| Module Code: NUR3043 |
Module Title: ASSESSMENT IN PRACTICE |
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Module Provider: Health & Social Care
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Short Name: NUR3043
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Level: HE3
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Module Co-ordinator: MACARTNEY DL Miss (HSC)
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Number of credits: 20
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Number of ECTS credits: 10
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| Module Availability |
| Semester 1 |
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| Assessment Pattern |
1. An observed structures practice assessment (OSPA) of a client in practice using a proforma which has observed and certified by a Practice Teacher.
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2. An essay 2,000 words
Evaluate the evidence base that underpins one element of the assessment undertaken for your OSPA
Students are expected to achieve a pass in both elements of assessment in order to complete the module successfully
Where the student is not able to undertake the OSPA they will undertake an alternative assignment with the approval of the Module Leader.
Essay 2,500 words (100%)
Identify an assessment tool and critically discuss the validity and reliability issues in relation to the tool
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| Module Overview |
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| Prerequisites/Co-requisites |
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| Module Aims |
It is intended that the module will provide the practitioner with the necessary knowledge, skills and expertise to undertake an evidence-based assessment specific to their speciality upon which safe and competent decisions can be made.
• Make a comprehensive systematic holistic assessment of a client/patient/family.
• Explore a range of assessment strategies
• Refine the skills required for the collection of appropriate information
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| Learning Outcomes |
On completion of this module the student should be able to:
Subject Knowledge and Understanding
• Evaluate a range of models, concepts and theories related to assessment.
• Demonstrate knowledge and understanding of bio-psychosocial aspects of assessment.
• Display an understanding of the importance of the role of patient/client/family involvement, choice and advocacy in the assessment process.
• Discuss the achievement access targets in Health and Social care.
• Develop and demonstrate knowledge and understanding of the complexities surrounding safeguarding children, young people and vulnerable adults utilizing relevant assessment tools.
Cognitive Skills
• Evaluate the evidence and research base of new approaches to client/patient/family assessment
• Analyse and evaluate contemporary issues in own field of health and social care that will affect assessment
• Demonstrate critical thinking and reflective ability essential for effective assessment.
Practical Skills
• Demonstrate implementation and evaluation of appropriate tools of assessment
• Identifies and uses best available evidence and best practice to inform the assessment process
• Effectively uses assessment skills in their field of practice to inform the implementation of selected therapeutic interventions.
Key/Transferable Skills
• Demonstrates effective communication with patient/client/family
• Effectively communicates within the multi-professional health and social care team
• Efficiently collects and collates assessment data
• Evaluate and develop their professional knowledge and skills through on going reflection in and on practice
• Evaluates risk management approaches in relation to assessment.
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| Module Content |
Assessment:
Principles, models and theories, single assessment process, information gathering, holistic needs assessment, risk assessment.
Evidence base:
Bio-psychosocial perspective, legal and ethical frameworks, policy drivers, sources, research and audit.
Skills development
History taking, employing appropriate assessment tools, drawing conclusions, initiating appropriate action.
Evaluation
Outcome, impact and process, stakeholder and policy impact, effectiveness of assessment strategies.
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| Methods of Teaching/Learning |
Taught: 35 hours
Self-directed learning: 45 hours
Practice-based learning: 120 hours
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| Selected Texts/Journals |
Bowling A 2001 Measuring Disease, 2nd edn Open University Press, Buckingham.
Brechin A, Brown H, Eby M A 2000 Critical Practice in Health and Social Care OU Press, London
Doughety L, Lister S 2004 The Royal Marsden Hospital Manual of Clinical Roceedures 6th edn Blackwell Publishing
Ebersole P, Hess P, Schmidt Luggen A 2004 Toward Healthy Ageing: Human Needs and Nursing Response 6th edn Mosby, St Louis
Elling B, Elling K 2003 Principles of Patient Assessment in EMS Delmar
Johns C, Freshwater D 1998 Transforming Nursing Through Reflective Practice Blackwell Science Ltd. London.
Pendleton D, Schofield T, Tate P, Havelock P 2004 The New Consultation Oxford University Press, New York
Sarafino E 2006 Health Psychology 5th edn Wiley, New Jersey
Sully P, Dallas J 2005 Communication Skills for Nursing Elsevier Mosby, Edinburgh
Usherwood T 1999 Understanding the Consultation: Evidence, Theory and Practice. Open University Press, Buckingham.
Vincent C 2001 Clinical Risk Assessment Enhancing Patient Safety
Wilkinson J 2001 Nursing Process and Critical Thinking 3rd edn Prentice Hall, US
BACKGROUND READING
Tutors will advise students on further reading required for their area of practice.
Additional reading lists may be provided
A pathophysiology book related to the student’s area of practice, such as:
Marieb E, Hoehn K 2007 Human Anatomy and Physiology 7th edn. Pearson Education, San Francisco.
The National Service Frameworks relevant to the student’s clinical practice.
Journals
Journal of Diabetes
Journal of Child Health Care: for professionals working with children in hospital and the community
Journal of Gerontological Nursing
Journal of Advanced Nursing
Journal of Community Nursing
British Journal of Community Nursing
Community Practitioner
Useful websites
http://www.npsa.nhs.uk/
www.nice.org.uk
www.york.ac.uk/inst/crd/
www.dh.gov.uk/en/PolicyAndGuidance/HealthAndSocialCareTopics
/Olderpeoplesservices
www.dh.gov.uk/en/PolicyAndGuidance/HealthAndSocialCareTopics/Diabetes
http://www.doh.gov.uk/scg/sap/nurses.htm
http://www.midirs.org
http://www.dsa-uk.com
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| Last Updated |
| 29TH JULY 2010 |
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