury.10 Appraise individual learning needs and development in regards to major illness/in jury in unscheduled practice

Teaching / Learning Strategy

Students will be supported to develop requisite knowledge and skills via by modified lectures, case study analyses, simulated practice and group work. The module will be made available through GCULearn. Students will be directed to engage with wider reading including access to NHS electronic library and DVD's. The teaching and learning strategy aims to support the development of students' as autonomous, independent problem solvers capable of high level decision makers operating within the parameters of their professional competence, role and employers' agreed vicarious liability (or equivalent). Students, as active and engaged learners, will be responsible for organising self-directed learning. Guidance and tutorial support will be provided to support development of the Clinical Practice portfolio. Student centred learning strategies will be deployed, such as group tutorials and the provision of Learning objects (e.g. handouts, workbooks literature search and appraisal guidance). Supervised clinical practice will provide the forum for practice based learning and assessment of clinical competencies and this will take place at the students' workplace. Supervised clinical practice involves students working alongside a designated practitioner who possesses the skills the student requires to develop and can therefore act as a role model and assessor. This may be a Doctor/ Advanced Nurse Practitioner with the appropriate educational preparation and clinical expertise to facilitate learning in practice. Development of the Clinical Practice Portfolio provides structure and guidance for demonstrating achievement of overall competence to practice. It is comprised of a record of achievement of required clinical competencies based on Benner's (1984) Novice to Expert framework and a record of reflective practice. Individual competencies are assessed on a pass/fail basis.

Indicative Reading

FERRI, F.F. 2010. The Differential Diagnosis of Symptoms, Signs, and Clinical Diagnosis . 2 nd edition. Philadelphia. Elsevier.-2 RUSHFORTH, H, 2009. Assessment made Incredibly Easy (UK Edition). London: Lippincott Williams & Wilkins. DOUGLAS, G., NICOL, F. & ROBERTSON, F. eds. 2013. Macleod's Clinical Examination . 13 th Edition. Edinburgh. Elsevier Churchill Livingstone. BICKLEY, L. 2016. Bates' Pocket Guide to Physical Examination and history taking . 7 th Edition. London. Lippincott Williams & Wilkins. JOHNSON, G., & HILL-SMITH, I. 2012. The Minor Illness Manual. 4 th edition. London. Radcliffe Publishing Ltd. RAMRAKHA, P., MOORE, K. & SAM, A. 2010. Oxford Handbook of Acute Medicine. 3 rd edition. Oxford. Oxford University Press. CROUCH, R., CHARTERS, A., DAWOOD, M. & BENNETT, P. eds. 2016. Oxford handbook of emergency nursing . 2 nd edition. Oxford. Oxford University Press . PURCELL, D. 2017. Minor injuries: A clinical guide . 3 rd edition. Edinburgh. Elsevier.

Transferrable Skills

Participation in this module will enable the student to develop the following transferrable skills associated with level 9 study including: Working in a self-directed manner, taking responsibility for own learning, personal development and clinical practice competence. Developing study and IT skills to underpin effective learning. Developing knowledge and understanding in the context of a subject, which can be transferred within different contexts. Demonstrating critical thinking and problem solving skills in a range of situations. Developing communication skills, written, oral, listening and presentational skills. Demonstrating the ability to work as an effective member of a team. Underpinning professional practice through the integration of theory and practice.

Module Structure

Activity Total Hours
Assessment (FT) 60.00
Assessment (FDL) 60.00
Independent Learning (FT) 260.00
Tutorials (FT) 80.00
Independent Learning (FDL) 260.00
Assessment (PT) 60.00
Tutorials (FDL) 80.00
Independent Learning (PT) 260.00
Tutorials (PT) 80.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 0.00 40% Clinical Competency Portfolio
Coursework 2 n/a 100.00 40% Critical Reflection on a Practice Based Case-Study (4,000 words)