SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB723325
Module Leader Tracey Forrester
School School of Health and Life Sciences
Subject Nursing
  • A (September start)

Pre-Requisite Knowledge

completion of entry to the register

Summary of Content

The aim of this theory module is to advance the ability of students to engage and contribute to ethical discussion, analysis and action planning at an individual, organisational, national and global level. In delivering value based safe, effective and compassionate care, students will be expected to critically explore current practice, research and policy directives. This will require knowledge, understanding and application of ethical theory, principles and professional skills in rational decision making and leadership within a health and social care context. Consideration will be given to a range of organisational, national and global ethical and legal issues, which may arise in practice in health and social care in its widest context. Students will be expected to articulate their competence as an accountable practitioner within a healthcare team and as an advocated for applied ethics in contemporary practice.


Promoting values based care at an individual, organisational, national and global level Policy development Ethical decision making and leadership within an interprofessional, national and global context Contemporary issues Global health ethics Conflict resolution

Learning Outcomes

On successful completion of this module students should be able to:1. Critically appraise the different approaches to ethical dilemma resolution (individual, organisation, national and global);2. Critically analyse the role of ethics and values in policy making/initiatives;3. Critically analyse the personal, organisational and global challenges from the exploration of contemporary ethical issues in health and social care;4. Have the confidence and competence to engage and inform deliberations and justifications in health and social care practice;5. Synthesise the knowledge gained throughout the module into the essence of roles and responsibilities undertaken by individuals and organisations within health and social care delivery.

Teaching / Learning Strategy

The module will be delivered either online via GCULearn or face-to-face. Students may elect to study the module either online or face-to-face, but may not transfer between the two. The teaching and learning strategy used will enable students to synthesise and apply knowledge gained within the previous values modules. Strategies will include face to face, flipped classroom, blended and online approaches to facilitate flexibility for students. Teaching methods will include modified lectures, seminars, group work, guided reading and online learning. This combination will enable the student to acknowledge and demonstrate the impact of their ethical knowledge in acting as advocates for applied ethics in health and social care practice. A formative assessment will take place where students will be given the opportunity to engage in a mock viva. Learning and teaching strategies will enhance student engagement, accessibility, flexibility and personalisation of the curriculum through the use of technology/digital learning where appropriate. Lecturers, service partners, users, carers and students will contribute to the authenticity of the teaching and learning experience.

Indicative Reading

Banks, S. & Gallagher, A. 2009, Ethics in professional life. Virtues for health and social care , Palgrave MacMillan, Basingstoke. Beauchamps, T. L. & Childress, J. F. 2012 , Principles of biomedical ethics, 7 th edn, OUP, Oxford, -440 Hawley, G (ed). 2007, Ethics in Clinical Practice - an inter-professional approach. Pearsons Education Limited. Great Britain. Hope, T., Savulescu, J. & Hendrick, J. 2008 Medical E thics and L aw: T he C ore C urriculum, 2dn, Churchill Livingstone, Edinburgh, McCarthy, J. & Rose, P. (eds), 2010 Values-based health & social care: beyond evidence-based practice , -2 Sage Publications Ltd, London. Pilgrim, D., Tomasini, F. & Vassilev, I. 2011, Examining trust in healthcare: A multidisciplinary approach, Palgrave MacMillan, Basingstoke. Websites: -440 http:/ <> <>

Transferrable Skills

In undertaking this module, students will have the opportunity to develop in the following areas: Critical thinking Logic Deliberation Reflection Communication Citizenship Decision making Working in teams and in a self-directed manner Reflection and the integration of theory and practice Assertiveness Confidence Study and IT skills to underpin effective learning.

Module Structure

Activity Total Hours
Seminars (FT) 12.00
Lectures (FT) 6.00
Assessment (FT) 20.00
Independent Learning (FT) 150.00
Tutorials (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% 3000 WORD ESSAY