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Session: 2022/23

Last modified: 18/01/2023 11:33:54

Title of Module: Fitness For Practice

Code: NURS09171 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:Julie  Orr

Summary of Module

Professional accountability, responsibility and safeguarding the public will underpin content and approach to teaching and learning. This will include examination of the role of the nurse as; advocate, role model, manager, teacher, leader and assurer of quality.

In undertaking this module the students will be developing theoretical understanding and value base and applying this to their practice in the following areas of professional competence: autonomous practice, person centred care, working within professional, ethical, legal frameworks and values based practice, inter-professional practice, leadership, maximising opportunities to improve services, self- management, and the management and development of others.

Service users and carers’ will inform module delivery to ensure the development of holistic, recovery orientated person centred care. This area will be facilitated by the use of service user and carer experiences, consultations during the mock interview process, and class presentations.

Students throughout this module have the opportunity to develop their graduate skills.

Graduate skills will be developed and demonstrated through motivational interviewing and focused engagement with specific health promotion initiatives. Employability enhancement will be supported by focused activities in accordance with the employability toolkit, to prepare UWS students for the competitive job market.

For overseas nurses taking this module as part of the BSc(Hons) Nursing Studies programme, employability will be enhanced through the enhancement of professional  knowledge and graduate attributes as well  the exploration of previous health promotion initiatives that are relevant to their sphere of practice. This will be achieved through course work and engagement with peers and the teaching team.

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 1


Term 2check markTerm 3


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Learning Outcomes: (maximum of 5 statements)

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

L1. Critically evaluate professional practice and strategies for quality improvement.

L2. Evaluate current approaches to care delivery, including health promotion and recovery orientated practice.

L3. Reflect on the concepts of personal and professional development including employability and reflective practice.

L4. Analyse how leadership styles and interpersonal interactions influence nursing and multi-professional teams.

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.

Demonstrate a broad and integrated knowledge of theories and principles of professional practice, management, development of self and others.

Critical appraisal of the scope, main areas and boundaries of the module, including : Managing Caseloads and Teams,Managing complex care needs; Decision-making and Prioritising care.Leadership Skills, Managing Change,Quality assurance approaches and teaching and learning strategies.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Critically review by application of:
Patient cases;
unfolding family scenarios;
and reflection on practice in relation to complex care needs.

Recognise the importance of Inter-professional, multi-agency and service user/carer working.

The use of a range of specialised or advanced skills in the areas of complex needs/recovery orientated practice.

Application of relevant theories to the supervision,education and development of junior staff, carers and other stakeholders in health and social care.

Application of professional, legal and ethical sources of information to inform practice.

Generic Cognitive skills SCQF Level 9.

Undertake critical analysis, evaluation and synthesis of principles of professional practice, management, development of self and others.

Communication, ICT and Numeracy Skills SCQF Level 9.

Use a range of IT skills to support work.

Development of increasing autonomy and competence in relation to role play, complex scenarios and risk management.

Autonomy, Accountability and Working with others SCQF Level 9.

Take responsibility and exercise accountability for aspects of own professional practice.

Collaborate with clinical colleagues, service user/carers and other healthcare professionals in accordance with professional, legal and ethical standards.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:all relevant pre-requisite modules prior to level 9 undergraduate nursing
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
A variety of teaching and learning strategies will be utilized including lectures, workshops, tutorials and simulated practice. Support and guidance will be available from the module team. Additional support for teaching and learning can be individualized for those students with enabling support needs.
The learning and teaching strategies on this module contribute to the development of UWS graduate attributes as outlined in “I am UWS” see link:

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)
Lecture/Core Content Delivery14
Tutorial/Synchronous Support Activity17
Laboratory/Practical Demonstration/Workshop3
Personal Development Plan6
Independent Study160
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:

Hayden,J. (2019) Introduction to Health Behaviour Theory. 3rd ed. Burlington: Jones & Bartlett Learning

Northouse, P.G. (2022) Leadership: theory and practice. London: SAGE

Pears, R. and Shields, G. (2019) Cite them right: the essential referencing guide. 11th rev. edn. London: Red Globe Press.

Scriven,A. (2017) Promoting Health: a practical guide. 7th ed. Edinburgh: Elsevier


(**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

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
75% attendance at theory sessions.

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Supplemental Information

Programme BoardAdult Nursing & Healthcare
Assessment Results (Pass/Fail) No
Subject PanelBSc Pre-registration Adult Nursing Programme
ModeratorBetty Scholes
External ExaminerK Norman
Accreditation DetailsNMC
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
The student will undertake an oral presentation considering the role of the nurse in relation to a health & well- being activity. The students will demonstrate the ability to critically evaluate and analyse the rationale for the health & well-being activity; relevant health promotion & quality improvement strategies; and their professional development relating to team working, leadership and graduate skills addressed throughout the experience.
(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) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck markcheck mark1000
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
This module is appropriate for all students. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. In line with the Equality Act 2010 and UWS Refreshed Equality Outcomes 2021 - 2025 Public Sector Equality Duty Mainstreaming and Equality Outcomes Report 2021 ( (pp. 37 - 39)
The School of Health and Life Sciences encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of placement, where a student has disclosed specific requirements.

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.