|Semester 1 and 2
Practice OSCE will be undertaken in the clinical and classroom setting to enable students to understand this process and utilise it as a learning resource prior to the summative assessment.
A two part equally weighted assessment will apply for this module.
Both parts of the module must be passed in order for the module credits to be awarded.
1. A practice portfolio. The portfolio will contain 2 reflections with 1000 words each.
This will include taking a client physical assessment and the outcomes such as referrals to other health care teams. (100%)
2. An Objective Structured Clinical Examination (OSCE) to be undertaken at the University.
Pass or Fail
Portfolio Submission date: TBC
|• assist practitioners in mental health and learning disability care settings to carry out basic physical health assessment of the acute physically ill client within their care.
• develop the knowledge, skills and understanding so they are competent to complete a physical screening and assessment at the point of admission
• assess health promotion needs of their clients and action appropriately
|By the end of the module the student should be able to:
Subject Knowledge and Understanding
• undertake a physical assessment of a patient within a mental health or learning disability care environment
• be empowered to undertake an assessment that is evidence based and appropriate to the clients in their care
• demonstrate the underpinning knowledge related to systematic patient assessment within the relevant care setting
• develop an understanding of user involvement, choice and advocacy, legal and ethical issues including conflict of interest in the assessment of clients and their significant others.
• critically analyse and evaluate contemporary issues in client screening and physical assessment using an appropriate evidence base
• demonstrate the critical thinking and reflective ability essential for the effective assessment and screening
• evaluate the evidence and research base of various approaches to client assessment
• appraise approaches to client assessment used within the relevant practice setting
• make judgements and decisions based on valid evidence and appropriate assessment within the practice setting
• demonstrate understanding of the communication issues that impact upon carrying out a physical assessment
• utilise client risk assessment to maintain client safety
• create an environment in which the practice of client assessment and health screening is developed, evaluated and disseminated
• demonstrate ability to undertake basic investigations relevant to physical assessment
Key / Transferable Skills
• engage in effective communication within a multi professional care team during and following the assessment process
• evaluate and develop professional knowledge and skills through ongoing reflection in and on practice
|This module combines classroom learning and activity with clinical skill sessions both in practice and through simulation. The assessment and screening process relating to general examination and common illness will be explored relating to the major physical systems of the body including –
The Nervous System
Strategies will be explored throughout the module to develop and enhance ability to identify both acute and chronic physical illness. Factors associated with health promotion, life style issues and nutrition are covered providing opportunity for self directed learning and group discussion.
|Methods of Teaching/Learning
|Taught 48 hours
Work based learning 72 hours
Self directed learning 80 hours
Teaching and Learning strategies will include
• Tutor led sessions
• Case scenarios
• Group discussion
• Practice through simulation
• Reflective Portfolio
Emphasis will be placed upon work-based / practice based learning, with opportunity for students to explore, reflect and share their experiences with regards to physical assessment and screening within their working environment.
Opportunity for practice of an Objective Structured Clinical Examination (OSCE) will be facilitated through work-based / practice based learning and through simulation during the module and at the university.
Baillie, L. (2009) Developing Practical Nursing Skills, 3rd Ed. Edward Arnold Publishers, London
Cowen M. Maier P. Price G. (2009) Study Skills for Nursing and Healthcare Students, Pearson Education, Essex UK
Cox, C.L. (2010) Physical Assessment for Nurses, 2nd Ed. Blackwell Publishing Limited, West Sussex
Kozier B. Erb G. Berman A. Snyder S. Lake R. Harvey S. ((2008) Fundamentals of Nursing Concepts, process and practice. Pearson Education Limited. UK
Lowenstein AJ. Foord-May L. Romano JC. (2009) Health Education and Health Promotion
Jones and Bartlett Publishers. UK
Nash M. (2010) Physical Health and Well-Being in Mental Health Nursing .McGrawHill. Open University Press
Pocock G. Richards CD. (2009) The Human Body. Oxford University Press. UK
Bowling, A (2001) Measuring Disease, 2nd Ed. Open University Press, Buckingham.
Cowen M, Maier P, Price G, (2009) Study Skills for Nursing and Healthcare Students, Pearson Education Limited, Essex
Harrison R, Daly L, (2006) Acute Medical Emergencies A Nursing Guide, 2nd Ed. Churchill Livingstone Elsevier, London
Moon J,A, (1999) Reflection in Learning & Professional Development, RoutledgeFalmer, London
Hogston R, Marjoam B, (2007) Foundations of Nursing Practice, 3rd Ed. Palgrave Macmillan, Hampshire
British Journal of Nursing
Journal of Advanced Nursing
Journal of Clinical Nursing
Diabetes in Primary Care
Journal of Community Nursing
National Service Framework relevant to specific clinical practice
|30TH JULY 2010