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| Module Availability |
| Semester 2 |
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| Assessment Pattern |
A critical reflective account to demonstrate knowledge of a contemporary practice issue relevant to the student’s area of health and social care practice - 3500 words.
The student must demonstrate:
• Knowledge of a contemporary issue from National and Local perspectives
• A critical approach to a contemporary practice issue from personal and professional perspectives
• Integration of the appropriate evidence base to justify recommendations for future practice
• A critical approach as to how the recommendations can be achieved and implications for future practice
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| Module Overview |
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| Prerequisites/Co-requisites |
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| Module Aims |
| The aim of this module is to enable the student to discuss contemporary professional issues in their field of health and social care practice. |
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| Learning Outcomes |
On completion of the module the student should be able to:
Subject knowledge and understanding
• explore a range of current issues relevant to their area of health and social care practice
Cognitive skills
• discuss and evaluate the role of health and social care professionals in relation to clinical governance/ best value
• discuss and evaluate the role and contribution of health and social care professionals in the development and implementation of local guidelines, care standards and protocols
• explore in depth one contemporary issue that is relevant to their field of health and social care practice
Practical skills
• apply local guidelines, care standards and protocols as appropriate
Key / transferable skills
• take responsibility for their own learning
• demonstrate a commitment to continuing practice development
• encourage and support best practice initiatives in the workplace.
• Identify how this contemporary practice issue can be taken forward in practice in light of best available evidence
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| Module Content |
Contemporary health and social care issues including:
• developments in practice
• evidence based practice
• policies and guidelines
• patient safety issues
• local and national perspectives
• user perspectives
• reflection on and in practice.
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| Methods of Teaching/Learning |
Student Workload: 300 hours total:
30 hours taught
100 hours work-based learning
170 self-directed study
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| Selected Texts/Journals |
ESSENTIAL READING
• Alfaro-LeFevre R 1999 Critical Thinking in Nursing 2nd edn. Saunders, London
• Binnie A, Titchen A 1999 Freedom to Practice – The development of patient-centred nursing. Butterworth, Heinemann
• Department of Health 1998 A first class service: quality in the new NHS Department of Health, London
• Department of Health 2001 Essence of Care: patient-focused benchmarking for health care practitioners. Department of Health, London
• Department of Health 2000 The NHS Plan: A plan for investment, a plan for reform. HMSO, London
• Department of Health 2000 National service framework for mental health. HMSO, London
• Department of Health 2000 National service framework for cancer care. HMSO, London
• Department of Health 2000 National service framework for diabetes. HMSO, London
• Department of Health 2000 National service framework for coronary heart disease. HMSO, London
• Department of Health 2001 National service framework for older people. HMSO, London
• Department of Health NPSA 2001
• Johns C, Freshwater D (eds) 1998 Transforming Nursing Through Reflective Practice. Blackwell Scientific Publications, Oxford
• Kitson A, 2001 The Clinical Audit Handbook, Harcourt Publisher London
• Schon D 1991 The Reflective Practitioner: How professionals think in action. Avebury Press, Aldershot
Students will also be directed towards relevant texts for their specialist area of practice.
BACKGROUND READING
Journals
Journal of Advanced Nursing
Nursing Times
Nursing Standard
Professional Nurse
Journal of Mental Health
Community Care
British journal of Learning Disability
Health and Social Care in the Community
Health Care Management
Clinical Governance Journal
USEFUL WEBSITES
www.npsa.org.uk
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| Last Updated |
| 27TH JULY 2010 |
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