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2010/1 Module Catalogue
 Module Code: NUR1009 Module Title: PRACTICE MODULE CFP YEAR 1
Module Provider: Health & Social Care Short Name: NUR1009
Level: HE1 Module Co-ordinator: MIKLAUCICH M Dr (HSC)
Number of credits: 60 Number of ECTS credits: 30
Module Availability

Throughout the year.
Assessment Pattern

Portfolio of Practice Evidence: Part A and Part B
Guidance on the content of the Portfolio is given within the portfolio introductory pages. The details of submission dates and content for Part A and Part B at each submission are also provided. The guidance for the written component of Part B is also explained on the final page of the portfolio document. If you have any questions regarding these expectations, please ask a member of the module team. Do not leave completion of the portfolio to the final placement or last weeks in practice. It is to be used to assess your ongoing development in practice.

Module Overview


None required.
Module Aims

To acquire a foundation for understanding the principles of nursing practice and care within health and social care settings and to observe, understand and learn to practise, under supervision, essential nursing skills. Practise will be undertaken in a variety of care settings, with a diverse group of patients and clients, including children, young people and families, with a range of different nursing care requirements.

Learning Outcomes

By the end of the module the student should be able to: 

1. observe their mentor undertaking clinical nursing skills and communicating with patients, clients, children and families and others in the care setting 

2. learn and apply the principles of consent (e.g. asking for consent for them to be present when observing their mentor during patient client care activities; recognising the wider implication for gaining consent to treatment and care) 

3. with guidance from their mentor, carry out nursing activities that have been observed and that are understood 

4. manage self at all times according to the NMC Code of Professional Conduct (2004) and the portfolio of professional behaviour guidelines 

5. understand their limitations, only undertaking activities under supervision as directed by their mentor or their mentor’s nominated colleague 

6. understand how health care professionals work in teams and observe the team working in their placement and be able to discuss this with their mentor 

7. observe verbal and non verbal communications when practising core skills, responding with consideration for the situation 

8. recognise where communication can be problematic and consider how they might overcome these difficulties 

9. understand the principles of confidentiality, how these are managed in practice, at all times participating in maintaining confidentiality 

10. demonstrate to their mentor that they understand the following: 
a) principles of infection control 
b) hand washing and 
c) aseptic technique and apply them to the care of a child, or a person with learning disability or mental health needs or a patient in a general hospital setting 

11. identify nursing care needs then formulate a plan of care from those identified essential needs 

12. always use safe moving and handling techniques, under the guidance of their mentor, always reporting any concerns to their mentor 

13. demonstrate fairness and sensitivity when responding to children and adults from diverse, oppressed, and minority groups 

14. develop an awareness of cultural similarities (as well as differences) in providing care for others from diverse and minority ethnic groups 

15. identify opportunities for health promotion in everyday nursing practice 

16. participate in the negotiation and provision of care for patients, clients, children and families and others from the health and social care team 

17. identify the roles of the members of the health and social care team, interact with and participate in multi-disciplinary care delivery 

18. Understand different types of service provision (i.e. the mixed economy of care) in health and social settings, for example :unscheduled care, intermediate care and acute care, learning disability, mental health, children and young peoples services 

19. Document patient’s essential observations and care plan, or other practice assessment documents, under supervision from the mentor, demonstrating understanding of the principles such as accuracy and continuality of patient/client child care

Professional practice skills 

These will link to the essential nursing skills that the student has the opportunity to learn within a given practice environment. These may include: undertaking vital signs, essential hygiene skills, communication skills, infection control, managing self in areas of professional behaviour in a range of practice settings for the nursing care of children, young people, those with learning disability or mental health needs or adults in general hospital or community settings.

Values and attitudes 

1. show motivation, commitment and a willingness to learn 

2. accept the need to follow direction and to co-operate with others in all aspects of nursing care delivery 

3. be punctual at all times on duty, courteous and considerate toward others 

4. present with a desire to achieve learning outcomes and to work well with staff members, patients and clients

Knowledge and understanding 

By experiencing situations where care is delivered to patients and clients, during the practice module the student will learn the fundamental principles and skills of nursing care for children, young people and adults, as provided by registered nurses. Initially, this will be done by observing how others provide care and questioning, later practicing under direct supervision and receiving feedback from mentors. Learning through interaction with others within the practice environment and being supported in learning by a range of multi professional team members.

Key skills 

1. demonstrate self motivation 

2. develop the skills to work as part of a health care team member 

3. practice verbal and listening skills 

4. have an awareness of own body language 

5. write clearly, accurately and using professional terminology and language 

6. retrieve and handle information

Module Content

The student will provide evidence through work with patients and clients how they achieved their learning outcomes (see assessment of practice portfolio documentation). They will also practice a range of essential nursing skills. Working alongside their mentor, in a supernumerary status, they will learn how a registered nurse provides care and coordinates the provision of holistic care. Through this work the student will demonstrate (through conversation and question and feedback) their understanding of the patient’s (adult or child) circumstances from a psycho-social and emotional perspective as well as a bio-physiological perspective. The practice should enable the student to build up a portfolio of evidence in support of achieving the proficiency statements.

Linking Theory to Practice
As advised within all taught sessions, you need to consider the theory learned and apply this to the practice you experience. Regularly discuss with your mentor your understanding of how the theory applies to practice to ensure you are making these links.

Methods of Teaching/Learning
Selected Texts/Journals


Brooker C, Waugh A 2007 Foundations of Nursing Practice (Fundamentals of Holistic Care). Mosby Elsevier

Alfaro-LeFevre R 2006 Applying nursing process. A step by step guide 6th edn. Lippincott, Philadelphia

Baillie L 2005 Developing Practical Nursing Skills 2nd edn Arnold London

Department of Health (DH) National Service Frameworks (NSFs) available at:

Egan G 2007 The skilled helper: A problem management to helping 8th edn. Brooks Cole Publishing Company, London

Gates B (Ed) 2007 Learning Disabilities: Toward Inclusion Elsevier London

Gatford J, Phillips N 2006 Nursing Calculations Churchill Livingstone, London

Heron J 2001 Helping the client: A creative practical guide 5th edn. SAGE Publications, London

Holland K, Jenkins J, Solomon J, Whittam S 2008 Applying the Roper-Logan-Tierney model in practice Churchill Livingstone, Edinburgh

Kirby S, Hart D, Cross D and Mitchell G (eds) 2004 Mental Health Nursing: Competencies for Practice. Palgrave Macmillan Basingstoke

Nursing and Midwifery Council (NMC) (2008) The Code. NMC, London.

Trigg E and Mohammed TA 2006 Practices in Children’s Nursing: Guidelines for
Hospital and Community 2nd edn Churchill Livingstone Edingburgh

Weber J, Kelley J, Sprengel A 2007 Health assessment in nursing 3RD edn. Lippincott, Williams and Wilkins, Philadelphia

Wong DL Hockenberry-Eaton M Wilson D Winklestein ML and Schwartz P 2005 Wong’s Essentials of Pediatric Nursing 7th edn Mosby London


This is reading that will inform the content you should endeavour to read some of the following:

Burnard, P and Gill, P (2008) Culture, Communication and Nursing: A Multicultural Guide Pearson

Barker, P (ed) (2009) Psychiatric and Mental Health Nursing: The Craft of Caring Hodder Arnold

Boulton G, (2005) Reflective practice writing and professional development 2nd edn Sage Publications London

Goodman B, Clemow R, (2008) Nursing and working with other people. Common Foundation Programme meeting the NMC Outcomes. Learning Matters Ltd. Exeter

Griffith R, Tengnah C, (2008) Law and professional issues in nursing. Common Foundation Programme meeting the NMC Outcomes. Learning Matters Ltd. Exeter

Peck J, & Coyle M, (2005) Write it Right. A Handbook for Students Palgrave Macmillain Basingstoke

Richardson R, (2008) Clinical skills for student nurses Theory Practice and Reflection Based on NMC Essential Skills Clusters Deer Park Productions Exeter

Sully P, and Dallas J, (2005) Essential communication skills for nursing practice Elsevier Mosby

Williamson GR Jenkins T, Proctor-Childs T, (2008) Nursing in contemporary healthcare practice Common Foundation Programme meeting the NMC Outcomes. Learning Matters Ltd. Exeter


Department of Health 2001 Essence of Care: patient-focused benchmarking for health care practitioners. Department of Health, London

George, E Iveson C, and Ratner H, 2001 From Problem To Solution BT Press London

O’Hanlon B & Beale S 1999 ‘A Guide To Possibility Land’ Norton New York

Videbeck, S (2006) Psychiatric Mental Health Nursing Lippincott Williams
and Wilkins

Whittaker N, (2004) Disorders and Interventions Palgrave Macmillan Basingstoke Hampshire

Journal titles

Nursing Standard
British Journal of Nursing
Journal of Clinical Nursing
Mental Health Practice
Professional Nurse
Health Education Journal
Evidenced-Based Nursing
Paediatric Nursing
Nursing times

Last Updated

27TH JULY 2010