module specification - university of leicester · 2019-12-04 · module specification guided...

Module Specification

No. Assessment Description Weight % Qual Mark Exam Hours Ass't Group Alt Reass't

001 OSCE to include: medicines management; handwashing; TPR 70 40003 Reflection on application of the module outcomes to clinical

practice, 1500 words30 40

Period: Academic YearOccurence: ACoordinator: David ClarkeMark Scheme: UG Honours Level Module Mark Scheme

Academic Year: 2019/0Module Level: Year 1Scheme: UGDepartment: Medical SchoolCredits: 30

Intended Learning OutcomesOn successful completion of the module, students should be able to:Describe key nursing theories and underpinning concepts.Apply evidence- based knowledge and professional values in the development of essential care skills.Describe how physical, psychological and social issues influence essential care.Explain strategies used to ensure safe practice and the assessment of risk.

Teaching and Learning MethodsKey lectures, skills / simulation workshops, small group work with application to mental health, children's and adult nursing.There will be a formative opportunity to participate in an OSCE examination.During induction week students will participate in an inter-professional 'patient listening' event where nursing, midwifery,physiotherapy, operating department practice and medical students will meet members of the College service user group.During Semester 1 nursing students will then join medical students in an online conversation with service users to furtherexplore their patient journey and experiences as part of the Patient Knows Best Project. At the end of the academic yearnursing, midwifery, physiotherapy, operating department practitioners and medical students will participate in an inter-professional simulation day which will involve role play with simulated patients (services users) and a focus on SBAR as amodel for communication.

Assessment MethodsOSCE to include: medicines management; handwashing; TPR.Reflection on application of the module outcomes to clinical practice, 1500 words.

Pre-Requisites-

Co-Requisites-

Excluded Combinations-

Guided Independent Study: Indicative ActivitiesPreparation for simulated clincial learning through web based activities and workbooks.

NMC Additional informationIndicative ContentThis module introduces the student to essential knowledge and skills which will be developed over the four years of theprogramme.Fundamental Content:• Introduction to nursing theories and systematic frameworks of holistic care• Introduction to health promotion and promoting well-being• Introduction to ethics in care• Introduction to legislation in healthcare• Presentation and recognition of common physical and mental health problems across the lifespan e.g. overview of diabetes,asthma, depression, dementia, anxiety, minor illness in children, common surgical problems• Patient journeys through care - physical: medicine; surgery; cancer. Psychological: anxiety and depression. LD specific.• Introduction to pharmacology and medicine management for common medications.• The nursing process (assessment, planning, delivery and evaluation of holistic care) across the lifespan• Introduction to the principles of safe practice, harm prevention and application of risk assessment• Privacy, respect, dignity, consent and capacity, and confidentiality when carrying out care - refusal of care Talking aboutdeath• Introduction to problem solving, clinical decision making and reasoning• Physical, psychological, spiritual and social needs• Food hygiene and nutritionSafeguarding adults and children• Reasonable adjustments in care e.g. learning disability• Introduction to the Mental Capacity Act, Mental Health Act and deprivation of liberty• Data Protection Act and healthcare records• MDT roles• Equality and diversity• Information governance• Fire trianingClinical simulation/skills:Safe minimal manual handlingCPR - child and adultViolence and aggression, including breakawayEssential care; nutrition, fluid maintenance, personal hygiene, mobility, promotion of continence, elimination and specimentcollectionUniversal precautions, waste disposal, handwashing, hygiene, asepsis, infection controlIntroduction to near patient testing and healthcare technologies e.g. Blood sugar monitoring and E-ObsEarly warning sysyems, sepsis and vital signsPatient safety: Stop the LineMental health first aidMedicines adminstrationInjection techniqueIntroduction to holistic examinationWeight/height/BMIInfant feeding Participation in a holistic care simulationField specific content:Adult• Assessment of needs in the adult client• Common adult conditions• Rationale for essential care in the adult• The diversity of adult nursing• Organisation of adult health and social careChild• Psychological development across the lifespan• Adolescent health and well being• Positive mental health for children and young people• Play and distraction therapies• Common childhood conditions• An introduction to family centred care• Children’s nutrition, including obesity• Health protection including immunisation, sexual health screening and developmental screeningMental health• History of mental illness and mental health services• Contemporary mental health service provision• Value based mental health nursing: Application of the 10 Essential Shared Capabilities for the mental health workforce• Sociology of mental illness• Social Inclusion, recovery and partnership working and the special needs of the LD client• Empowerment and advocacy (empowering those with LD)• Introduction to therapeutic interventions• Conceptual frameworks: cognitive behavioural therapy, the medical model, person centred care• Common mental health problems across the lifespan• Introduction to the principles and application of risk assessment in mental healthCore reference sourcesBee H. 2013. The Developing Child. (13th Ed.) Boston: Pearson Education.Burns D 2015. Foundations of Adult Nursing. London, Sage.Childs L. Coles L. Marjoram M (Eds.). 2009. Essential Skills Clusters For Nurses. Chichester: Wiley Blackwell.Coyne I, Neill F. Timmins F (Eds.). 2010. Clinical Skills in Children's Nursing. Oxford: Oxford University Press.Dougherty L and Lister S (Eds.) .2011. The Royal Marsden Hospital Manual of Clinical Nursing Procedures: Student edition(8th edn) Chichester: Wiley-Blackwell.Evans N. Hannigan. B. 2016. Therapeutic Skills for Mental Health Nurses. London. McGraw-Hill Education.Norman I. Ryrie I. 2013. The Art and Science of Mental Health Nursing: Principles and Practice. (3rd Ed) Oxford. OpenUniversity Press.Price, J. Mc Alinden (Eds.). 2018. Essentials of Nursing Children and Young People. London. Sage.

Lectures 40Seminars 40

Practical Classes & WorkshopsTutorials

FieldworkProject Supervision

Guided Independent Study 60Demonstration 40

Supervised time in studio/workshopWork Based Learning

Placement 120Year Abroad

Total Module Hours 300

Student Workload (hours)

NU1001 Foundations of Nursing Practice

Last Published: 28 February 2020


Guided Independent Study: Indicative Activities

Preparation for simulated clincial learning through web based activities and workbooks.

NMC Additional informationIndicative ContentThis module introduces the student to essential knowledge and skills which will be developed over the four years of theprogramme.Fundamental Content:• Introduction to nursing theories and systematic frameworks of holistic care• Introduction to health promotion and promoting well-being• Introduction to ethics in care• Introduction to legislation in healthcare• Presentation and recognition of common physical and mental health problems across the lifespan e.g. overview of diabetes,asthma, depression, dementia, anxiety, minor illness in children, common surgical problems• Patient journeys through care - physical: medicine; surgery; cancer. Psychological: anxiety and depression. LD specific.• Introduction to pharmacology and medicine management for common medications.• The nursing process (assessment, planning, delivery and evaluation of holistic care) across the lifespan• Introduction to the principles of safe practice, harm prevention and application of risk assessment• Privacy, respect, dignity, consent and capacity, and confidentiality when carrying out care - refusal of care Talking aboutdeath• Introduction to problem solving, clinical decision making and reasoning• Physical, psychological, spiritual and social needs• Food hygiene and nutritionSafeguarding adults and children• Reasonable adjustments in care e.g. learning disability• Introduction to the Mental Capacity Act, Mental Health Act and deprivation of liberty• Data Protection Act and healthcare records• MDT roles• Equality and diversity• Information governance• Fire trianingClinical simulation/skills:Safe minimal manual handlingCPR - child and adultViolence and aggression, including breakawayEssential care; nutrition, fluid maintenance, personal hygiene, mobility, promotion of continence, elimination and specimentcollectionUniversal precautions, waste disposal, handwashing, hygiene, asepsis, infection controlIntroduction to near patient testing and healthcare technologies e.g. Blood sugar monitoring and E-ObsEarly warning sysyems, sepsis and vital signsPatient safety: Stop the LineMental health first aidMedicines adminstrationInjection techniqueIntroduction to holistic examinationWeight/height/BMIInfant feeding Participation in a holistic care simulationField specific content:Adult• Assessment of needs in the adult client• Common adult conditions• Rationale for essential care in the adult• The diversity of adult nursing• Organisation of adult health and social careChild• Psychological development across the lifespan• Adolescent health and well being• Positive mental health for children and young people• Play and distraction therapies• Common childhood conditions• An introduction to family centred care• Children’s nutrition, including obesity• Health protection including immunisation, sexual health screening and developmental screeningMental health• History of mental illness and mental health services• Contemporary mental health service provision• Value based mental health nursing: Application of the 10 Essential Shared Capabilities for the mental health workforce• Sociology of mental illness• Social Inclusion, recovery and partnership working and the special needs of the LD client• Empowerment and advocacy (empowering those with LD)• Introduction to therapeutic interventions• Conceptual frameworks: cognitive behavioural therapy, the medical model, person centred care• Common mental health problems across the lifespan• Introduction to the principles and application of risk assessment in mental healthCore reference sourcesBee H. 2013. The Developing Child. (13th Ed.) Boston: Pearson Education.Burns D 2015. Foundations of Adult Nursing. London, Sage.Childs L. Coles L. Marjoram M (Eds.). 2009. Essential Skills Clusters For Nurses. Chichester: Wiley Blackwell.Coyne I, Neill F. Timmins F (Eds.). 2010. Clinical Skills in Children's Nursing. Oxford: Oxford University Press.Dougherty L and Lister S (Eds.) .2011. The Royal Marsden Hospital Manual of Clinical Nursing Procedures: Student edition(8th edn) Chichester: Wiley-Blackwell.Evans N. Hannigan. B. 2016. Therapeutic Skills for Mental Health Nurses. London. McGraw-Hill Education.Norman I. Ryrie I. 2013. The Art and Science of Mental Health Nursing: Principles and Practice. (3rd Ed) Oxford. OpenUniversity Press.Price, J. Mc Alinden (Eds.). 2018. Essentials of Nursing Children and Young People. London. Sage.

NU1001 Foundations of Nursing Practice




001 Practice Assessment Document (PAD) Part 1 100

Period: Academic YearOccurence: ACoordinator: David ClarkeMark Scheme: UG Module Grade Only


Intended Learning OutcomesOn successful completion of the module, students should be able to:Achieve the NMC standards for competence and essential skills clusters for part one of mental health and the 2nd registration(adult or child as applicable).Indicative placement hours to be achieved and recorded for the year.

Teaching and Learning MethodsIn addition to the clinical hours in this non-credit rated module, Module NG1001 contains 120 clinical practice hours andNG1003 50 clinical practice hours.

Assessment MethodsPractice Assessment Document (PAD) Part 1

Pre-Requisites-

Co-Requisites-


Guided Independent Study: Indicative Activities-

LecturesSeminars



Guided Independent StudyDemonstration





NU1002 Placement 1 & 2 (Linked work experience hours)




001 Written Examination 100 40 2003 Medication calculation examination 0 1

Period: Semester 1Occurence: ACoordinator: David ClarkeMark Scheme: UG Honours Level Module Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:Explain the anatomy and physiology of key body systems.Discuss the anatomy and physiology of key body systems in relation to health and illness across the lifespan.Discuss the application of anatomy and physiology to nursing across the lifespan.Demonstrate application of knowledge to key practical nursing skills.Apply the principles of medication calculation.

Teaching and Learning MethodsKey lectures, skills / simulation workshops, small group work with application to mental health, children's and adult nursingand teaching across the lifespan.A mark of 80% is required to pass the medication calculation examination.

Assessment MethodsWritten Examination.Medication calculation examination.

Pre-Requisites-

Co-Requisites-


LecturesSeminars





PlacementYear Abroad

Total Module Hours


NU1003 Biological Sciences Applied to Nursing



Guided Independent Study: Indicative ActivitiesOnline forums and anatomy and phyisology packages via VLE.https://www.genomicseducation.hee.nhs.uk/courses/

NMC Additional informationIndicative ContentFetal developmentCardiovascular systemRespiratory systemImmune systemEndocrine systemDigestion systemThe skinThe renal systemThe nurological systemThe skeletal systemThermoregulationGenetics and inherited diseasesGenomicsCell structure and functionBiochemistry underpinning human physiologyHomeostasisIntroduction to microbiologyReproductive systemsChild development (delayed development)Introduction to pharmacology and drugsRelated skills development/application:CPRInfection control / hand hygieneVital signs: temperature, pulse, blood pressure, respirationUrinalyisMedicines administrationDocumentation / record keepingSkin integrityCore reference sourcesChamley C A, Carson P, Randall D and Sandwell M. 2005. Developmental Anatomy & Physiology of Children: A practicalapproach. Edinburgh: Elsevier.Dougherty L and Lister S (Eds). 2015. The Royal Marsden Hospital Manual of Clinical Nursing Procedures: Student edition(9th edn) Chichester: Wiley-Blackwell.McFadden R. 2013. Introducing pharmacology for nursing and healthcare (2nd Ed) Harlow, Pearson Education.McQueen S, Bruce E, Gibson F (Eds). 2012. The Great Ormand Stree Manual of Children's Nursing Practices. Chicester.Wiley-Blackwell.Tortora GJ and Derrickson BH. 2017. Principles of Anatomy and Physiology (15th Ed), New York, John Wiley and Sons.Waugh A and Grant A. 2018. Ross and Wilson Anatomy and Physiology in Health and Illness (13th Ed), Edinburgh, Elsevier.

NU1003 Biological Sciences Applied to Nursing




001 Individual poster / product presentation exploring an aspect of publichealth and the role of the midwife/nurse (20mins)

70 40

003 Literature review and evidence based narrative underpinningpresentation (2000 words)

30 40

Period: Semester 2Occurence: ACoordinator: David ClarkeMark Scheme: UG Honours Level Module Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:Describe the evidence base and theoretical underpinnings of public health, health promotion and behaviour change.Describe how the health needs of individuals, families and populations and intervention strategies are determined.Discuss the complexity of public health practice in a multi-cultural society.Explain the effect of health inequalities on individuals and communities.

Teaching and Learning MethodsThis is a shared module with midwifery and nursing students (all fields) learning together. There will be opportunities forprofession and field specific seminars and tutorials.Specific learning and teaching methods include:Specialist subject lectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc).Roleplay.Problem-based case scenarios.Practice based learning / caseloading.Directed reading and independent inquiry. Public Health England: Making Every Contact Count (MECC) practical resources.available at: https://www.gov.uk/government/publications/making-every-contact-count-mecc-practical-resources

Assessment MethodsIndividual poster / product presentation exploring an aspect of public health and the role of the midwife / nurseLiterature review and evidence based narrative underpinning presentation (2000 words).

Pre-Requisites-

Co-Requisites-


LecturesSeminars






Total Module Hours


NU1004 Social and Psychological Concepts of Public Health and Social Care



Guided Independent Study: Indicative ActivitiesOnline material presented through Blackboard and reading core book chapters.Preparing poster / products / visual aids.

NMC Additional informationIndicative ContentDefinitions of health, illness and quality of life.Social and psychological theories of health.Social determinants of health and health inequalities.Factors that influence health and health beliefs across the lifespan (conception to death).Definitions and theories of health promotion, health education, health protection and prevention.Life-style behaviours: e.g. smoking, alcohol etc.Health behaviour change theory (Making Every Contact Count [MECC].First contact (pregnancy / postnatal period):- Psychosocial assessment.- Health needs assessment.Service user / patient / client autonomy, partnership and co-production.Introduction to public health principles.Epidemiology and population data.Equality, diversity and social inclusion in a multicultural society.Cultural awareness.The variants of the family unit.Partnership working with service users, carers, families, groups, communities, agencies and organisations.Transition of care, continuing care, primary care.Policy and strategies for the protection of vulnerable adults and safeguarding children.Therapeutic midwifery / nursing interventions to optimize health and wellbeing.Presentation Skills: oral and visual.Core reference sourcesBrown, A, (2017) Breastfeeding Uncovered: Who really decides how we feed our babies? London, Pinter and Martin.Downie, RS, Tannahill, C, and Tannahill, A. (2000) Health Promotion Models and Values (2nd ed) Oxford, Open UniversityPress.Evans, D, Coutsaftiki, D, and Fathers, P, (2017). Health Promotion and Public Health for Nursing Students (3rd Ed). Exeter:Learning Matters.Graham, H, (2009). Understanding Health Inequalities (2nd edn). Maidenhead, Open University Press.Linsley, P, Kane, R, and Owen, S, (2011) Nursing for Public Health: Promotion, Principles and Practice Oxford: OxfordUniversity Press.Naidoo, J, and Wills, J, (2010) Developing practice for public health and health promotion, London, Ballierre Tindall, Elsevier.Palmer, G, (2014) The Politics of Breastfeeding: When breasts are bad for business, London, Pinter and Martin.Payne, S, Walker, J, Jarrett, N, and Ley, T, (2012) Psychology for Nurses and the Caring Profession (4th Ed) Maidenhead,Open University Press.Raynor, MD, and England, C, (2010) Psychology for midwives: pregnancy, childbirth and puerperium, Maidenhead, OpenUniversity Press.Saracci ,R, (2010) Epidemiology: A very short introduction. Oxford: Oxford University Press.Squires, C, (2017) The Social Context of Birth (3rd ed), Abingdon, Routledge/ CRC Press.

NU1004 Social and Psychological Concepts of Public Health and Social Care




001 Oral Presentation 50 40 0.5002 1000 Word Report 50 40

Period: Semester 2Occurence: ACoordinator: Gary SouterMark Scheme: UG Honours Level Module Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:An appreciation of the relevance of EBP and how research informsthis;A basic awareness of research & EBP and which methods are suitablefor different problemsAn appreciation of the outcome measures and their place incontemporary health care practice.An ability to Analyse, interpret and present real world healthcare dataUnderstand the robustness of health care data and relevant principles

Teaching and Learning MethodsTeaching will use a combination of on-line lctures and workshops including On-line lectures, Pod casts and Vod castsdelivered insmall uni-professional groups and in multi-professional groups that involve students from Nursing, Midwifery andOPD students.Classroom teaching will be supported by tutor guided self directed learning.

Assessment MethodsOral presentation and written report

Pre-Requisites-

Co-Requisites-


Guided Independent Study: Indicative ActivitiesStudents will be provided with guided study materials including podcasts, vodcasts, guided reading, quizzes and links to webmaterial to support learning in a small group seminar environment

LecturesSeminars 45



Guided Independent Study 105Demonstration





NU1008 Evidence Based Practice 1




001 Formatively achieve Practice Assessment Document (PAD) Part 2 100

Period: Academic YearOccurence: ACoordinator:Mark Scheme: UG Module Grade Only


Intended Learning OutcomesOn successful completion of the module, students should be able to:Formatively achieve the NMC standards for competence and essential skills clusters for part two of mental health and the 2ndregistration (child or adult as applicable)Indicative clinical hours to be achieved and recorded for the yearCumulative clinical practice hours

Teaching and Learning MethodsIn addition to the clinical hours in this non-credit rated module the following modules contain clincial placement hours:NU2002/2202 75 hoursNU2002 187 hoursNU2004 75 hoursNU2005/2205 187 hours

Assessment MethodsFormatively achieve Practice Assessment Document (PAD) Part 2

Pre-Requisites-

Co-Requisites-



LecturesSeminars








NU2001 Placement 3 & 4 (Linked work experience)




001 Case Scenario Examination 100 40

Period: Semester 1Occurence: ACoordinator:Mark Scheme: UG Honours Level Module Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:Explain assessment and recognition of common presenting conditions, the effect of co-morbidities and the methods ofassessing severity and impact on adult patients and their families.Describe pathophysiology and of common conditions and their progression.Discuss the significance of risk assessment and its contribution to the individual plan of care.Analyse epidemiological evidence of disease causation.

Teaching and Learning MethodsKey lectures, skills / simulation, workshops, seminars and small group teaching.

Assessment MethodsCase scenario examination.

Pre-Requisites-

Co-Requisites-


LecturesSeminars






Total Module Hours


NU2002 Holistic Assessment and Recognition of Health and Social Care in Adult Nursing



Guided Independent Study: Indicative ActivitiesOnline activities delivered via Blackboard.

NMC Additional informationIndicative Content• Dignity and respect for all populations• Assessment processes (including capacity and consent)• The range of assessment tools used across all settings, e.g. early warning scoring to quality of life indicators.• Holistic assessment using local and national guidelines• Co-occurring mental and physical problems (e.g. substance misuse and mental and/or physical illness, learning disability)• History taking, formulation and an introduction to clinical reasoning• Physical assessment e.g ausculation, abdominal palpatation• Risk assessment and associated tools in physical health• Collecting and interpreting assessment data• Problem identification and decision making (applying analytical and creative problem solving approaches to complexsituations)• Anatomy and physiology applied to common conditions• Using epidemiological data to determine disease patterns and causation• Mutli-disciplinary team referral• Admission and discharge planning• Recognition of deterioration• Sexual health and expressing sexuality• Continuing care and unified assessment• Common conditions: cardiac/diabetes and resp• Preparation of a patient for sugery e.g. WHO checklistClinical skills:Removal of wound closuresPain assessment and pain reductionSepsis and early warning scoringBladder drainiage and catheterisationStoma careDigital rectal examination and enemasNGT feeding PR medicationCore reference sourcesBickley SL. 2016. Bates Guide to Physical Examination and History Taking. (12th International Ed). New York: LippincottWilliams and Wilkins.Cooper K D. 2011. Adult Health Nursing St Louis: Mosby Elsevier.Creed F and Spiers C (Eds). 2010. Care of the Acutely Ill Adult: An Essential Guide for Nurses Oxford: Oxford UniversityPress.Flynn M. Mercer D. 2018. Oxford Handbook of Adult Nursing. (2nd Ed). Oxford. Open University Press.Porth C. 2014. Essentials of Pathophysiology: Concepts of Altered States. (4th International Ed). New York. LippincottWilliams and Wilkins.Waugh A and Grant A. 2010. Ross and Wilson Anatomy and physiology in health and illness (11th Ed ) Edinburgh: ChurchillLivingstone.

NU2002 Holistic Assessment and Recognition of Health and Social Care in Adult Nursing




001 Written assignment exploring mental health assessment in relationto a MH condition chosen by the student. 3000 words.

100 40

003 Medication calculations examination. (Final) 0



Intended Learning OutcomesOn successful completion of the module, students should be able to:Identify the impact of mental health issues on individuals, families and carers and the wider society.Demonstrate an understanding of the role the mental health nurse undertakes in establishing and developing professionalrelationships which are person-centred, effective, non-discriminatory and culturally sensitive.Discuss how a range of theoretical models underpin the assessment and treatment of a range of mental health conditions.Discuss information requirements for a systematic, holistic and collaborative assessment of mental health, including theassessment and management of risk.

Teaching and Learning MethodsKey lectures, skills / simulation, workshops, seminars and small group teaching.

Assessment MethodsWritten assignment exploring mental health assessment in relation to a MH condition chosen by the student. Medication calculations examination.

Pre-Requisites-

Co-Requisites-










NU2003 Fundamental Knowledge and Skills for Mental Health Assessment and Practice



Guided Independent Study: Indicative ActivitiesOnline activities delivered via VLE.

NMC Additional informationIndicative Content• Primary care intervention and assessment i.e. seven step model• Mental Health values underpinning assessment of need (e.g. recovery approach, engagement & collaborative working,safely and human rights)• Diagnosing and assessing Learning Disabilities• CPA (care programme approach in mental health)• Mental health specific assessment tools• Crisis assessment• Assessing the impact of trauma on mental health and wellbeing• Risk assessment (e.g. suicide, self harm, violence, abuse, self-neglect, falls, fire)• Mental health legislation and assessment• UK policy for mental health care• Case formulation in mental health practice• Recovery and strengths approaches• Self-care• Common mental health conditions, depression, anxiety, psychosis, personality disorder, dementia, drug and alcohol misuseand co-mobidity• Pharmacology and medicines management in mental health• Service users involvement• The recovery college• Positive behavioural support (IAPT)• Introduction to mental health therapiesCore reference sourcesBarker, P. 2009. Psychiatric and mental health nursing: the craft of caring. London: Hodder Arnold.Department of Health. 2006. Best practice competencies and capabilities for pre-registration mental health nurses in England:the Chief Nursing Officer's review of mental health nursing. London: Department of Health. [Online]. Available at:http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4135648.pdfFiler, N. 2014. The shock of the fall. London. Borough Press.Pilgrim, D. and Rogers, A. (2010). A sociology of mental health and illness. 4th edn. Maidenhead: Open University Press.Pilgrim, D. 2014. Key concepts in mental health (3rd Ed.). London: Sage.Repper, J. and Perkins, R. 2003. Social inclusion and recovery. Edinburgh: Balliere-Tindall.Westbrook, D. Kennerley, H. and Kirk, J. 2011. An introduction to cognitive behaviour therapy. Skills and applications.London: Sage.World Health Organization 1992. International statistical classification of diseases and related health problems. 10th revision.Geneva: WHO.

NU2003 Fundamental Knowledge and Skills for Mental Health Assessment and Practice




001 Development of an evidence based therapeutic plan for a patient.2000 words

100 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Demonstrate the application of a range of therapeutic interventions used with individuals, families and groups.Demonstrate the application of a range of treatment options used in mental health.Discuss how psychosocial therapeutic interventions are collaboratively implemented with an individual, family or group.Explain the influence of the care environment on individuals suffering with mental health distress.

Teaching and Learning MethodsKey lectures, skills / simulation, workshops, service user led sessions, seminars and small group teaching.At the end of the academic year nursing, midwifery, physiotherapy, operating department practice and medical students willtake part in a one day inter-professional simulation event.

Assessment MethodsDevelopment of an evidence based therapeutic plan for a patient. 2000 words.

Pre-Requisites-

Co-Requisites-



Practical Classes & Workshops 10Tutorials







NU2004 Treatment and Therapeutic Interventions in Mental Health




NMC Additional informationIndicative Content• Therapeutic role & use of self• Therapeutic engagement with clients/service users and families• Self-awareness• The role and practice of clinical supervision• Managing relationships effectively: working therapeutically with groups and effectively within teams• Values-based and recovery-focussed mental health nursing• Psychiatric models - biomedical, humanistic, critical psychiatry, anti-psychiatry;• Informal carers' roles and experience in mental health and Learning Disability context;• Applying nursing and therapeutic models to personal and professional practice• Identifying a range of evidence to inform practice decisions;• Practise strategies, techniques & skills in relation to: mindfulness & compassion-based approaches, cognitive behaviouralapproaches, psychodynamic approaches, solution-focused approaches, psychosocial interventions, cycles of change andmotivational interviewingThe concept of least restrictive practice• Low intensity CBT approaches• Solution focussed communicationCore reference sourcesBAER, R.A. (Ed). 2006. Mindfulness-based treatment approaches: clinician's guide to evidence base and applications.Burlington, MA: Elsevier.BATEMAN, A. BROWN D. PEDDER, J. 2010. Introduction to psychotherapy: an outline of psychodynamic principles andpractice. Hove: Routledge.BENNETT-LEVY, J. et. al. (Eds). 2010. Oxford guide to low intensity CBT interventions. Oxford: Oxford University Press.Depatment of Health. 2014. Positive and Pro-active care: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/300293/JRA_DoH_Guidance_on_RP_web_accessible.pdfFalloon, I., Boyd, J. and McGill, C. 1987. Family care of schizophrenia: a problem-solving approach to the treatment of mentalillness. New York: Guildford Press.Gamble, C. and Brennan, G. (Eds.). 2006. Working with serious mental illness: a manual for clinical practice. 2nd edn.Edinburgh: Elsevier.Kanter, J.W., Busch, A.M. and Rusch, L.C. 2009. Behavioural activation: distinctive features. Hove: Routledge.Kuipers, E., Leff, J. and Lam, D. (2002). Family work for schizophrenia: a practical guide. London: Gaskell.Moncrieff, J. 2008. The myth of the chemical cure: a critique of psychiatric drug treatment. Basingstoke: Palgrave Macmillan.Morrison, A.P. et al. 2004. Cognitive therapy for psychosis: a formulation-based approach. Hove: Routledge.

NU2004 Treatment and Therapeutic Interventions in Mental Health




001 Case study and supporting care plan for an older person (2500words).

100 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Identify the role of the nurse in negotiating nursing care with patients, families and carers.Explain the evidence base underpinning planning and intervention strategies for nursing care.Apply models of nursing care to the planning, intervention and evaluation of care.Demonstrate an understanding of the theories and concepts that underpin the management of frailty and care of older people.Explore the impact that older people's choices and decisions may have on their care and support needs.

Teaching and Learning MethodsLectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc).Problem-based case scenarios.Practice based learning.Directed reading and independent inquiry.Service user and carer led sessions.

Assessment MethodsWeb based activities via VLE related to the module outcomes.

Pre-Requisites-

Co-Requisites-


LecturesSeminars






Total Module Hours


NU2005 Planning, Intervention and Evaluation of Care with a Focus on Older People



Guided Independent Study: Indicative ActivitiesNMC Additional information

Indicative Content• Demographics of an ageing population.• Ageing process• Frailty• Falls in older people• Deprivation of liberty safeguards• Societal attitudes to death and dying• Inclusive care for older people• Combatting lonliness• Growing older with learning disability• Working in partnership with clients and service users and health professionals• Ethical issues in practice e.g. not for resuscitation.• Medication compliance and concordance• Changing health needs across the lifespan• Management of common conditions in older people e.g. parkinsons, dementia, diabetesDignity and respect• Assistive technologies in older life• Clinical decision making• Care planning and goal setting, patient outcomes and evaluation• Pre and post operative care• Analgesic medication in surgery• Documentation and record keeping• Health promotion and empowerment• Nutrition and wound healing• End of life /palliative care for common physical and mental health problems (ie dementia)• Admission and discharge planning• Effective communication with older peopleClinical Skills:PR MedicationManage and adminster IV fluidsManaging pyrexia and hypothermiaOxygen administrationNebulised drug adminstrationCore reference sourcesAlexander, M. Brooker, C. Nicol, M. (Eds). 2011. Alexander's Nursing Practice. (4th Ed) Edinburgh: Churchill Livingstone.Barker, S. 2013. Caring for Older People in Nursing. London. Sage.Nicol J. 2015. Managing Long Term Conditions. Learning Matters.Penhale B. Parker J. 2008. Working with Vulnerable Adults London: Routledge.Tetley, J. Cox, N. Jack, K. Witham, G. 2017. Nursing Older People at a Glance. London. Wiley.

NU2005 Planning, Intervention and Evaluation of Care with a Focus on Older People




001 Critique of a research paper. 2000 words. 100 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Demonstrate a rigorous systematic approach to information search and retrieval of relevant research sources.Critically appraise the strength of sourced evidence and the relative merits for clinical practice.Utilise the evidence critically appraised for making recommendations for enhancing personal practice.Demonstrate the application of ethical considerations related to research.

Teaching and Learning MethodsOn-line lectures, Pod casts and Vod casts, Tutor guided self directed learning, small group seminars and practice basedlearning.

Assessment MethodsCritique of a research paper. 2000 words.

Pre-Requisites-

Co-Requisites-



Practical Classes & WorkshopsTutorials 5


Guided Independent Study72.50Demonstration


Placement37.50Year Abroad






Guided Independent Study: Indicative ActivitiesStudents will be provided with guided study materials including podcasts, vodcasts, guided reading, quizzes and links to webmaterial to support learning in a small group seminar environment.

NMC Additional informationIndicative ContentEthics in research.The concepts, models and principles of evidence informed and evidence based practice.Sources of evidence.Health informatics.Framing clinically relevant questions using the methods of PICO (problem, intervention, comparison, outcome) and SPICE(setting, perspective, intervention, comparison, evaluation).Inferential statistics.Methods of evaluation including research perspectives, audit, health policy, and service user participation.Core reference sourcesGreenhalgh, T, (2010) How to read a paper: The basics of evidence based medicine (4th Ed), Oxford, Blackwell.Polgar, S, and Thomas, SA, (2013 Introduction to Research in the Health Sciences (6th ed), London, Churchill Livingstone.Scott, I, and Mazhindu, D (2014) Statistics for healthcare professionals: an introduction (2nd ed), London, Sage.





001 Case scenario examination. 100 40 2



Intended Learning OutcomesOn successful completion of the module, students should be able to:Explain assessment and recognition of common presenting conditions, the effect of co-morbidities and the methods ofassessing severity and impact on children, young people and their families.Describe pathophysiology and psychopathology of common conditions and their progression.Discuss the significance of risk assessment and its contribution to the individual plan of careAnalyse epidemiological evidence of disease causation.

Teaching and Learning MethodsKey lectures, skills / simulation, workshops, CYP and family led sessions, seminars and small group teaching.

Assessment MethodsCase scenario examination.

Pre-Requisites-

Co-Requisites-


LecturesSeminars






Total Module Hours


NU2202 Holistic Assessment and Recognition of Health and Social Care in Children'sNursing




NMC Additional informationIndicative Content• Assessment processes• SBAR and commmunication• The range of assessment tools used across all settings, e.g. early warning scoring to quality of life indicators.• Holistic assessment using local and national guidelines (e.g. awareness of CPA)• History taking and an introduction to clinical reasoning• Physical assessment e.g ausculation, abdominal palpatation• Risk assessment and associated tools• Preparation of children and young people for surgery e.g. WHO checklist, pre-operative clinics• Child specific assessment tools e.g. pain assessment, strengths and difficulties questionnaire• Safeguarding vulnerable adults, children and young people• Using epidemiological data to determine disease patterns and causations• Assessing psychological responses to ill-health, promoting childhood resiliance and wellbeing• Mutli-disciplinary team referral• Admission and discharge planning (also considering LD population)• Sexual health and expressing sexuality• Recognition of the well and deteriorating child /young person• Ongoing assessment of the deteriorating child/young person• Screening• Injury prevention• Common child health conditions• Assessment of family quality of life and well being• Health and social care of the family• Parental education and involvement in assessment of the CYP (promoting family resilience)• The effects of hospitalisation on the CYP and family - service user led• Dignity and respectClinical skills:Removal of wound closuresPain assessment and pain reductionSepsis and early warning scoringBladder drainage and catheterisationStoma careDigital rectal examination and enemasNGT feeding PR medicationCore reference sourcesBaston, H and Durward, H. 2010. Examination of the Newborn: A practical guide (2nd edn). London: Routledge.Bee H. 2015. The Developing Child. (13th Ed.) Boston: Pearson Education.Chamley C A, Carson P, Randall D and Sandwell M. 2005. Developmental Anatomy & Physiology of Children: A practicalapproach. Edinburgh: Elsevier.Glasper AE. McEwing G. 2015. Oxford Handbook of Children and Young People's Nursing. Oxford: Open University Press.Hall D M B and Elliman D. 2006. Health for all Children (4th edn - Revised) Oxford: Oxford University Press.Long T. 2016. Children's Nursing Casebook. Oxford: Open University Press.Price, J. Mc Alinden (Eds.). 2018. Essentials of Nursing Children and Young People. London. Sage.Trigg E and Mohammed T A. (Eds.). 2010. Practices in Children’s Nursing. London: Churchill Livingstone:Wyse D (2004) Childhood Studies Oxford: Blackwell Publishing.

NU2202 Holistic Assessment and Recognition of Health and Social Care in Children'sNursing




001 Case study and supporting care plan for a child/young person.(2500 words).

100 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Identify the role of the nurse in negotiating nursing care with children, young people, families and carers.Explain the evidence base underpinning planning and intervention strategies for nursing care.Apply models of nursing care to the planning, intervention and evaluation of care.Demonstrate an understanding of the theories and concepts that underpin the management of nursing care for children andyoung people.Explore the impact that children and young people's choices and decisions may have on their health.

Teaching and Learning MethodsLectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc).Problem-based case scenarios.Practice based learning.Directed reading and independent inquiry.Service user and carer discussion and journey exploration.

Assessment MethodsCase study and supporting care plan for a child/young person. (2500 words).

Pre-Requisites-

Co-Requisites-










NU2205 Planning, Intervention and Evaluation of Care for Children and Young People



Guided Independent Study: Indicative ActivitiesWeb based activities via VLE related to the module outcomes.

NMC Additional informationIndicative Content• Working in partnership with children, young people, families and health professionals• Ethical issues in practice e.g. not for resuscitation• Medication compliance and concordance• Clinical decision making• Care planning and goal setting, patient outcomes and evaluation• Documentation and record keeping• Health promotion and empowerment• Nutrition and wound healing• Admission and discharge planning• Social, cultural and religious influence on child health/health promotion• Common child Learning Disability presentations• Care of the CYP with: Respiratory conditions / GU conditions / Surgical conditions / the hospitalised CYP• Family Centred care• Recognition of the specific nutritional needs of the well / ill / child with complex needs and children with LD• Play and distraction and clinical holding• Recognising the changing health needs of children and young people and their families who have long term, progressive orterminal illness• Pre and post operative care• Analgesic medication in surgery Clinical Skills:PR MedicationManage and adminster IV fluidsManaging pyrexia and hypothermiaOxygen administrationNebulised drug adminstrationCore reference sourcesBlair, K. 2011, Medicines Management in Children’s Nursing. Exeter. Learning Matters.Coyne, I. Neill, F. Timmins, F. (Eds). 2010. Clinical Skills in Children's Nursing. Oxford. Oxford University Press.Hall D M B. Elliman D. 2006. Health for all Children (4th Ed) Oxford. Oxford University Press.Frost NP. Parton N. 2009. Understanding Children's Social Care: Politics, Policy and Practice London: Sage.Price, J. Mc Alinden (Eds.). 2018. Essentials of Nursing Children and Young People. London. Sage.Valentine F. Lowes L. 2007. Nursing Care of Children and Young People with Chronic Illness. Oxford: Blackwell Publishing.

NU2205 Planning, Intervention and Evaluation of Care for Children and Young People




001 Practice Assessment Document (PAD) Part 3 (Summative) 100



Intended Learning OutcomesOn successful completion of the module, students should be able to:Achieve the NMC standards for competence and essential skills clusters for part three of mental health and the 2ndregistration (child or adult as applicable).Indicative clinical hours to be achieved and recorded for the year.Cumulative clinical practice hours.

Teaching and Learning MethodsIn addition to the clinical hours in this non-credit rated module the folowing modules contain clincial placement hours:NU3002 100 hoursNU3004 100 hoursNU3006 100 hoursMW3005 50 hoursNU3005/3205 174 hours

Assessment MethodsPractice Assessment Document (PAD) Part 3 (Summative)

Pre-Requisites-

Co-Requisites-



LecturesSeminars












001 Written assignment based on a case Study 1500 words. 100 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Critically reflect on the legislative and regulatory frameworks, including national and local policies and guidelines, that governmedicinal products management within the UK.Demonstrate an understanding of the pharmacology of specific medicinal products as applied to nursing.Demonstrate a comprehensive understanding of the actions, interactions and reactions of medicinal products within thecomplexity of nursing practice.Critically appraise contemporary information sources/advice relating to treatment options and make appropriate judgments inpartnership with the patient/service user.

Teaching and Learning MethodsSpecialist subject lecturesSmall group tutorialsInteractive computer-based activities (quizzes / VLE, podcasts etc)Practical demonstration and simulation (medicinal products admininstration)Problem-based case scenariosPractice based learning / work-based learning / caseloadingDirected reading and independent inquiry.

Assessment MethodsWritten assignment based on a case Study 1500 words.

Pre-Requisites-

Co-Requisites-










NU3002 Pharmacology and medicines management applied to nursing practice




NMC Additional informationIndicative ContentClinical pharmacology, including the effects of co-morbidity:- anatomy and physiology as applied to medicinal products- basic principles of pharmacology - absorption, distribution, metabolism and excretion,including adverse drug reactions (ADR); interactions and reactions- impact of physiological state on drug responses and safety, eg. pregnant women/fetus, breastfeeding mothers, neonates,children and young people, elderly people and LD populationsRoyal Pharmaceutical Society Competency Framework for Prescribers and The Safe and secure handling of medicines: ateam approachPatient Group DirectivesPharmacokinetics and pharmacodnamicsRole of the pharmacist/developing roles e.g. medicines management technician.Role of the Nursing Associate in medication adminstrationMedication plans and medication reviews.Anaesthesia and surgical pharmacologyEvidence-based practice and clinical governance in relation to medicines and medicines management.Legal, policy and ethical dimensions of medicines and prescribing including covert medicines adminstration.Medicines related harm and litigation.Professional accountabilty and responsibility in medicines management.Alternative routes and considerations for medicines adminstration.Core reference sourcesBarber, P. Robertson, D. 2015. Essentials of Pharmacology for Nursing. Oxford. Open University Press.Dimond, B. 2015. Legal Aspects of Nursing. 7th Ed. London. Quay.Dimond, B. 2013. Legal Aspects of Midwifery. 4th Ed. London. Quay.NHS Resolution: https://resolution.nhs.uk Accessed March 2018.Nursing and Midwifery Council. 2015. The Code: Professional standards of practice and behaviour for nurses and midwives.London. NMC.Royal Pharmaceutical Society. 2018. The Safe and secure handling of medicines: a team approach, London. RoyalPharmaceutical Society.

NU3002 Pharmacology and medicines management applied to nursing practice




001 Oral presentation to peers: critical reflection on the elective /intership placement with professional development plan

100



Intended Learning OutcomesOn successful completion of the module, students should be able to:Undertake an elective or apprenticeship placement in clincial practice, research, leadership or education.Negotiate a learning contract/scheme of work which will guide the experience and enhance personal and professionaldevelopment.Critically reflect on the experience through the lens of leadership.

Teaching and Learning MethodsLectures/seminar to launch the module and organisation of electives/internships. A number of internships negotiated by theprogramme team will be available. Students will arrange elective experiences themselves and will follow the appropriateUniversity policy/guidelines.

Assessment MethodsOral presentation to peers: critical reflection on the elective / intership placement with professional development plan.(Moderated by module team).

Pre-Requisites-

Co-Requisites-


Lectures 2Seminars




Supervised time in studio/workshopWork Based Learning 148




NU3003 Elective/Internship for Nursing Practice



Guided Independent Study: Indicative ActivitiesPlanning the elective / internshipDeveloping a report.

NMC Additional informationIndicative ContentCompiling learning outcomes / plan for the elective / internship.Professional Regulatory and Statutory Body regulations and University of Leicester guidance on student electives.Health insurance and personal wellbeing.The role of the International Office and the British Council.Applying for funding / financial support.Writing a report / publication about the experience.Core reference sourcesRoyal College of Nursing. Nursing Electives Overseas Student Advice Guide. Available at:RCN.org.uk.University of Leciester School of Allied Health Professionals Elective Placement Guidelines.Woodard E (2015) The Ultimate Guide to Internships: 100 steps to get a great internship and thrive in it, New York, AllworthPress.

NU3003 Elective/Internship for Nursing Practice




001 Reflection on a nurse/patient partnership (1500 words). 100 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Critically reflect on the nurse patient relationship and the factors that impact upon it's effectiveness.Explore the key principles that underpin the nurse patient/client relationship in relation to relevant models and theories.Analyse how the skills, values and behaviours of the nurse can enhance the nurse/patient partnership.

Teaching and Learning MethodsKey lectures, skills / simulation, workshops, service user led sessions, seminars and small group teaching.At the end of the academic year nursing, midwifery, physiotherapy, operating department practice and medical students willtake part in a one day inter-professional simulation event which will include service users and simulated actors.

Assessment MethodsReflection on a nurse/patient partnership (1500 words).

Pre-Requisites-

Co-Requisites-


LecturesSeminars






Total Module Hours


NU3004 Understanding the Nurse/Patient Partnership in Mental Health




NMC Additional informationIndicative ContentModels of patient partnershipSkills for developing patient and family partnershipsPower in healthcarePatient autonomy and decision makingPerson centred approachesBoundaries and ethical issuesEmotional labour in caring professionsRecovery principles to build patient partnershipsTherapeutic impassesCommunication theoryWorking with diversityOvercoming barriers to engagementOutreach modelsService user stories and journeys (i.e. deaf service users and those with autism)Core reference sourcesHugman, R. 1991. Power in caring professions. Houndmills: Macmillan Press.McCormack, B. McCance, T. 2010. Person-centred nursing. Chichester: Blackwell.Pilgrim, D. 2014. Key Concepts in Mental Health. (3rd Ed.) London. Sage.Theodosius, C. 2008. Emotional labour in health care: the unmanaged heart of nursing. Abingdon: Routledge.

NU3004 Understanding the Nurse/Patient Partnership in Mental Health




001 Written critical exploration of a patients journey (2000 words). 100 40002 Medication calculation examination. (Final) 0 1



Intended Learning OutcomesOn successful completion of the module, students should be able to:Critically explore the role of the nurse in meeting the health needs of adults living with complex and long-term conditions.Critically evaluate the types of conditions that are long term or lead to complex care and their treatment.Critically evaluate the diverse nature of multi-agency care required across primary, secondary and tertiary settings to ensure apatient centred journey.Demonstrate a critical understanding of the nurses role in partnership working in complex/long-term care.

Teaching and Learning MethodsPass mark for the medication calculation examination is 90%.Lectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc).Problem-based case scenarios.Practice based learning.Directed reading and independent inquiry.Service user and carer led sessions.

Assessment MethodsWritten critical exploration of a patients journey (2000 words).Medication calculation examination. (Final)

Pre-Requisites-

Co-Requisites-










NU3005 Management of Complex and Long-term Conditions in Adult Nursing



Guided Independent Study: Indicative ActivitiesWeb based activities via VLE related to the module outcomes.End of life care online modules and resources: https://www.e-lfh.org.uk/programmes/end-of-life-care/

NMC Additional informationIndicative Content• Policy and legislation related to long-term conditions and LD• Acute/ long term conditions• End of life care• Medical/surgical nursing and long term conditions• Expert patient• Respite and palliative care• Care in speciality settings e.g. intensive care, high dependency care, hospice care.• Multi- agency working• Care of vulnerable adults• Rehabilitation• Making choices/ concordance• Clients/carers and relevant others• Cross agency working• Complex discharge planning• Care settings, transfer and transition• Rehabilitation and reablement• Overview of advanced haemodynamic monitoring• Patients journey through sepsis• Critical care outreach• Medical and surgical delerium and altered behaviours• Enhanced surgical recovery and technologies• Advanced surgical techniques/conditions• Surgical technologies• Patient safety: never events and human factors• Complex communication in difficult situations• Recognising death and dyingClinical Skills:ECG'sVenepuncture and cannulationTransfusionsmanaging IV devicesEpidural careNasal and oral suctionEnhanced CPR and airway managementIsolation proceduresVascular access devicesDNACPR and verification of expected deathCare of the deceased and familiesCore reference sourcesBlakemore K and Field D. 2007. Health and illness in old age. Ch.6 in Taylor, S. & Field, D. (Eds) Sociology of Health andHealth Care (4th edn.) Oxford: Blackwell.Castledine G. Close A. 2006. Oxford Handbook of General and Adult Nursing. Oxford: Oxford University Press.Creed, F. and Spiers, C. (Eds). 2010. Care of the Acutely Ill Adult - an Essential Guide for Nurses. Oxford: University Press.DH. 2005. National Service Framework for Long-term Conditions. London: Department of Health.Nicol J. 2015. Nursing Adults with Long Term Conditions. (2nd Ed). Learning Matters.Woodrow P. 2012. Intensive Care Nursing (3rd Ed) London: Routledge.

NU3005 Management of Complex and Long-term Conditions in Adult Nursing




001 Detailed proposal for dissertation (2000 words). 50 40002 Presentation of dissertation proposal to peers. 50 40



Intended Learning OutcomesOn successful completion of the module, students should be able to:Develop a dissertation proposal which critically justifies the focus of an appropriate investigation.Systematically gather and critically evaluate data, including literature, and use this information to synthesise arguments toinform professional practice.Critically explore the focus of the proposed area of investigation provide a sound rationale for the inquiry.Effectively communicate the research proposal in the form of a presentation.Further enhance self management skills: organisational, planning and time management.

Teaching and Learning MethodsLectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc).Directed reading and independent inquiry.

Assessment MethodsDetailed proposal for dissertation (2000 words).Presentation of dissertation proposal to peers.

Pre-Requisites-

Co-Requisites-













Guided Independent Study: Indicative ActivitiesStudents will be provided with guided study materials including podcasts, guided reading, quizzes and links to web material tosupport their independent learning.

NMC Additional informationIndicative ContentResearch methods:- surveys- grounded theory- phenomenology- ethnography- mixed methods.Systematic reviews.Metasynthesis for qualitative research.Advanced literature searching skills.Data analysis (qualitative and quantitative).Enhanced research review skills.Managing a dissertation project.Preparing and managing long reports / documents.Generating and developing project ideas.Developing questions.Time management.Presentation skills.Core reference sourcesFinlay, L, and Gough, B, (2003) Reflexivity: A practical guide for researchers in health and social sciences, Oxford. Blackwell.Glasper, A, and Rees, C, (2012) How to write your nursing dissertation, Chichester, John Wiley.Gough, D, Oliver, S, and Thomas, J,.(2012) An introduction to systematic reviews, London, Sage.Greetham, B, (2014) Palgrave Study Skills: How to write your dissertation (2nd Ed), Basingstoke, Palgrave.Silverman, D, (2011) Qualitative Research: Issues of theory, method and practice (3rd Ed), London, Sage.





001 Written critical exploration of a patients journey (2000 words). 100 40002 Medication calculation examination. (Final) 0 1



Intended Learning OutcomesOn successful completion of the module, students should be able to:children and young people living with complex and long-term conditions.Critically evaluate the types of conditions that are long term or lead to complex care and their treatment.Critically evaluate the diverse nature of multi-agency care required across primary, secondary and tertiary settings to ensure apatient centred journey.Demonstrate a critical understanding of the nurses role in partnership working with children, young people and their familieswith complex/long-term care needs.

Teaching and Learning MethodsLectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc).Problem-based case scenarios.Practice based learning.Directed reading and independent inquiry.Service user and carer discussion/patient journeys.

Assessment MethodsWritten critical exploration of a patients journey (2000 words).Medication calculation examination. (Final)

Pre-Requisites-

Co-Requisites-










NU3205 Management of Complex and Long-term Conditions in Children's Nursing




NMC Additional informationIndicative Content• Policy and legislation applied to children and young people with long-term conditions and LD• Children’s rights• Discharge planning for children with complex needs and LD• Care in speciality settings e.g. intensive care, high dependency care, hospice care• Autistic spectrum disorders• Chronic illness and the family• Inter-agency working• Inherited conditions and the family• The impact of genetic disease on the child and family• Support and respite care for children and families• Children with learning disabilities• Empowering children and young people to reach their full potential• Caring for children and young people with diabetes• Managing transition to adult services• Support needs of siblings, parents/carers and the extended family• Safeguarding in community and ambulatory care settings• Palliative care• Expert parent• Overview of advanced haemodynamic monitoring• Child/young persons journey through sepsis• Advanced surgical techniques/conditionsPatient safety: never events and human factorsClinical Skills:ECG'sVenepuncture and cannulationTransfusionsManaging IV devicesEpidural careNasal and oral suctionEnhanced CPR and airway managementIsolation proceduresVascular access devicesDNACPR and verification of expected deathCare of the deceased and familiesCore reference sourcesBlair, K. 2011, Medicines Management in Children’s Nursing. Exeter. Learning Matters.Carter B. Coyne I. 2018. Being Participatory: Researching with Children and Young People. Switzerland. SpringerInternational Publishing.Coyne, I. Neill, F. Timmins, F. (Eds). 2010. Clinical Skills in Children's Nursing. Oxford. Oxford University Press.Hall D M B. Elliman D. 2006. Health for all Children (4th Ed) Oxford. Oxford University Press.Frost NP. Parton N. 2009. Understanding Children's Social Care: Politics, Policy and Practice London: Sage.Price, J. Mc Alinden (Eds.). 2018. Essentials of Nursing Children and Young People. London. Sage.Valentine F. Lowes L. 2007. Nursing Care of Children and Young People with Chronic Illness. Oxford: Blackwell Publishing.

NU3205 Management of Complex and Long-term Conditions in Children's Nursing




001 Case study critically examining and applying a legal or professionalissue in clinical practice (1500 words).

100 50



Intended Learning OutcomesOn successful completion of the module, students should be able to:Engage in debate regarding ethical, legal and professional issues in nursing.Critically consider and evaluate professional, ethical and legal issues in nursing.Demonstrate a critical professional awareness of the political landscape of healthcare.

Teaching and Learning MethodsLectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc).Problem-based case scenarios.Practice based learning.Directed reading and independent inquiry.Service user and carer led sessions.

Assessment MethodsCase study critically examining and applying a legal or professional issue in clinical practice (1500 words).

Pre-Requisites-

Co-Requisites-










NU4001 Professional, Ethical and Legal Challenges in Nursing




NMC Additional informationIndicative Content• Lifelong learning and continuous professional development of the nurse as a healthcare professional• Reflection and evaluation of self as a student and future professional nurse• Identification of capability of self and others• Supervision in the context of standards of care and self development• The nurse as proactive and adaptive to change• Nursing, health informatics and the related legal / ethical issues• Role modelling• Professional judgement and positive risk taking• Application of legal frameworks• Current ethical/legal cases• Inclusive nursing practice• Nursing advocacy and whistle blowing• Fitness to practice and professional regulationThe political landscape of healthcare'Being' policitalCore reference sourcesGriffith R. Tennah C. 2014. Law and Professional Issues in Nursing (3rd Ed.) Exeter. Learning Matters.Harrison S. McDonald R. 2008. The Politics of Healthcare in Britain. London. Sage.Hood L. 2010. Leddy and Pepper’s conceptual bases of professional nursing (7th Ed.) London. Lippincott, Williams andWilkins.Pattison, S. Hannigan B. Pill R. Thomas H. 2010. Emerging values in health care: the challenge for professionals. London:Kingsley.

NU4001 Professional, Ethical and Legal Challenges in Nursing




001 Practice Assessment Document (PAD) Part 3 (Summative) 100



Intended Learning OutcomesOn successful completion of the module, students should be able to:Achieve the NMC standards for competence and essential skills clusters for part three of mental health and the 2ndregistration (child or adult as applicable).Indictative clinical hours to be achieved and recorded for the year.Cumulative clinical practice hours.

Teaching and Learning MethodsIn addition to the clinical hours in this non-credit rated module the following modules contain clincial placement hours:NU4004 100 hoursMW4003 50 hoursNU4001 100 hoursNU4003 60 hoursMW4004 75 hours

Assessment MethodsPractice Assessment Document (PAD) Part 3

Pre-Requisites-

Co-Requisites-



LecturesSeminars












001 Seminar presentation critically examining a treatment plan for apatient with long-term or complex mental health

100 50

002 Medication calculation examination. (Final) 0 1



Intended Learning OutcomesOn successful completion of the module, students should be able to:Critically explore the role of the nurse in meeting the health needs of people living with complex and long-term mental healthconditions.Identify and discuss the types of conditions that are long term or lead to complex care and their treatment.Critically evaluate the diverse nature of multi-agency care required across primary, secondary and tertiary settings to ensure apatient centred journey.Demonstrate a critical understanding of the nurses role in partnership working with children, young people and their familieswith complex/long-term care needs.

Teaching and Learning MethodsMedication calculation examination pass mark 100%.Lectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc).Problem-based case scenarios.Practice based learning.Directed reading and independent inquiry.Service user and carer led sessions.

Assessment MethodsSeminar presentation critically examining a treatment plan for a patient with long-term or complex mental health (with notesand evidence base).Medication calculation examination. (Final)

Pre-Requisites-

Co-Requisites-










NU4003 Management of Complex and Long-term Conditions in Mental Health




NMC Additional informationIndicative Content• Policy and legislation in long-term mental health• Recovery approachSpecialist presentations e.g. forensic, eating disorders, brain injury, autism, cerebral palsy• Parity of esteem• Mental Ill health and mental well being• CAMHS and CYP IAPT• Client as the expert and the safe ward model• PPI• Client’s rights• Advocacy• Mental Health Act & allied legislation/guidelines for mental health care• Assessing and managing need and risk e.g. assessing dangerousness and forensic assessment• Engaging with vulnerable clients with complex care needs• Responding according to the needs of the individual• Supporting family and carers• Tackling stigma and discrimination• Dual diagnosis (mental illness and e.g. substance use, learning disabilities)• Managing challenging behaviour• Psychosocial interventions for psychosis• Stress-vulnerability model/managing complex mental healthcare in primary care• Long term mental health and effects on physical health• Physical health assessment for those with complex or long term mental health conditions• Service user and families journey's with complex or long term mental health conditionsCore reference sourcesDepartment of Health. 2011. No health without mental health: A cross-government mental health outcomes strategy forpeople of all ages. London, Department of Health.Grant, A. Biley, F. Walker, H. (Eds). 2011. Our Encounters with Madness. Ross-on-Wye. PCCS Books.Morrissey J. Callaghan, P. 2011. Communication skills for mental health nurses. Maidenhead. McGraw Hill/OU Press.NICE Guideline 136. 2011. Service user experience in adult mental health: improving the experience of care for people usingadult NHS mental health services. National Institute for Health and Clinical Excellence. www.nice.org.uk/cg136.Prymachuk, S. 2011. Mental Health Nursing: An evidence-based introduction. London. Sage.Slade, M. 2009. Personal Recovery and Mental Illness: A guide for mental health professionals. Cambridge. CambridgeUniversity Press.

NU4003 Management of Complex and Long-term Conditions in Mental Health




001 Systematic Review/Service Improvement Project report(Dissertation) 6000 words

100 50



Intended Learning OutcomesOn successful completion of the module, students should be able to:Critically reflect on clinical practice and identify a clinical/education/research focused area of inquiry that might be addressedusing a systematic review or service improvement approach.Demonstrate the ability to independently produce a systematic review/service improvement project throughout the conduct ofthis project.Systematically identify and synthesise the current best practice (research/policy/guidelines) and apply these to the systematicreview/service improvement project.Critically analyse the context of services and the potential challenges and solutions identified in the systematic review/serviceimprovement project from the perspective of a leader of the profession.Critically analyse the findings of your study and draw conclusions for practice, future research and personal learning.

Teaching and Learning MethodsThis module is focussed in enhancing the independence of the student as a learner and the main teaching and learning willtake place through one to one supervision of the assessed project. The module will commence with key material to underpinthe development of the project for example: planning an academic project; identifying systematic review/service improvementquestions; working with long documents; critical application of findings to clincial/education/research practice.Lectures.Small group tutorials.Interactive computer-based activities (quizzes / VLE, podcasts etc)Directed reading and independent inquiry.Project supervision.

Assessment MethodsSystematic Review/Service Improvement Project report (Dissertation) 6000 words

Pre-Requisites-

Co-Requisites-




FieldworkProject Supervision 10

Guided Independent Study57.50Demonstration


Placement12.50Year Abroad



NU4004 Evidence Applied to Professional Practice



Guided Independent Study: Indicative ActivitiesProduction of a systematic review or service improvement project with academic supervision.NMC Additional informationIndicative ContentManaging a dissertation project.Preparing and managing long documents.Reflection in research.Statistics revisitedCritical reflexivity.Critical theory.The process of preparing a journal publication.Clinical audit.Core reference sourcesFinlay, L, and Gough, B, (2003) Reflexivity: A practical guide for researchers in health and social sciences, Oxford, Blackwell.Glasper, A, and Rees C, (2012) How to write your nursing dissertation, Chichester, John Wiley.Gough, D, Oliver, S and Thomas, J, (2012) An introduction to systematic reviews, London, Sage.Silverman, D, (2011) Qualitative Research: Issues of theory, method and practice 3rd Ed, London, Sage.

NU4004 Evidence Applied to Professional Practice


module specification - university of leicester · 2019-12-04 · module specification guided...

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