DELIVERING COMPLEX ADULT NURSING CARE

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B726109
Module Leader Claire Lewsey
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

The module provides students with the opportunity to develop underpinning knowledge and clinical skills in nursing assessment and management of complex and deteriorating patients. This will include the theoretical teaching of pathophysiology, pharmacology and nursing theory related to a number of complex conditions. The students will gain simulated practical experience in a variety of supportive and safe learning environments, including the Interprofessional Simulation Centre (ISC), to support their ability to effectively manage complex patients in a variety of settings. Student will also undertake a practice learning experience. Theoretical concepts will be applied to practice to develop knowledge and understanding. Within this module students will undertake 234 of hours of practice as part of the total 2300 hours required for the programme which is stipulated in the NMC Standards for pre-registration nursing programmes.

Syllabus

-360b7 Pathophysiology and pharmacology relating to treatment and management of stroke, acute coronary syndrome, shock and acute kidney injury b7 A to E assessment b7 Clinical skills, such as venepuncture and cannulation, chest auscultation, ECGs and respiratory support b7 Interpret common abnormal blood profiles and venous blood gases b7 Clinical decision making relating to sepsis, neurological observations and assessments and cardiac monitoring b7 Structured handover - for example SBAR b7 Assessment and management of medical devices b7 Human factors b7 Medicine management and complex drug calculations b7 Future Nurse: Standards of proficiency for registered nurses (NMC 2018) b7 Practice Assessment Document b7 NMC Platforms and Proficiencies b7 NMC Annexes A & B: Skills and Procedures b7 EU Legislation: Directive 2005/36/EC (Adult Field only) Mandatory skills -360b7 Numeracy b7 Fire safety b7 Participation in immediate life support NMC Proficiencies 1.2, 1.4, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.18 3.2, 3.3, 3.5, 3.7, 3.11, 3.12, 3.13, 3.15, 3.16 4.2, 4.3, 4.5, 4.10, 4.12, 4.14, 4.15, 4.16 5.2 6.1 7.1, 7.5 EU Directives A.a.1, A.a.2, A.b.1, A.b.2, A.b.7, A.c.1, A.c.2

Learning Outcomes

On successful completion of the module the student should be able to:- 1. Demonstrate a critical understanding and use appropriate interpersonal and communication skills to facilitate safe, effective, person- centred care.2. Critically explore the use of assessment tools, including technology, in the provision of holistic care of a deteriorating adult patient.3. Demonstrate a critical understanding of pharmacology and pathophysiology in the treatment of a deteriorating adult patient.4. Critically analyse and apply holistic person-centred care strategies, incorporating cultural awareness, in the provision of complex patient care.5. Apply evidence-based best practise in the delivery of enhanced nursing skills. 6. With reference to the Participation in Care Framework, demonstrate safe, effective and person-centred practice at the INDEPENDENT level of performance.

Teaching / Learning Strategy

Lecturers, service partners, users, carers and students will contribute to the authenticity of the teaching and learning experience using case-based scenarios. As part of the spiral curriculum, some previously explored concepts will be related to complex patients and scenarios. The care of a selection of patients will be explored in relation to underpinning pharmacology and pathophysiology, before developing the related skills in the inter-professional simulation centre. Learning and teaching strategies will enhance student engagement, accessibility, flexibility and personalisation of the curriculum through the use of technology/digital learning where appropriate. Teaching approaches will include a variety of methods which may include seminars, tutorials, group work, workshops, role play, reflective exercises, guided reading and online learning. The learning and teaching strategy will provide an educational framework which promotes active learning. Guided and self-directed study, including interactive resources supported by a virtual learning environment, will be used to prepare students for each week's activities and assist in consolidation of their learning. Students will be supported in practice by a supervisor and a practice assessor in the Practice Learning Experience (PLE) to develop their professional skills in practice. The level of supervision provided to the student will reflect their own individual learning needs.

Indicative Reading

CLARKE, D., MALECKI-KETCHELL, A. 2016. Nursing the Acutely Ill Adult , 2 nd ed. London, Palgrave. DOUGHERTY, L., LISTER, S. 2015. The Royal Marsden Manual of Clinical Nursing Procedures , 9 th ed. Chichester, John Wiley & Sons Ltd. HARRISON, R., DALY, L., 2019. A Nurse's Survival Guide to Acute Medical Emergencies . Edinburgh: Elsevier. NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE, 2016. Sepsis: recognition, diagnosis and early management . [online]. London: NICE [viewed 17/07/19]. Available from <https://www.nice.org.uk/guidance/NG51> NHS IMPROVEMENT, 2018. SBAR communication tool - situation, background, assessment, recommendation . [online] London: NHS Improvement [viewed 17/07/19]. Available from: <https://improvement.nhs.uk/documents/2162/sbar-communication-tool.pdf> PEATE, I., 2018. Fundamentals of Applied Pathophysiology , 3 rd ed. Chichester: Wiley Blackwell. PEATE, I. 2019. Alexander's Nursing Practice. 5th ed. Edinburgh: Churchill Livingstone. RENTON, S., MCGUINESS, C., STRACHAN, E. 2019. Clinical Nursing Procedures , 6 th ed. Edinburgh, Elsevier. ROYAL COLLEGE OF NURSING, 2016. Standards for infusion therapy, 4 th ed. London: RCN. RESUSCITATION COUNCIL (UK), 2015. The ABCDE Approach [online] RC(UK) [viewed 17/07/19]. Available from: <https://www.resus.org.uk/resuscitation-guidelines/abcde-approach/> Websites Glasgow Coma Scale <https://www.glasgowcomascale.org/> Healthcare Improvement Scotland http://www.healthcareimprovementscotland.org/ Knowledge Network <http://www.knowledge.scot.nhs.uk/home.aspx> Nursing and Midwifery Council <http://www.nmc-uk.org/> Resuscitation Council (UK) <https://www.resus.org.uk/> Scottish Patient Safety Programme <http://www.scottishpatientsafetyprogramme.scot.nhs.uk/>

Transferrable Skills

Development, and enhancement, of -360b7 Independent learning skills b7 Critical thinking and decision making skills b7 Study, IT and time management skills b7 Professional and ethical values aligned with professional practice b7 Communication and team working b7 Theory and practice integration and problem solving b7 Reflection b7 Confidence

Module Structure

Activity Total Hours
Lectures (FT) 6.00
Assessment (FT) 20.00
Placement 234.00
Tutorials (FT) 18.00
Independent Learning (FT) 138.00
Practicals (FT) 18.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% OSCE
Placement 01 n/a 0.00 40% Practice learning experience