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Session: 2022/23

Last modified: 01/12/2022 16:16:20

Title of Module: Clinical Assessment

Code: NURS09155 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Pamela  Young

Summary of Module

There is an increasing demand to develop a workforce that is adaptive to national and local care policy drivers. An important element of this service will be the delivery of care by highly skilled and autonomous practitioners within an overall framework of Interprofessional Practice, that complements strategic role development and transformation.

This module has been designed for health care professionals registered with either NMC or HCPC backgrounds, who require as part of their role, structured Clinical Assessment knowledge and skills. Students must have the support of their line manager and a Clinical Assessor and be working in a clinical role where they can gain exposure to, and develop competence in, Clinical Assessment. 

As such, students will develop a critical understanding of their professional practice and enhance knowledge, clinical decision making and competency in the following key areas of practice: primary assessment, consultation skills, history taking, clinical examination and differential diagnosis.  In particular the examination of the major anatomical systems utilising an inspection, palpation, percussion and auscultation approach. Practitioners undertaking this module shall also critically examine relevant legal, ethical and professional issues pertinent to the expanding practitioner role.

The above skills acquisition contributes to the development of the UWS Graduate AttributesUniversal - critical thinking, analytical, inquiring, culturally aware, emotionally intelligent, ethically-minded, collaborative, research-minded and socially responsible; Work-Ready -knowledgeable, digitally literate, effective communicator, motivated, potential leader;  and Successful -autonomous, incisive, creative, resilient and daring.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:






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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate critical application and understanding of enhanced knowledge and skills in the clinical assessment, examination and management of patients.

L2. Apply knowledge and understanding in a range of specialist skills for clinical assessment, including immediate management, referral and/or discharge.

L3. Demonstrate the ability to exercise autonomy and accountability in patient management as part of the interdisciplinary team, and deal with complex ethical, professional and legal issues.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

The student will gain an enhanced critical knowledge and understanding of the theories, concepts and principles required for the assessment of patients within an Unscheduled Care environment.

Practice: Applied Knowledge and Understanding SCQF Level 9.

The student will apply knowledge and understanding in the critical application of specialised skills, required for the assessment of patients across the lifespan, within an Unscheduled Care environment.

Generic Cognitive skills SCQF Level 9.

The student will critically analyse complex clinical presentations and demonstrate critical decision making skills within a framework of accountability and professional practice.

Communication, ICT and Numeracy Skills SCQF Level 9.

The student will apply enhanced communication strategies in the assessment and examination of patients and in communication with other members of the interdisciplinary team/significant others.

Autonomy, Accountability and Working with others SCQF Level 9.

The student will be able to exercise autonomy and accountability within the framework of professional practice, as part of the health care team, under the guidance of a qualified senior practitioner.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:Registered with NMC or HCPC. Clinical supervision required. Managerial support required.
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module is delivered fully online via an online learning platform.

The module aims to integrate the theory and practice of Clinical Assessment and the ongoing needs of patients in a variety of clinical settings. Students will be introduced to module topics by a variety of online learning activities via an Interactive Online Environment. This includes Interactive Discussion Forums, Quizzes, and Online learning activities that encourage lifelong learning development, utilising the contemporary evidence base. Students are expected to contribute to the discussion forums to reflect on their own and their peer’s development, provide peer support and continual module feedback thus actively engaging in the module development process.

Students will apply critical knowledge, understanding and skills to their area of clinical practice and consolidate their learning by means of work-based learning activities, supported by a Clinical Assessor [agreed by the employer & module coordinator].

This module is assessed in both theory and practice and as such there are 2 components of assessment. Both components of assessment assess learning outcome 3 in order that the requirement for competent professional and ethical practice is demonstrated in both the theoretical and the practice context. The practice is assessed through the completion of a Work Based Assessment completed to support Work-Based Learning, thus assessing competency in the application of skills, within a professional context. Theoretical assessment is through submission of a written assessment reflecting the critical development of knowledge and understanding of the theory underpinning clinical assessment, within a professional context.

Formative Assessment:
Formative assessment is through the submission of a small piece of written work reflecting the larger written assessment.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Tutorial/Synchronous Support Activity10
Work Based Learning/Placement 50
Asynchronous Class Activity40
Independent Study100
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Cooper, N. and Frain, J. (2017) ABC of clinical reasoning [electronic resource] / edited by Nicola Cooper, John Frain. Chichester, England: Chichester, England : Wiley Blackwell BMJ Books, 2017.

Dimond, B. (2019) Dimond's legal aspects of nursing / Richard Griffith, Iwan Dowie. Legal aspects of nursing 8th. edn. Harlow, England ; New York: Harlow, England ; New York : Pearson, 2019.

Innes, J. A., Dover, A. R., Fairhurst, K., Britton, R. and Danielson, E. (2018) Macleod's clinical examination / edited by J. Alastair Innes, Anna R. Dover, Karen Fairhurst. Clinical examination 14th edn. Edinburgh ; London
Edinburgh: Edinburgh ; London : Elsevier, 2018.

Lugg, J. (2016) Rapid emergency & unscheduled care / Jason Lugg, Oliver Phipps. Rapid emergency and unscheduled care Chichester, West Sussex, UK ; Hoboken, NJ: Chichester, West Sussex, UK ; Hoboken, NJ : Wiley Blackwell/John Wiley & Sons Inc., 2016.

Standing, M. (2010) Clinical Judgement And Decision-Making In Nursing And Inter-Professional Healthcare [electronic book] : Nursing and Interprofessional Healthcare. Maidenhead: Maidenhead : McGraw-Hill Education, 2010.

Japp, A., Robertson, C., Hennessey, I. and Macleod, J. (2018) Macleod's clinical diagnosis [electronic book] / edited by Alan G. Japp, Colin Robertson ; associate editor, Iain Hennessey. Clinical diagnosis 2nd edn. Edinburgh ; New York: Edinburgh ; New York : Churchill Livingstone/Elsevier, 2018.

Trenoweth, S. and Moone, N. (2017) Psychosocial assessment in mental health [electronic book] / edited by Steve Trenoweth, Nicola Moone. Los Angeles: Los Angeles : SAGE, 2017.

Gill, D. (2018) Paediatric clinical examination made easy [electronic book] / Denis Gill, Niall O'Brien ; illustrated by Des Hickey. 6th edn. Edinburgh: Edinburgh : Elsevier, 2018.

In addition to these texts, students will be directed to a wide range of contemporary local, national and international materials, as required, to support the module content and learning outcomes.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

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Supplemental Information

Programme BoardMidwifery & Specialist Nursing
Assessment Results (Pass/Fail) No
Subject PanelMidwifery&Specialist Nursing L9-11
ModeratorJan Meechie
External ExaminerM Lees
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Formative assessment is embedded within the Module. This includes online quizzes which are designed to assist the student with their learning progress and to reflect within their work-based learning on their individual learning needs. Formative assessment includes participation in the discussion forums where feedback is provided by the module team. This allows the student to gauge their progress with learning and to identify and address areas of deficit.

Assessment Component 1:

Case Study,(2000 words), 100% of the final module mark.
A grade of 40% must be achieved in this component of assessment.
Assessment Component 2:

Work Based Learning:Competency Based Portfolio
The component of assessment is graded pass-fail, with 0% weighting
A pass grade is required to achieve an overall module pass.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Case studycheck markcheck markcheck mark1000

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Performance/ Studio work/ Placement/ WBL/ WRL assessmentcheck markcheck markcheck mark00
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
The School of Health & Life Science believes that education and practitioner diversity are central to achieving quality nursing care.

Within the programme, quality of care, inclusiveness and employability are achieved by:

• Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to prospective students and students.

• Promotion of confidence and knowledge of their rights as a student and employee.

• Promotion of respect and knowledge of client diversity, their needs, rights and the associated practitioner responsibilities.

The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation.

This module involves the development of competency through the application of theory to the clinical area. The module competence standards must be achieved for successful completion of the module.

In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
The UWS Equality and Diversity Policy can be found at the following link: UWS Equality and Diversity Policy

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.