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| Module Availability |
Semester 1 |
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| Assessment Pattern |
Essay
Essay (1,000 words) focused on professional values, communication or assessment (this will also serve as a diagnostic exercise for identification of any writing difficulties).
50%
Examination
Examination (one hour, on-line multiple choice – 50 items) focused on body structure and function
50%
Preparation of Assessment
Students are reminded that the following all contribute to you being prepared for the assessments of this module:
• Using the various interactive electronic resources recommended to aid learning and understanding for bioscience
• Preparing for personal tutorial sessions to ensure you use the time effectively to raise areas of concern
• Reading around the subject using references given
• Keeping notes organised
• Utilise the library to develop your “search for information skills”
• Identifying any personal learning needs and access SPLASH as necessary www.2.surrey.ac.uk/skills/splash
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| Module Overview |
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| Prerequisites/Co-requisites |
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| Module Aims |
This module enables the student to develop as an effective lifelong learner; developing core skills in preparation for their own learning, enabling their movement towards independence in achieving personal growth and professional development. Students will explore the role of the ODP in the wider context of the NHS/Independent sector. The student will be introduced to fundamental sciences relating to anatomy and physiology; infection control; the care environment and the psycho- social aspects of care. The module provides the student the opportunity to rehearse practical skills within a safe and supportive clinical skills laboratory environment. Students will have the opportunity to explore the historical perspective of the Operating Theatre through a museum visit. |
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| Learning Outcomes |
By the end of the module the student should be able to: (figures in parentheses (xy) after each learning outcome relates to HPC Standard of Proficiency)
Professional practice skills
1. Recognise own limitations with respect to carrying out essential care skills (1a.5)
2. Practice effective hand washing as a primary infection control measure (3a.1)
3. Practice principles of aseptic technique (3a.1)
4. Practice under supervision safe use of a range of moving and transferring equipment when positioning and mobilising within a simulated environment (3a.3)
5. Demonstrate effective basic life support skills (2b.4 and 3a.1)
6. Measure and record the vital signs of temperature, pulse, blood pressure and respiration (2a.1, 2b.4)
Values and attitudes
7. State the values that underpin personal and professional responsibility (1a.4, 1a.7)
8. Develop awareness of codes for professional behaviour (1a.1)
9. Demonstrate how to take responsibility for own learning and development (1a.8)
Knowledge and understanding
10. Describe the anatomy and physiology of key fundamental systems (3a.1)
11. Discuss how sociology, psychology and physiology inform professional care delivery (3a.1)
12. Describe the use of verbal and non verbal communication techniques (1b.5)
Cognitive skills
13. Explore a range of themes that influence healthcare delivery (3a.1)
14. Use information from a variety of sources relating to healthcare (2a.1)
Key skills
15. Select learning strategies to develop effective learning (1a.8)
16. Use the harvard approach for bibliographic reference
17. Use e-mail as form of communication (1b.4)
18. Use word processing skills for the assignment (2b.2)
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| Module Content |
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| Methods of Teaching/Learning |
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| Selected Texts/Journals |
REQUIRED READING
Davey A, Ince C (2004) Fundamentals of Operating Department Practice Greenwich Medical Media, London.
Marieb E (2007) Essentials Human Anatomy and Physiology (9th edn). Pearson Education, San Franciso.
Gruendemann, B, Mangum S (2001) Infection Prevention in Surgical Settings.
WB Saunders, Philadelphia.
HPC July (2008) Standards of Conduct, Performance and Ethics. HPC, London.
Ogden J, (2007) Health Psychology, a test (4th ed) O.U. Press, Basingstoke.
Peck J and Coyle M (2005) The Student’s Guide to Writing Grammar, Punctuation and Spelling (2nd edn). Palgrave Macmillan, Basingstoke.
Peck J and Coyle M (2005) Write It Right, a Handbook for Students. Palgrave Macmillan, Basingstoke.
Walsh M (2004) Introduction to Sociology for Health Care Workers. Nelson Thorne Cheltenham.
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| Last Updated |
27TH JULY 2010 |
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