SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB726131
Module Leader Deborah Rickards-Hill
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This theory practice-based module enhances the professional nursing skills that underpin compassionate and competent care within the context of the NMC standards of proficiency for registered nurses. Enhancement of these skills will be facilitated within the Interprofessional Simulation Centre (ISC) and by involvement in the delivery of care across a variety of settings. Common Good attributes and values of confidence, integrity, creativity and responsibility are core to the module. The module also includes six weeks in a practice learning environment. Within this module students will undertake 204 of hours of practice as part of the total 2300 hours required for the programme which is stipulated in the NMC Standards for pre-registration nursing programmes.


-360b7 Patient safety -human factors, risk assessment, SPSP Care bundles, -360b7 Recognise, report and document changes in patient's condition b7 Communication, including SBAR b7 Routine diagnostic tests e.g. urinalysis, blood glucose monitoring, FOB, gastric pH b7 Clinical judgement and decision making using observations and decision tools to inform decisions b7 Elimination and associated skills b7 Enteral feeding, intravenous therapy b7 MRSA; Source and Protective Isolation b7 Digital and health literacy b7 Cardiac Monitoring and ECG b7 Neurological assessment b7 Tracheostomy Care and Airway Management b7 Maternity care b7 Pathophysiological processes and the pharmacology b7 Numeracy & Medicines Management, including PGDs b7 Leadership and management in practice -360b7 Future Nurse: Standards of proficiency for registered nurses (NMC 2018) b7 Practice Assessment Document b7 NMC Platforms and Proficiencies b7 NMC Annexes A & B: Skills and Procedures b7 EU Legislation: Directive 2005/36/EC (Adult Field only) Mandatory skills -360b7 Dementia Excellence framework - Skilled level -360b7 Blood transfusion: Safe Blood Transfusion Practice (NES) b7 Basic life support, including AED b7 Fire safety b7 Numeracy NMC Proficiencies: 1.7, 1.8, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.17, 1.18 2.1, 2.4, 2.7, 2.8, 2.9, 2.10 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.11, 3.12, 3.13, 3.14, 3.15, 3.16 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10, 4.12, 4.13, 4.14, 4.15, 4.17, 4.18 6.1, 6.3 7.1, 7.5, 7.8, 7.9, 7.10 EU Directives A.a.2, A.a.3, A.b.1, A.b.2, A.b.6, A.b.7, A.c.5, A.c.6

Learning Outcomes

On successful completion of the module the student should be able to:-1. Critically evaluate research and best evidence to inform safe, compassionate and competent person-centred care.2. Identify and perform diagnostic procedures and therapeutic interventions through clinical simulation.3. Critically appraise the use of assessment tools and the role of technology, digital and health literacy in the delivery of safe, effective person-centred care.4. Critically assess the use of pharmacology in the treatment of patients in a variety of health and social care settings.5. Explore the relationship between normal physiological processes and disease states in practice.6. With reference to the Participation in Care Framework, demonstrate safe, effective and person-centred practice at the DEVELOPING INDEPENDENCE level of performance.

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. Teaching approaches will include a variety of methods which may include seminars, tutorials, 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. Students will be supported in practice by a supervisor and a practice assessor in the Practice Learning Experience (PLE) to develop their professional skills in practice.

Indicative Reading

BROOKER, C. & WAUGH, A., 2013. Foundations of Nursing Practice: Fundamentals of Holistic Care. 2 nd ed. Edinburgh: Mosby Elsevier. BURNS, D. 2018. Foundations of Adult Nursing . 2 nd ed. London: SAGE Publications Ltd. CLARKE, D. & KETCHELL, A. 2016. Nursing the Acutely Ill Adult. Priorities in Assessment and Management . 2 nd ed. London: Palgrave. COTTRELL, S., 2013. The study skills handbook. 4 th ed. Basingstoke: Palgrave Macmillan. DOUGHERTY, L. & LISTER, S., 2015. The Royal Marsden manual of clinical nursing procedures. 9 th ed. Chichester: Wiley & Sons. JISC, 2014. Developing students' digital literacy. [online] JISC. [viewed 23 August 2019]. Available from: <http://www.jisc.ac.uk/guides/developing-students-digital-literacy> McFADDEN, R., 2019. Introducing Pharmacology: For Nursing and Healthcare . 3 rd ed. Oxon: Routledge. NICOL, M., BAVIN, C. & CRONIN, P., 2013. Essential Nursing Skills. 4 th ed. Mosby Elsevier PEATE, I. & DUTTON, H., 2011. Acute Nursing Care. Recognising and responding to medical emergencies . Essex: Pearson. SCOTTISH GOVERNMENT, 2014. Making it Easy: A health literacy action plan for Scotland . Scottish Government [online], Edinburgh: Scottish Government [viewed 23 August 2019] Available from: http://www.scotland.gov.uk/Resource/0045/00451263.pdf TORTORA, G. & DERRICKSON, B., 2013. Essentials of anatomy and physiology. 9 th ed. Chichester: Wiley. WAUGH, A. & GRANT, A., 2018 . Ross & Wilson anatomy and physiology in health and illness. 13 th ed. Edinburgh: Elsevier Health Sciences. Websites CLINICALSKILLS.NET Best practice at your fingertips. [online] Available from: http://www.clinicalskills.net Healthcare Improvement Scotland http://www.healthcareimprovementscotland.org/ Knowledge Network http://www.knowledge.scot.nhs.uk/home.aspx NES 2014 The health literacy place http://www.knowledge.scot.nhs.uk/healthliteracy.aspx Nursing and Midwifery Council http://www.nmc-uk.org/ Scottish Patient Safety Programme http://www.scottishpatientsafetyprogramme.scot.nhs.uk/

Transferrable Skills

Development, 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 Digital and health literacy skills b7 Assertiveness, confidence b7 Citizenship b7 Reflection

Module Structure

Activity Total Hours
Independent Learning (FT) 88.00
Tutorials (FT) 18.00
Practicals (FT) 12.00
Assessment (FT) 20.00
Lectures (FT) 12.00
Placement 204.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam 01 1.00 100.00 50% Clinical Viva
Placement 01 n/a 0.00 50% Practice Learning Experience