Module Definition Form (MDF)

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1 Module Definition Form (MDF) Module code: MOD Version: 3 Date Amended: 13/Mar/ Module Title Contemporary Challenges in Adult Health Care 2a. Module Leader Amanda Young 2b. School School of Nursing and Midwifery - Chelmsford 2c. Faculty Faculty of Health, Education, Medicine and Social Care 3a. Level 5 3b. Module Type Theory and practice (fine graded) 4a. Credits 60 4b. Study Hours Restrictions Type Module Code Module Name Condition Pre-requisites: Co-requisites: Exclusions: Courses to which this module is restricted: BSc (Hons) Nursing (Adult) Generated on 15/11/2018, 10:08:47 Page 1 of 5

2 LEARNING, TEACHING AND ASSESSMENT INFORMATION 6a. Module Description This is a theory / practice module addressing the complexities of long term conditions and palliative care for adult patients. The Five Years Forward View (2014) calls for a radical upgrade in prevention and public health and development of integrated services to meet the needs of the UK population. This module will provide the opportunity to develop in-depth knowledge and understanding of the pathophysiology, pharmacology, ethical and legal issues and challenges faced by those affected by long term and life limiting conditions. Effective integrated care is critical to the patient experience and students will explore the impact of national drivers from a theoretical and practice based perspective, with a focus on the use and effectiveness of care pathways. Preventing the development of long term conditions and life-threatening disease, promoting health and wellbeing and supporting adults with long term conditions to live well independently are key aspects of the nurse s role. Students will explore the concept of empowerment and the factors (psychological, physiological, social-economic and genomic) influencing a person s health choices and readiness for change. With understanding of national policy and the Framework for Personalised Care and Population Health for Nurses, Midwives, Health Visitors and Allied Health Professionals (DH, 2014) students will be expected to engage with the importance of nurses as health promoting practitioners, delivering person-centered care and Making Every Contact Count (MECC) (DH, 2014). The module is designed to be accessed through either face-to-face or work-based learning delivery patterns. The assessment for this module requires students to take a case study approach and consider the patient journey, analysing the effectiveness of integrated care for a patient with a long term condition or life shortening illness. Students will experience a placement in a practice setting within which practice competencies will form the basis for development and assessment. 6b. Outline Content The content of this module has been mapped to the four domains of the NMC (2010) competency framework and the values set out in the 6 Cs: Professional Values: Patient Safety: Raising concerns (courage), CQC domains (Safety & Public Health), Harm Free Care (falls prevention / UTI in patients with a catheter. Legal and Ethical Issues: Legal aspects of patient documentation. Advanced directives / living wills. Preferred priorities for care. NHS Constitution, 6Cs and Professional Values: Supporting and valuing carers (care). Respect and dignity for dying patients and their families - cultural awareness. NMC Code; Practising effectively. Portfolio Development / Understanding Re-validation: Reflection on a. personal development, b. professional standards of practice and behaviour as set out in NMC Code 2015, c. feedback from others including service users, health care professionals, tutors, peers. Communication and Interpersonal Skills: Communication: Developing engaging, persuasive and dynamic communication in written and oral skills. Writing accurate patient records, breaking bad news, communicating with bereaved relatives/carers, using health action plans and patient passports (learning disability), techniques for de-escalation, use e-communication with patients (communication). Application of person centred care. Digital Literacy: engagement with digital literacy including information literacy, digital communication, content creation, digital safety and problem solving (to be evidenced in portfolio). Generated on 15/11/2018, 10:08:47 Page 2 of 5

3 Interpersonal and Professional Skills: Practice assessment document- Interpersonal and professional skills profile. Nursing Practice and Decision Making: Clinical Skills / Knowledge: Enteral and parenteral feeding, catheterisation, continence management, stoma care, fluid management, symptom management and wound assessment (care and competence). Nursing process, models of nursing and use of assessment tools to support decision making. Practice competencies are devised to develop knowledge and skills related to: care, compassion and communication, organisational skills, infection control, nutrition and fluid management and medicines management. Sociology / Public Health: Health and social policy related to long term and life shortening conditions. Health promotion; patient empowerment, understanding health behaviours, health education -making every contact count, introduction to health coaching (compassion). Science related and understanding of care management: Sociological influences and pathophysiology of long term and life threatening/ shortening conditions (cardiovascular disease, diabetes, stroke, cancer, alcohol related diseases, obesity, asthma, chronic obstructive airways disease, chronic pain, and HIV. Genomics; preventing adverse drug reactions, personalising cancer treatment. Pharmacology; analgesics, drugs associated with long term and life threatening /shortening conditions, polypharmacy and drug calculations. Non-pharmacological approaches to treatment. Mental Health; impact of long term conditions on mental health, Dementia 2 and understanding frailty. The impact on children and families as carers. Sustainability: Critical awareness and ability to assess information. Creative problem solving. Staying healthy: Identifying successful and replicable models for promoting health and well-being. Research: Ethics, data collection (qualitative), understanding patient and family experience of long term conditions Leadership, Management and Team Working: Integrated care: Patient journey: Identifying barriers to accessing services Inter-professional working: Multi-disciplinary team working -Practice assessment document. Self-Management / Development- Developing professional resilience. Reflection on practice relationships assertiveness, confidence. Mindfulness. Edward Jenner Leadership Module Patient Safety. 6c. Key Texts/Literature The reading list to support this module is available at: 6d. Specialist Learning Resources e-learning packages Virtual learning platform Practice placements Skills environments and associated equipment Generated on 15/11/2018, 10:08:47 Page 3 of 5

4 7. Learning Outcomes (threshold standards) Type On successful completion of this module the student will be expected to be able to: 1 Knowledge and Understanding 2 Knowledge and Understanding 3 Knowledge and Understanding Analyse the physical and psycho-social challenges faced by those affected by long term / life shortening conditions. Demonstrate an understanding of the local, national and international policies and drivers related to public health and long term conditions. Evaluate the effectiveness of integrated care for patients with long term / life-shortening conditions accessing health and social care services Demonstrate a critical understanding of the role of the nurse in preventing ill health and promoting health and well-being, in the context of personcentred care. Demonstrate clinical competence in the provision of evidence-based, person- centred care for patients with long term conditions / life-shortening conditions within the hospital or community setting. Demonstrate the ability to act with increasing autonomy by recognising and responding, with appropriate care and compassion, to the changing needs of patients, families and carers accessing services for long term / life shortening conditions. 8a. Module Occurrence to which this MDF Refers Year Occurrence Period Location Mode of Delivery 2018/9 ZZF Template For Face To Face Learning Delivery Face to Face Generated on 15/11/2018, 10:08:47 Page 4 of 5

5 8b. Learning Activities for the above Module Occurrence Learning Activities Hours Learning Outcomes Details of Duration, frequency and other comments Lectures Normally 2 x 2 hour lectures per week during theory weeks Other teacher managed learning Including 18 hours skills, 18 hours facilitated group work, 28 hours developmental review (theory and practice). Student managed learning Includes practice learning and directed e-learning. Additional hours required to meet PSRB requirements. TOTAL: Assessment for the above Module Occurrence Assessment Assessment Method Learning Outcomes Weighting (%) Fine Grade or Pass/Fail Qualifying Mark (%) 010 Coursework (%) Fine Grade 40 (%) Written Essay. Review of physiological, psychological and socioeconomic impact of an identified long term condition / life shortening illness on patients, family and carers. Consideration of health promotion aspects of care and a critique of integration of services and health policy /drivers will form part of this words Assessment Assessment Method Learning Outcomes Weighting (%) Fine Grade or Pass/Fail Qualifying Mark (%) 011 Practical 0 (%) Pass/Fail 100 (%) Practice competencies as indicated in the Practice Assessment Document. Additional hours have been incorporated into module to meet PSRB requirements. Assessment is undertaken by a registered mentor in the practice setting. Grade 3 must be achieved in each practice competency. All interpersonal skills must be passed In order to pass this module, students are required to achieve an overall mark of 40%. In addition, students are required to: (a) achieve the qualifying mark for each element of fine graded assessment of as specified above (b) pass any pass/fail elements Generated on 15/11/2018, 10:08:47 Page 5 of 5

STANDARD UCAS ENTRY TARIFF. See current online prospectus at

STANDARD UCAS ENTRY TARIFF. See current online prospectus at Status Approved PROGRAMME SPECIFICATION(POSTGRADUATE) 1. INTENDED AWARD 2. Award 3. MSc Nursing (Pre-Registration Learning Disabilities) 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU