| Module Code: NUR3125 |
Module Title: CLINICAL AND PROFESSIONAL PRACTICE |
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Module Provider: Health & Social Care
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Short Name: NUR3125
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Level: HE3
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Module Co-ordinator: SEARBY SD Mr (HSC)
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Number of credits: 60
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Number of ECTS credits: 30
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| Module Availability |
| Semester 1 |
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| Assessment Pattern |
Method of Assessment:
10,000 word final project.
This assessment has been designed to provide students with an opportunity to consolidate and demonstrate critical evaluation, information management and communication skills commensurate with level 3 studies and the module learning outcomes.
Selected topics chosen for the project must be related to the health and social care context. Topics can be examined at an operational or strategic level. All issues must be examined / analysed from a professional, ethical and legal perspective.
Projects based on a review of practice:
Students undertaking these projects will create a research design based on an area of practice that is of particular interest to them. They will undertake a literature review of the area. Describe current practice together with the history and background of the practice. The student will explore policy or guidelines related to the practice and discuss these in light of the literature review. The student will then outline a research proposal that will investigate the area of practice.
Project based on audit:
Students undertaking these projects will carry out a piece of audit not research. Clinical Audit is a quality improvement process that seeks to improve patient care and outcomes through the systematic review of care against explicit criteria. Aspects of the structure, processes and outcomes of care are selected and systematically evaluated against explicit criteria (NICE 2002). The student will outline a proposal to confirm recommended improvement in healthcare delivery.
Project based on research using existing data
Students undertaking these projects will create a research design based on data that has already been collected. The student will do a literature review of the area of interest. A number of supervisors have data available that could be used by those students keen to undertake data analysis; alternatively data can be accessed via the internet.
Projects based on a research design:
Students undertaking these projects will create a research design including a full specification of all the necessary materials required for carrying out the research (e.g. questionnaires, interview schedules, patient information sheets, consent forms etc.)
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| Module Overview |
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| Prerequisites/Co-requisites |
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| Module Aims |
| This module should enable students to develop skills in critical analysis and reflection in order to demonstrate an understanding of the scope, role and competencies expected of the registered adult nurse within a contemporary health and social care context. Students will be able to prepare for and critically analyse the role of the registered nurse as a member of an inter-disciplinary and inter-agency team. Students will gain in-depth knowledge and skills related to the management of self and others within the professional role and critically apply this knowledge in a variety of healthcare settings. Students will apply research and critical reflection to issues of service delivery in the achievement of clinical effectiveness |
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| Learning Outcomes |
By the end of the module the student should be able to:
Professional practice skills
1. critically review the principles underpinning effective management of their own and others practice.
2. use critical evaluation to examine strategies aimed at successful management of change.
3. appraise the role of quality assurance and risk management strategies in the management of a safe environment of care e.g. medicines management.
4. critically analyse the effectiveness of the team, teamwork and leadership within the clinical setting.
Values and attitudes
1. incorporate a critical ethical dimension to healthcare practice with particular reference to dilemmas in professional caring relationships.
2. appraise research from an ethical perspective.
Knowledge and understanding
1. critically evaluate how contemporary legislation and policy is informing the development of interagency working and clinical leadership.
2. appraise the roles and responsibilities of other professionals and agencies in relation to specific client groups.
3. use critical evaluation in the application of current management and leadership theory to care delivery.
4. critically review the application of research methodologies within the practice setting showing an awareness of the uncertainty and limits of knowledge.
5. use critical analysis to explore the concepts of quality monitoring and audit and how these relate to research and development.
Cognitive skills
1. use diagnostic and creative skills in relation to clinical decision making drawing upon the evaluation of knowledge from different areas including the user’s voice.
2. generate new arguments from a critical analysis of available evidence using a wide range of techniques.
Key skills
1. apply a scientific method of enquiry in relation to a topic of clinical importance in adult nursing.
2. utilise effective teaching and learning strategies in health promotion, support of colleagues and project presentation.
3. take accountability for own learning and show independence and initiative in the use of learning resources including scholarly reviews and primary sources.
4. use critical evaluation to reflect on own professional development and identify how such reflection may contribute to role development and future practice.
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| Module Content |
Summary of Content:
Accountability, including record keeping
Professional competence
Clinical audit
Leadership
Training and development
Decision making
Advanced Assessment
Clinical supervision
Adverse event reporting
Risk management
Evidence based practice
Relevant policy documents
Benchmarking
Delegation
Managing change in a health care context
Sickness and absence
Conflict management
Complaints
Inter-disciplinary teamwork
Professional development
Educating own / others learning / performance
Support roles
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| Methods of Teaching/Learning |
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| Selected Texts/Journals |
ESSENTIAL READING
Chambers R, Boath E, Rogers D. 2004. Clinical Effectiveness and Clinical Governance Made Easy Radcliffe Medical Press. Oxford
Cottrell S. 2003. Skills for Success. Palgrave McMillan. Basingstoke
Department of Health 2001 The Research Governance Framework For Health and Social Care. www.doh.gov.uk/research
Ellis P., 2010 Understanding research for Nursing Students Learning Matters Exeter
Holland K and Rees C 2010 Nursing: Evidence Based Practice Skills. Oxford University Press Oxford
Martin V, Henderson E. (eds) 2001 Managing in Health and Social Care. Routledge. London
McMillan K and Weyers J., 2010 How To Write Dissertations and Project Reports. Pearson Harlow
McNichol E, Hamer S. 2007 Leadership and Management a Three Dimensional Approach Nelson Thornes. Cheltenham
Moule P, and Goodman M., 2009 Nursing Research an Introduction Sage London
Polit DF, Beck CT 2006 Essential of Nursing Research: Methods, Appraisal and Utilisation 6th ed Lippincott, Williams and Wilkins. London
Price R and Harrington, A., 2010 Critical Thinking and Writing for Nursing Students Learning Matters Exeter
Thompson C, Dowding D. (eds) 2002 Clinical Decision Making and Judgements in Nursing Churchill Livingstone. London
REQUIRED READING
Craig JV, Smyth R. (eds) 2002 The Evidence Based Practice Manual for Nurses Churchill Livingstone. Edinburgh
Holloway I 2007 Narrative Research in Nursing Blackwell. Oxford
Iles V 2005 Really Managing Health 2nd ed Open University Press. Maidenhead
Lipe, S. K, and Beasley, S., 2004 Critical Thinking in Nursing; A Cognitive Skills Workbook Lippincott Williams and Wilkins Philadelphia
Martin V, Henderson E. (eds) 2001 Managing in Health and Social Care. Routledge. London
Marquis B, Huston C 2006 Leadership Roles and Management Functions in Nursing Lippincott, Williams and Wilkins. Philadelphia
Miller J 2001/2002 Clinical Governance Nursing Times Clinical Monographs N 56.Emap Healthcare Ltd. London
National Institute for Clinical Excellence 2002 Principles for Best Practice in Clinical Audit Radcliffe Medical Press. Oxford Available at: www.nelh.nhs.uk/nice_bpca.asp
Royal College of Nursing 2003 Clinical Governance an RCN resource guide RCN. London
Smith P, James T, Lorentzon M, and Pope R (eds) 2004 Shaping the facts: evidence based nursing and healthcare Elsevier Science. Edinburgh
BACKGROUND READING
Cox CL, Reyes-Hughes A. 2001 Clinical Effectiveness in practice Palgrave. Basingstoke
Els van Ooijen 2000 Clinical Supervision, a practical approach Churchill Livingstone. London
Rolf G, Freshwater D & Jasper M. 2001 Critical Reflection for Nursing Palgrave. Basingstoke
Sullivan E, Decker P 2005 Effective Leadership and Management in Nursing 6th ed Pearson. New Jersey
Talbot Smith AE, Ploock A 2006 The New NHS a Guide Routledge. London
Young AP and Cook M. (eds) 2002 Managing and Implementing Decisions in Healthcare Harcourt Pub. London
Journal Titles
British Journal of Community Nursing
Community Practitioner
Health Services Journal
Journal of Medical Ethics (BMA)
Nurse Researcher
Nursing Ethics
Nursing Standard
Nursing Times
The UK Centre for the Advancement of Interprofessional Education (CAIPE)
Journal of Advanced Practice
Websites
www.audit-commission.gov.uk
www.sign.ac.uk/guidelines/
www.rcn.org.uk/publications (look under @C’ for clinical guidelines)
http://www.evidence.nhs.uk/default.aspx
www.institute.nhs.uk
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| Last Updated |
| 2ND AUGUST 2010 |
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