INTRODUCTION TO CONTEMPORARY COMMUNITY NURSING

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B726251
Module Leader Lisa Barr
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January 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.

Syllabus

Political and professional issues Inequalities in health Health Improvement Assessment and decision making Leadership Partnership working Legal and Ethical and accountability issues

Learning Outcomes

On successful completion of this module the student should be able to:1. Analyse the social, political and professional issues which influence and direct the provision of contemporary community nursing practice 2. Discuss the contribution of evidence based practice in relation to community nursing3. Analyse theoretical models of assessment and decision making and discuss their application in the context of community nursing practice4. Discuss leadership theories and strategies which promote managing change effectively5. Explore concepts of team working and referral within a health and social care environment6. Explore the roles, responsibilities and accountability associated with contemporary nursing practice and engage in learning activities to support the development of self-assessment and reflective practice

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. Following the spiral curriculum some previously explored concepts will be related to more complex patients and scenarios. The care of a selection of patients will be explored in relation to underpinning pharmacology and pathophysiology. Learning and teaching strategies will enhance student engagement, accessibility, flexibility and personalisation of the curriculum through the use of technology/digital learning where appropriate. A series of core lectures will be supported with facilitator and student-led tutorials and directed learning utilising facilitator and student-led activities. Teaching approaches will include a variety of methods which may include seminars, group work, workshops, role play, reflective exercises, guided reading and online learning, simulation and other practical activities. 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. The fundamental aim of the teaching and learning strategies, irrespective of delivery mode is to support the development of autonomous, independent problem solving and decision making within the parameters of their profession competence, role and employers agreed vicarious liability (or equivalent).

Indicative Reading

BAGGOTT, R., EBL. 2013. Partnerships for public health and well-being: policy and practice, Palgrave Macmillan, New York, NY;Houndmills, Basingstoke, Hampshire CHILTON, S., BAIN, H., 2017 2nd edition. A textbook of Community Nursing. London: Routledge DIMOND, B.,C., DAWSONERA, A. 2015. 7th edn, Legal aspects of nursing. London: Pearson/Longman ELLIS, P., BACH, S. 2015. 2nd edn, Leadership, management & team working in nursing, London: SAGE/Learning Matters GILL, R. 2011. 2nd Ed. Theory and Practice of Leadership London: Sage JASPER, M., ROSSER, M., MOONEY, G. 2013. 2nd Ed. Professional development, reflection and decision making in nursing and health care. Chichester: John Wiley & Sons Ltd MCKENNA, H.P., PAJNKIHAR, M., MURPHY, F. & ASKEWS 2014, Fundamentals of nursing models, theories and practice, 2 nd edn, Wiley, Blackwell, Malden, MA;Chichester, West Sussex, UK. NORTHOUSE, P.G. 2019, Leadership: theory and practice, 8th intnl. student edn, SAGE Publications, Inc, Los Angeles. SINES, D. & EBL 2013, Community and public health nursing, 5th edn, wiley-blackwell. TAYLOR G. & HAWLEY H. 2010. Key Debates in Health Care. Berkshire: Oxford University Press. URL's www.skillsforhealth.orgwww.nhshealthquality.org www.nursingleadership.co.uk www.nes.org.uk http:// www. nmc-uk.org http://www.nelh.nhs.uk http://www.scotland.gov.uk http://www.show.scot.nhs.uk http://www.rcn.org.uk http://www.nes.scot.nhs.uk https://www.qni.org.uk/wp-content/uploads/2017/02/District_Nurse_Standards_WEB.pdf https://www.qnis.org.uk/

Transferrable Skills

Development, or enhancement, of - Independent learning skills - Critical thinking and decision making skills - Study, IT and time management skills - Professional and ethical values aligned with professional practice - Communication and team working - Theory and practice integration and problem solving - Digital and health literacy skills - Assertiveness, confidence - Citizenship - Reflection

Module Structure

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

Assessment Methods

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