SHE Level 4
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code MHB725841
Module Leader Tom McAlear
School School of Health and Life Sciences
Subject Nursing
  • C (May start)-A (September start)
  • A (September start)
  • B (January start)
  • C (May start)
  • S-C (May start)-A (September start)

Summary of Content

There is an increasing demand to develop an unscheduled care workforce that is responsive to and reflective of changing health needs, service demands, skill mix and government targets for health improvement. An important element of modernising service will be the delivery of care by highly skilled and autonomous practitioners within an overall framework of Interprofessional practice. This module is specifically designed to address the needs of practitioners working in unscheduled care aiming to meet the challenges and demands faced in delivering high quality care to adult patients presenting within major injury/illness. This is applicable to those working in accident and emergency departments, minor injury units and primary care settings and out of hour's centres. The module promotes the development of knowledge, problems solving and decision making skills to underpin clinical competence, as transferable skills to utilise the unpredictable and unique clinical situations, which characterise this sphere of practice. The intention is to ensure competence and confidence within the field of minor injury/illness to support a service model, which enables practitioners to safely and effectively immediately assess and manage major clinical presentations presenting in the unscheduled care setting.


Assessment and management of major illness/injuries and conditions presenting in the unscheduled care setting in the context of: -360b7 CVS: Chest pain, ECG changes, heart failure, stroke; suspected DVT; collapse b7 Neurological: Parkinson's disease; CVA; collapse; head injury b7 Genitourinary: Genitourinary complaints; renal failure b7 Endocrine: Hypo / hyperglycaemia; b7 Respiratory: COPD; asthma; acute dyspnoea b7 GI: Gastro-oesophageal reflux disease; abdominal pain; common bowel diseases; pancreatitis; b7 Musculoskeletal : hip and femur fractures, falls. b7 Mental health: dementia; delirium; depression: deliberate self-harm: alcohol withdrawal syndrome Anatomy, physiology and pathophysiology to underpin the assessment and management of minor injuries and illness/conditions Clinical history-taking including full systems assessment Physical Examination of: Respiratory, cardiovascular system, GI, Renal, and neurological system Decision-making Evidence based Practice Legal, ethical and professional issues Health Promotion Reflective Practice

Learning Outcomes

At the end of this module the student should be able to:1 Demonstrates knowledge of the anatomy, physiology and pathology sufficient to underpin the immediate assessment and management of major injury/ illnesses in adults, relevant to the unscheduled care environment2 Demonstrate a structured approach to clinical assessment and management of adults presenting within the unscheduled care environment.3 Demonstrate critical thinking and high level decision making in the assessment and management of major injuries/illness 4 Critically reflect on the application of evidence based practice to underpin safe and effective practice5 Demonstrate competence in the assessment and management of common major injury/illness presenting in the unscheduled care setting6 Critically explore the legal, ethical and professional requirements regarding the immediate assessment and management of major injury/ illnesses, presenting within the unscheduled care environment7 Interpret, evaluate and utilise clinical data to underpin the clinical assessment and management of major injury/ illnesses 8 Critically reflect on the importance of effective safety netting and referral pathways; communicate effectively within a multi-disciplinary unscheduled care environment 9 Critically analyse appropriate strategies to minimise risk in the assessment and management of major illness/injury.10 Critically appraise individual learning needs and development in regards to major illness/in jury in unscheduled practice

Teaching / Learning Strategy

Students will be supported by modified lectures, case study analyses, simulated practice and group work. The module will be made available through GCULearn. Students will be directed to wider reading including access to NHS electronic library and DVD's The fundamental aim of the teaching and learning strategy is to support the development of students' autonomous, independent problem solving and decision making within the parameters of their professional competence, role and employers agreed vicarious liability (or equivalent). Students will be largely responsible for organising their own learning. Guidance and tutorial support will be given to develop a Clinical Practice portfolio. Development of the Clinical Practice Portfolio provides structure and guidance for demonstrating achievement of overall competence to practice. It is comprised of a record of achievement of required clinical competencies based on Benner's (1984) Novice to Expert framework and a record of reflective practice. Individual competencies are assessed on a pass/fail basis. The student will utilise student centred learning strategies such as group tutorials, and flexible learning materials e.g. handouts, workbooks literature search and critiquing to meet their learning needs. Satisfactory completion of a Learning Log (log of activities undertaken for the duration of the module e.g. visits, meetings, reading etc.); is required to pass the module. Practice based learning will take place at the students' workplaces where individual learning opportunities led by colleagues and practice teams, will encourage problem solving and reflective practice.

Indicative Reading

FERRI, F.F. 2010. The Differential Diagnosis of Symptoms, Signs, and Clinical Diagnosis . 2 nd edition. Philadelphia. Elsevier.-2 RUSHFORTH, H, 2009. Assessment made Incredibly Easy (UK Edition). London: Lippincott Williams & Wilkins. DOUGLAS, G., NICOL, F. & ROBERTSON, F. eds. 2013. Macleod's Clinical Examination . 13 th Edition. Edinburgh. Elsevier Churchill Livingstone. BICKLEY, L. 2016. Bates' Pocket Guide to Physical Examination and history taking . 7 th Edition. London. Lippincott Williams & Wilkins. JOHNSON, G., & HILL-SMITH, I. 2012. The Minor Illness Manual. 4 th edition. London. Radcliffe Publishing Ltd. RAMRAKHA, P., MOORE, K. & SAM, A. 2010. Oxford Handbook of Acute Medicine. 3 rd edition. Oxford. Oxford University Press. CROUCH, R., CHARTERS, A., DAWOOD, M. & BENNETT, P. eds. 2016. Oxford handbook of emergency nursing . 2 nd edition. Oxford. Oxford University Press . PURCELL, D. 2017. Minor injuries: A clinical guide . 3 rd edition. Edinburgh. Elsevier.

Transferrable Skills

Participation in this module will enable the student to develop the following transferrable skills associated with level 10 study including: Work in a self-directed manner, taking responsibility for own learning, personal development and clinical practice competence. Developing study and IT skills to underpin effective learning. Developing knowledge and understanding in the context of a subject, which can be transferred within different contexts. Demonstrating critical thinking and problem solving skills in a range of situations. Developing communication skills, written, oral, listening and presentational skills. Demonstrating the ability to work as an effective member of a team. Underpinning professional practice through the integration of theory and practice.

Module Structure

Activity Total Hours
Assessment (FDL) 60.00
Assessment (FT) 60.00
Tutorials (PT) 80.00
Independent Learning (PT) 260.00
Tutorials (FDL) 80.00
Independent Learning (FDL) 260.00
Tutorials (FT) 80.00
Assessment (PT) 60.00
Independent Learning (FT) 260.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 0.00 40% Clinical Competenciy PortfolioExceptions Case 161
Coursework 2 n/a 100.00 40% Critical Reflection on a Practice Based Case-Study (4000 words)Exceptions Case 161