CONTINENCE PROMOTION

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B726210
Module Leader Mary Ballentyne
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This module focuses on the core aspects of promotion of continence and the management of urinary dysfunction. Specific aspects relating to continence care including; underlying aetiology, pathophysiology, psychosocial implications of incontinence, continence services in hospital and community, continence assessment and strategies for promoting and managing urinary dysfunction will be explored. Given that for the majority of people urinary dysfunction is both preventable and treatable, the focus of this module is on enabling students to explore and apply contemporary evidence with the aim of reviewing and improving care for those with urinary and/or bowel issues. This will promote understanding of the varied skills each practitioner brings to the overall care and management of those with bladder and/or bowel problems. The syllabus, combined with the learning and teaching strategy, will support the development of responsible leadership and confidence, preparing students to practise with both integrity and creativity when caring for those with continence problems.

Syllabus

-360b7 Pathophysiology of the lower urinary tract b7 Development of continence services and role of the specialists in Primary and Secondary b7 Continence Assessment models and strategies across the lifespan continuum b7 Psychological aspects in gender, ethnicity, carers, quality of life in bladder and bowel dysfunction b7 Diagnostics and Investigations including Urodynamic b7 Technology Use of Apps for patients and clinicians b7 Perspective from service users workshop b7 surgical approaches to urinary and pelvic floor dysfunction b7 Pathophysiology of the Bowel including practical session on Digital removal of faeces /digital rectal examination for constipation the five invasive procedures b7 Assessment Treatment and Management of Constipation b7 The appropriate and correct assessment and application of products, medical devices. b7 Discussion and examination of selected case studies

Learning Outcomes

On successful completion of the module students should be able to:1. Demonstrate an in-depth understanding of the aetiology, pathophysiology and clinical features associated with the different types of urinary and bowel dysfunction.2. Critically analyse and evaluate the impact of urinary and bowel dysfunction on individuals and their families or carers, physically, psychologically, socially and economically. 3. Discuss the importance of a multidisciplinary team approach in relation to the assessment, bladder and bowel health and the management of continence problems.4. Evaluate best evidence to support the promotion of continence and management of urinary dysfunction. 5. Demonstrate a critical understanding of the importance of applying the principles of continence care to groups with special needs including; children, those with a learning disability, older adults and those with mental health issues or complex needs. 6. Demonstrate skills, knowledge and decision-making through discussion of assessment strategies and consideration of appropriate treatment and management pathways for the client.

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. 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, practical workshops, role play, reflective exercises, guided reading and online learning. A series of core lectures will be supported with facilitator and student-led tutorials and directed learning utilising facilitator and student-led activities. The teaching and learning strategy will enable the students to synthesise and apply knowledge gained from study of the topics within the module. Tutorials will provide opportunities to consider and explore research based scenarios focused on real live clinical situations for discussion, synthesising approach to care/management and evaluation The module will also incorporate professional guidelines and policy drivers. Students will work with clinical experts and service users to develop competence in nursing diagnostic/ consultation skills.

Indicative Reading

ABRAMS,P.,CARDOZA,L.,FALL,M.,GRIFFITHS ET AL, 2002. The Standardisation of Terminology in Lower urinary tract function :Report from the Standardisation Subcommittee of the International Continence Society [online]. Available from; <https://www.ics.org/Publications/ICI_3/v2.pdf/abram.pdf> ALL PARTY PARLIAMENTARY GROUP (APPG) CONTINENCE CARE, 2013. Cost effective commissioning for continence care: A guide for commissioners written by continence care professionals. <http://www.appgcontinence.org.uk/> DEPARTMENT OF HEALTH, 2010. Essence of Care Benchmarks for Bladder Bowel and Continence Care TSO ( The Stationary Office) [online] Norwich Available from <https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/216693/dh_119971.pdf> [accessed on 18 th March 2019] EXCELLENCE IN CONTINENCE CARE, 2018. Practical guidance for commissioners, and leaders in health and social care. [online]. Available from: <https://www.england.nhs.uk/wp-content/uploads/2018/07/excellence-in-continence-care.pdf> NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE, 2019. Urinary Incontinence and pelvic organ prolapse in Women <http://www.nice.org.uk/qs77>: management [online]. Available from: <https://www.nice.org.uk/guidance/ng123> NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE, 2014. Faecal Incontinence in Adults <http://www.nice.org.uk/qs54> [online]. Available from: <https://www.nice.org.uk/Guidance/QS54> ROYAL COLLEGE OF NURSING, 2019. Catheter Care RCN Guidance for Health Care Professionals [online]. Available from: <https://www.rcn.org.uk/professional-development/publications/pub-007313> STROKE TRAINING AND AWARENESS RESOURCES, 2014. [online]. Available from: www.stroketraining.org <http://www.stroketraining.org> UNITED KINGDOM CONTINENCE SOCIETY, 2015 Minimum Standards for Continence Care in the United Kingdom <http://www.bit.ly/UKCSStandards> (2nd edn) [online]. Available from: <https://www.ukcs.uk.net/resources/Documents/15091716_Revised_Min_Standards_for_CC_in_UK.pdf>

Transferrable Skills

Development and/or 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 Problem solving through integration of theory and practice b7 Assessment and planning appropriate strategies for person centered continence care, including for those with complex needs.

Module Structure

Activity Total Hours
Tutorials (FT) 8.00
Lectures (FT) 36.00
Independent Learning (FT) 126.00
Seminars (FT) 6.00
Practicals (FT) 4.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Written Assignment n/a 100.00 40% Written Assignment/Essay (3000 words)