Annie Chellel, Chrissie Spiers, Heather Baid, Daren Briscoe. School of Health Sciences Falmer

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1 MODULE SPECIFICATION TEMPLATE MODULE DETAILS Module title Advanced Physical Assessment ( Adult ) Module code NAM 29 Credit value 20 Level Mark the box to the right of the appropriate level with an X Entry criteria for registration on this module Pre-requisites Specify in terms of module codes or equivalent Co-requisite modules Specify in terms of module codes or equivalent Module delivery Level 4 Level 5 Level 6 Level 7 X Level 8 Level 0 (for modules at foundation level) Normally 3 years experience in a specialist area of practice. Normally applicants will hold a first degree or be able to provide evidence of ability to study at Master s level. Currently engaged in practice for a minimum of 15 hours per week. Evidence of managerial support for protected time in practice for development of skills and knowledge. Identified mentorship support for supervised development of skills and knowledge Mode of delivery Taught X Distance Placement X Online X Other X Pattern of delivery Weekly X Block Other When module is delivered Semester 1 X Semester 2 X Throughout year Other Brief description of module Increasingly nurses and other health care professionals are required to content and/ or aims Overview (max 80 words) carry out in depth physical assessments in their roles as specialist and advanced practitioners. In this module the student will develop advanced skills in physical assessment, the interpretation of findings, the recognition of abnormal findings and the formulation of differential diagnoses. This will form the basis for clinical decision making appropriate to their role and demonstrate safe practice. Module team/ author/ coordinator(s) School Site/ campus where delivered Annie Chellel, Chrissie Spiers, Heather Baid, Daren Briscoe School of Health Sciences Falmer Course(s) for which module is appropriate and status on that course Course Status (mandatory/ compulsory/ *) Other MSc Courses in the SHS *Mandatory: a module that must be taken and passed; Compulsory: a module that must be taken but may be compensated for if failed Optional/mandatory: used in the Faculty of H&SS where a student has a choice of modules. Once chosen, the module must be passed. Optional/compulsory: used in the Faculty of H&SS where a student has a choice of modules. Once chosen, the module must be taken but may be compensated for if failed. MSc Advanced Practice (Health) / mandatory MSc Clinical Studies Graduate Certificate in Acute Clinical Practice Other MSc courses in the graduate programme

2 MODULE AIMS, ASSESSMENT AND SUPPORT Aims To enable health professionals to carry out and interpret structured physical assessments and use data and clinical decision making within the defined context of their professional practice. Learning outcomes Content Learning support On successful completion of this module the student will be able to: 1. undertake a focused and structured health history 2. undertake a detailed and structured assessment and demonstrate critical understanding of the physical assessment of 9 systems 3. differentiate normal and abnormal findings and critically evaluate patho-physiological assessment data 4. interpret the clinical significance of findings from the health history and physical assessment and synthesise a differential diagnosis 5. rationalise the need for further investigation or referral in complex and unpredictable clinical situations The principles and processes of taking a health history Physical assessment strategies and skills using structured physical examination of the following 9 systems: Respiratory, Cardiac, Gastro intestinal, Mental Health, Neurological, Musculoskeletal, Skin, Eyes, Ears, nose &throat Identification of abnormality and formulation of differential diagnoses for the above systems Clinical decision making based on the interpretation of the physical assessment data Professional issues relating to physical assessment, including documentation, legal and ethical issues Text books: Bickley, L.S Bates guide to physical examination and history taking. 11 th ed. London Wolters Kluwer Dains J and L Baumann and P Scheibel 2012 Advanced Health Assessment and Clinical Diagnosis in Primary Care 4 th ed London Elsevier Epstein O. and Perkin GD 2008 Clinical Examination 4 th edition St. Louis Mosby Henderson M and L Tierney 2012 The Patient History: An Evidence Based Approach to differential diagnosis McGraw Hill Jarvis, C Physical Examination and Health Assessment 6 th edition Philadelphia WB Saunders Kumar and Clarke 2012 Clinical Medicine 8 th edition London Elsevier Lumley, J.S.P Surface anatomy: The anatomical basis of clinical examination. 4th ed. Edinburgh: Churchill Livingstone Elsevier. Robertson, C., G. Douglas, FRCPE, and E.F. Nicol Macleod's clinical examination. Thirteenth edition. Oxford: Churchill Livingstone Elsevier. Talley, N.J., and S. O'Connor, Clinical examination: A systematic guide to physical diagnosis. 7th edition. Sydney Elsevier: Churchill Livingstone. Web Sites: Suggested Journals:

3 Nursing in critical care Practice Nurse Journal of Clinical Nursing Teaching and learning activities Details of teaching and learning activities A variety of teaching methods including: Lectures from specialist lecturers demonstration and practice of assessment techniques supervised practice and tutorials Use of CD-ROMs, videos, audio tapes and simulated patients Online e learning activities Classroom simulations will be used to demonstrate the principles and processes of physical examination, but the student s skill and competence will developed in clinical situations under the supervision of the identified mentors. For students on the MSc Advanced Practice (Health) completion of the relevant advanced practice competencies as detailed in the eportfolio guidelines is a formative assessment element. Allocation of study hours (indicative) Where 10 credits = 100 learning hours SCHEDULED GUIDED INDEPENDENT STUDY This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, external visits, and work-based learning. All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. Study hours PLACEMENT The placement is a specific type of learning away from the University that is not work-based learning or a year abroad. 70 TOTAL STUDY HOURS 200 Assessment tasks Details of assessment for this module The assessment consists of three parts. All parts must be passed in order to pass the module.the practice portfolio will be signed by mentors as representing safe practice and will be PASS / FAIL only. The OSCE and the case study will be assessed and graded using the Level 7 University of Brighton grading criteria. 1. A practice portfolio 2. An Objective Structured Clinical Examination 3. A detailed case study Part one - Objective Structured Clinical Examination (OSCE) Students will be asked to demonstrate the structured examination of 2 of 5 systems (respiratory, cardiovascular, gastrointestinal, musculoskeletal and neurological). The OSCE will include clinical

4 scenarios which the student will be required to interpret in order to assess depth and breadth of underpinning knowledge. The student will be required to demonstrate sound reasoning in interpreting the significance of the data, the formulation of differential diagnoses and safe clinical decision making appropriate to their clinical role. Assessed by lecturer. (LO 1-5) Part two - Practice portfolio Students should complete 1 in-depth physical assessment of each of the 9 systems signed by a suitable mentor and demonstrating safe practice. For each physical assessment undertaken, the student should demonstrate their ability to take a focussed history, interpret the significance of the physical assessment data, formulate differential diagnoses and provide rationales for the clinical decisions made. Each account should be assessed as representing safe practice by an expert practice mentor. Accounts should be brief using a note or bullet point format. Referencing is not required. PASS/ FAIL only (LO 1-8) Part 3- Case Study 2500 words A detailed case study of one physical assessment. This should include as an appendix the portfolio submission signed and dated by a practice mentor as representing safe practice. The student should demonstrate clear clinical reasoning in the interpretation of findings, the formulation of differential diagnosis and clinical decision making. The study should be fully referenced and demonstrate advanced knowledge and understanding of current evidence to support a critical evaluation of the physical assessment process for the chosen system. Types of assessment task 1 Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. WRITTEN % weighting (or indicate if component is pass/fail) COURSEWORK Practice Portfolio Case study PASS/FAIL 50% PRACTICAL Objective Structured Clinical Examination (OSCE) 50% EXAMINATION INFORMATION Area examination board SHS Graduate Area Examination Board Refer to Faculty Office for guidance in completing the following sections External examiners Name Position and institution Date appointed Date tenure ends Dr Julia Maz University of Leeds QUALITY ASSURANCE Date of first approval Not known 1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.

5 Only complete where this is not the first version Date of last revision Only complete where this is not the first version Date of approval for this version Version number 5 June 2013 March Q&S published August 2016 Modules replaced Specify codes of modules for which this is a replacement Available as free-standing module? Yes X No