This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 18/01/2023 15:14:10
|
Title of Module: Contemporary School Nursing |
|---|
|
Code: NURS11130 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Health and Life Sciences |
|---|
| Module Co-ordinator: | Ruth
Astbury |
|---|
| Summary of Module |
|---|
As part of an integrated cross school approach, the school nursing programme predominantly focuses on promoting the health and well-being of children and young people. School nurses have an important role to play in enhancing the life chances of this population. Many school children and young people are faced with persistent health challenges and health inequalities, including poverty, which can lead to poor educational attainment. The Scottish Government are committed to improving children’s well-being. ‘Getting it Right for Every Child’ (2009), is a national framework which uses a multi-agency approach to promote children’s well-being. There are ten core components and a set of values and principles. Core components include a focus on improving outcomes for children and promoting a confident and competent workforce across all services which impact on children. This module is designed to provide an introduction to the principles, policy and practice underpinning SCPHN (SN) with a focus on child centred public health. The module will include the role of the SCPHN (SN), the school health team, record keeping, partnership and team working, Curriculum for Excellence, school health programmes, immunisation programmes and child focused healthcare. The school environment, as well as other settings used by children and young people aged 5-19 years, will be explored alongside multi-agency approaches to promoting children’s wellbeing.
- As a result this module will support students to develop characteristics which can contribute to the UWS graduate attributes of Universal – critical thinking and culturally aware, work ready – knowledgeable and problem solving and successful, Innovative and transformation.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
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.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of current policy drivers that influence Specialist Community Public Health Nursing (School Nursing)
L2.
Critically evaluate principles, theories and concepts of contemporary School Nursing practice
L3.
Critically appraise evidence from a variety of sources that may be applied to positively influence health and well-being
L4.
Demonstrate critical awareness of multi-agency working and the impact this will have on meeting the needs of service users |
| 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 11.
Demonstration of an extensive detailed and critical knowledge and understanding of contemporary school nursing practice. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Demonstrate originality and creativity using a range of specialised skills and techniques to inform practice |
| Generic Cognitive skills |
SCQF Level 11.
Critically review, consolidate and extend knowledge, skills, and thinking in school nursing practice |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Demonstrate the use of a wide range of ICT to support and enhance work, communicating to a range of individuals and/or groups with different levels of knowledge/ expertise. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise leadership and initiative in managing complex ethical and professional issues, making a recognisable contribution to the development of new thinking and practice development. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| This module is taught on campus with opportunities for those further afield to join virtually. A variety of specialist speakers will contribute to teaching on the module. A variety of teaching methods will be adopted including lectures, student led seminars and case studies. Directed study using the library and the UWS virtual learning environment (VLE) will be promoted. Students also have access to a variety of learning and teaching materials which are available through the VLE. |
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) |
| Personal Development Plan | 10 |
| Lecture/Core Content Delivery | 50 |
| Independent Study | 125 |
| Asynchronous Class Activity | 15 |
| 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:
Allender, J.A. (2009) Community health nursing: promoting and protecting the public’s health.7th ed. London: Lippincott Williams and Wilkins
Chambers, C. and Ryde, E. (eds) (2012) Excellence in Compassionate Nursing Care - Leading the Change .London: Radcliffe Publishing Ltd
Chilton, S. Bain, H. Clarridge, A. Melling, K. (2012) Textbook of Community Nursing London: Hodder Arnold
Greenhalgh, T. (2014) How to read a paper: the basics of evidence-based medicine. 5th ed. Chichester: Wiley-Blackwell
Nursing and Midwifery Council (2004) Standards of Proficiency for specialist community public health nurses [Online] Available:
https://www.nmc.org.uk/globalassets/sitedocuments/standards/nmc-standards-of-proficiency-for-specialist-community-public-health-nurses.pdf [Accessed 25th Feb 2021 ]
Nursing and Midwifery Council (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives [Online] Available http://www.nmc-uk.org/Publications/Standards/The-code/Introduction/ [Accessed 25th Feb 2021 ]
Scottish Government (2012), A guide to Getting it right for every child [Online] Available: http://www.gov.scot/Resource/0045/00458341.pdf [Accessed 25th Feb 2021]
Scottish Government (2018) The school nursing role in integrated community nursing teams Available: https://www.gov.scot/publications/school-nursing-role-integrated-community-nursing-teams/https://www.gov.scot/publications/school-nursing-role-integrated-community-nursing-teams/ [Accessed 25th Feb 2021]
Sines, D., Appleby F. & Raymond E. (eds) (2009) 4th ed. Community Health Care Nursing. Oxford: Blackwell Science
Thornbory,G.(2009) Public Health Nursing, A textbook for Health Visitors, School Nurses and Occupational Health Nurses. Oxford: Blackwell Science.
Tingle J. and Cribb A. (2007) Nursing Law and Ethics. 3rd ed. Blackwell: Oxford: Blackwell
British Journal of Child Health https://www.magonlinelibrary.com/toc/bjsn/current
British Medical Journal http://www.bmj.com/bmj/
CASP Appraisal Skills Programme http://www.casp-uk.net/casp-tools-checklists
Centre for Evidence-based Medicine http://evidencelive.org/
Cochrane Collaboration http://uk.cochrane.org/
Cochrane Library http://www.cochranelibrary.com/
|
|
(**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 |
[Top of Page]
Supplemental Information
| Programme Board | Midwifery & Specialist Nursing |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Midwifery&Specialist Nursing L9-11 |
|---|
| Moderator | Maureen Bell |
|---|
| External Examiner | K Guest |
|---|
| Accreditation Details | NMC |
|---|
| Version Number | 1.10 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Summative assessment 1. Poster presentation (25%) |
Summative assessment 2. 3000 word written assignment (75%)
Both formative and summative assessment strategies will be used within the module.
A formative assessment will be scheduled early within the module to provide the students with the opportunity for feedback and feed forward.
This assessment has 2 components. To successfully complete the assessment both components must be individually passed at 50% and an aggregate pass mark of 50% achieved.
This is to comply with NMC Quality Assurance Framework for Nursing and Education (2013, updated 2017) and in line with the UWS Regulatory Framework
|
(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.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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 and Life Sciences believes that education and practitioner diversity are central to achieving quality of care.
Within the module, quality of care, inclusiveness and employability are achieved by:
• Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to students and prospective 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 associated practitioner responsibilities
The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation.
Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of this module.
Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
To enable the module to be responsive to the demand for equality and diversity, procedures and processes have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders through the life of the module is also central to meeting commitments.
Further detail is available in the specific section of the Programme Specification.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
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)
|