SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB723009
Module Leader Mark Cooper
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)
  • A (September start)-B (January start)
  • B (January start)-C (May start)

Pre-Requisite Knowledge

Healthcare Professionals who are working at a Senior Practitioner or an Advanced Practitioner level and in an appropriate post. Applicants must have the support of their clinical manager.

Summary of Content

The aim of this module is to facilitate the acquisition of knowledge and skills, to enable the participating registered health care professionals to independently carry out assessment on patients with specific conditions and plan appropriate management within their speciality. The module also aims to enable the healthcare professional to build on their knowledge and skills to then practice autonomous patient care within defined protocols without reference to a medical practitioner.


Content of the syllabus will be agreed in the learning contract and will demonstrate learning appropriate to SCQF level 10. Learners will be provided with work-based support materials to supplement their own learning. Workshops will include the learning process, selecting and critically evaluating the literature, planning and evaluating appropriate work-based learning. Development of a learning contract. Negotiating learning outcomes. Identifying and presenting appropriate evidence of learning.

Learning Outcomes

On successful completion of this module the student should be able to:1. Critically appraise the literature and implement evidence based practice throughout the assessment, diagnosis, treatment and discharge/referral process.2. Critically review and consolidate knowledge of normal anatomy to conduct appropriate clinical examinations and differentiate normal from abnormal.3. Analyse complex clinical problems including the interpretation of common investigations e.g. x-rays and blood tests.4. Recognise the boundaries of the role by demonstrating the ability to appropriately refer patients to other members of the multidisciplinary team when and where appropriate.5. Demonstrate critical thinking, critical reflection, diagnostic reasoning skills and clinical decision making (including the initiation of emergency procedures).6. Formulate a learning log to evidence clinical activity.

Teaching / Learning Strategy

This module offers only a blended delivery. A combination of lectures, seminars, tutorials, interactive discussions, workshops, directed and self-directed study will be utilised. The student will always obtain the equivalent of 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 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). This is a student centred learning using workshops, group tutorials, lectures, discussions and work-based flexible learning materials e.g. handouts and workbooks. Students will have the opportunity to access ongoing support as they work through their learning contract. Students will negotiate with a work colleague who will act as a clinical mentor to help identify appropriate resources to be included in their portfolio. Tutorial support will be provided to help students produce appropriate learning outcomes. Clinical practice will be negotiated between the student, their nurse manager, the module facilitator and their clinical mentor who will supervise their clinical practice. A flexible period of supervision and assessment will be agreed and this will involve a period for reflection and feedback on clinical experiences.

Indicative Reading

Boak G (1998) A complete guide to learning contracts. London. Gower. Bickley, L. (2013) Bates' Guide to History Taking and Physical Examination (11 th Edition). Wolters Kluwer Health. Philadelphia Colledge, N., Walker, B.R. and Ralston S.H. (eds) Davidson's Principles and Practice of Medicine 21 st Edition. Churchill Livingstone Elsevier. Edinburgh. Greenhalgh, T. (2014) How to read a paper (4 th Edition) Wiley. Oxford Stevenson J and Laycock M (eds) (1993) Using learning contracts in higher education. Routledge. London. <> <> <>

Transferrable Skills

Develop independent learning by working in a self-directed manner Develop study and IT skills to underpin effective learning Develop critical thinking, decision making and communication skills Work effectively with others Underpin professional practice through reflection and the integration of theory and practice Appreciate the need for a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Practicals (PT) 50.00
Independent Learning (PT) 124.00
Tutorials (PT) 6.00
Assessment (PT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 40% Portfolio of Evidence of Learning (4000 words)