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Module Descriptors

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Session: 2022/23

Last modified: 12/12/2022 14:01:16

Title of Module: Tissue Viability and Wound Care

Code: NURS09210 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:Jane  Munro

Summary of Module

The skin is the largest organ in the body.  Illness or injury occur can compromise its integrity and lead to a number of tissue viability issues along with other physical, psychological and social problems for the patient and/or their family and carers.

CONTEMPORARY TOPICS COVERED

A&P of the skin, phases of wound healing, assessment and management of acute and chronic wounds including pressure related damage, TIMES principle of systematic wound management, research and evidence based practice, pain, nutrition and infection, the multi-disciplinary team and professional and legal issues.

The  collaborative class format enables students studying locally, nationally and internationally to gain an understanding of tissue viability and wound in a global context.

SUITABILITY

Students are expected to be competent with basic IT skills and access to suitable IT equipment commensurate with online learning.

The module is clinically orientated.  As such students attending are expected to be qualified health care professionals whose remit involves managment and care of patients with wounds.  Prospective students unsure of their suitability should contact the module co-ordinator in the first instance.


GRADUATE ATTRIBUTES

The above skills acquisition contributes to the development of the UWS Graduate Attributes: Universal - critical thinking, analytical, inquiring, culturally aware, emotionally intelligent, ethically-minded, collaborative, research-minded and socially responsible; Work-Ready - knowledgeable, digitally literate, problem solver, effective communicator, influential, ambitious;  and Successful - autonomous, incisive, innovative, creative, and transformational.

 

 


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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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.


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. With reference to related anatomy and physiology, discuss in depth the factors which compromise skin integrity and may lead to wound formation.

L2. Critically review evidence based guidelines, protocols and assessment tools that may be employed in tissue viability process.

L3. Crtically analyse the professional, ethical and legal issues related to the promotion of skin integrity and wound management.

L4. Evaluate the role of effective health education strategies and discuss the role of the multi- professional team who may offer advice and support to patients with acute or chronic wounds.

L5. Critically reflect on their own area of practice and formulate effective strategies to implement changes relating to wound management practice.

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.

Demonstrating a broad and integrated knowledge of the factors which affect tissue viability;

Having knowledge of the assessment and management of one or more specialised wounds.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Demonstrating the application of practice consistent with evidence based practice and /or clinical guidelines to ensure an individualised and holistic approach to wound management.

Generic Cognitive skills SCQF Level 9.

Enhancing the ability to critically analyse current issues affecting the wound healing process;

Identifying and analysing issues common to tissue viability.

Communication, ICT and Numeracy Skills SCQF Level 9.


Presenting information on wound healing and tissue viability to a range of professionals, patients and their families;

Interpreting, using and evaluating a range of data on tissue viability to improve practice.

Autonomy, Accountability and Working with others SCQF Level 9.

Communicating effectively and providing feedback to the multi-agency team regarding the patient’s health and social care needs;

Taking appropriate action to communicate with multi-agency team members regarding any issues or risks with the necessary degree of urgency.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
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 learning utilising a Virtual Learning Environment (VLE).

Students who are learning fully online and are supported by the VLE will receive: Core quality assured module resources; individual and group tutorial support and directed learning via the VLE system. This will be aided by synchronous online classroom sessions, asynchronous discussion boards; directed wider reading including access to electronic library and e-books.
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 Delivery0
Tutorial/Synchronous Support Activity10
Asynchronous Class Activity26
Independent Study158
Personal Development Plan6
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:

There is no core text for this module all are considered recommended reading:

Dealey, C. (2012) The Care of Wounds: a Guide for Nurses. Chichester: Wiley.

Flanagan, M. (2013)Wound Healing and Skin Integrity: Principles and Practice.Wiley-Blackwell.ISBN: 978-0-470-65977-9

Ryan, K. (2014) Wound care (Survival Guide series). Hove: Routledge.

Scemons, D. and Elston, D. (2009) Wound Care (3rd ed). New York: McGraw-Hill Professional.

In addition to these texts students will be directed to a wide range of contemporary international, national and local information 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

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at synchronous sessions (lectures, workshops, and tutorials), completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module.

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Supplemental Information

Programme BoardBiological Sciences and Health
Assessment Results (Pass/Fail) No
Subject PanelHealth L7-11
ModeratorChristopher Mafuva
External ExaminerG Bachi
Accreditation Details
Version Number

1.10

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Assessment: (also refer to Assessment Outcomes Grids below)
Formative Assessment
This module is formatively assessed by group discussion on the content of the individual and group learning activities that are embedded within the learning approaches. This may be achieved in face to face discussion in the classroom or by discussion remotely managed via the module VLE.

Category 1
Online class test. It is worth 30% of the overall module total. Equivalent of 1200 words.
Category 2
Case Study. This will be 3,000 words in length and be worth 70% of the module total.
(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) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Class test (written)check mark    300

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Case study check markcheck markcheck markcheck mark700
Combined Total For All Components100% 0 hours

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

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Note(s):
  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
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.
Please refer to the UWS Equality and Diversity Policy 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.

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