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Session: 2022/23
Last modified: 27/01/2023 08:59:12
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Title of Module: Managing Risk in OH Practice SCQF Level 9 |
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Code: NURS09217 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Jan
Meechie |
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| Summary of Module |
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The Managing Risk in Occupational Health Practice module is open to registered nurses who work in a workplace setting. This module provides students with the opportunity to explore the evidence related to identifying and managing health hazards presenting in a workplace setting. The student will then be equipped with an in depth knowledge of the risk management strategies available to reduce such hazards. Students undertaking the module will develop into specialist practitioners able to undertake a comprehensive needs assessment of individuals, groups and communities within the workplace and develop appropriate actions based on their findings using relevant research, literature and legislation and this module prepares students to be work ready, successful practitioners who enhance their practice through innovative and transformational approaches.
This module enables students to respond to challenges in practice in an analytical and innovative way enabling them to develop a robust knowledge base based on the best available evidence.
This module is a discipline specific module for applicants who are studying for the Nursing & Midwifery Council (NMC) approved Specialist Community Public Health Nursing Award.
The theoretical element of the module is delivered wholly distance learning using a variety of teaching methods and all delivered through the University virtual learning environment VLE.
This module is approved by the NMC and nurses who are eligible and complete it are able to progress to the remaining modules on the SCPHN (OH) Programme and will be registered with the NMC on the Specialist Community Public Health Nursing Register.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a detailed awareness of the relationship between workplace culture, the work environment and health.
L2.
Reliably source and interpret research findings and apply appropriate interventions to a variety of complex occupational health issues.
L3.
Identify a broad range of workplace health risks and implement and apply strategies to manage and reduce these risks.
L4.
Critically evaluate and apply leadership skills to complex workplace health issues within an occupational health setting.
L5.
Demonstrate an understanding and knowledge of a range of approaches in the management of professional issues and be able to make informed judgements when advising on workplace health. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstration of a critical knowledge and understanding of workplace environments and health risks much of which is informed by developments at the forefront with research. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using a range of new techniques demonstrate advanced practice is the field of occupational health |
| Generic Cognitive skills |
SCQF Level 9.
Critically analyse and evaluate new ideas and draw on a range of sources when making judgement to inform practice. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
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 9.
Exercise autonomy and initiative at a professional level when managing ethical and professional issues.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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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 Activity | 10 |
| Personal Development Plan | 5 |
| Asynchronous Class Activity | 35 |
| Independent Study | 150 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
T.C., Gardiner, K., Harrington, J.M. (2010) Occupational Health. (5th Ed). London: Blackwell Scientific Publications.
Black, C. (2008) Working for a Healthier tomorrow: A review of the Health of Britain’s Working Age Population. HM Government. www.workingforhealth.gov.uk )
Department of Health. (2008) Improving health and work: changing lives. HM Government. www.workingforhealth.gov.uk
Kloss, D. (2020) Occupational Health Law. (6th Ed). London: Blackwell
Lewis, J., Thornbury, G. (2010) Employment Law and Occupational Health: A Practical Handbook. Oxford: Blackwell.
Lewis, R., Zibarras, L. (Eds). (2013). Work and Occupational Psychology. London: Sage.
NMC. (2008) Standards to support Learning and Assessment in Practice. NMC; London. www.nmc-uk.org )
Oakley, K. (2008) Occupational Health Nursing. (3rd Ed). London: Wiley
Palmer, K., Cox, R., Brown, I. (eds) (2019) Fitness for Work: The Medical Aspects. 6th Ed, Oxford: Oxford Press.
Sadhra, S., Bray, A. & Boorman, S. (eds) (2022) Oxford Handbook of Occupational Health. (3rd Ed) Oxford: Oxford University Press
Thornbury, G., Everton, S. (Eds). (2018) Contemporary Occupational Health Nursing: A Guide for Practitioners. (2nd Ed) Oxon: Routledge.
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(**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)
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| Engagement Requirements |
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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 Board | Midwifery & Specialist Nursing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Midwifery&Specialist Nursing L9-11 |
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| Moderator | James Taylor |
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| External Examiner | C Best |
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| Accreditation Details | NMC |
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| Version Number | 1.09 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Summative Assessment 1: Summative formal written examination, delivered online and invigilated by student's Manager/Practice Assessor/Teacher
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Summative Assessment 2: Written Assignment
Students will be required to submit a 2000 word written piece of work using a recognised template demonstrating that they have carried out a health risk assessment in their own or Practice Teachers workplace. This risk assessment will relate to the management/ care of a client or group that they have worked with in practice applying critical thinking and evidenced based practice. Assessment for this module has two components. To successfully complete the module both components must be individually passed at 40%.
This is to comply with NMC Quality Assurance Framework for Nursing and Education (2013, updated 2017) and in line with the UWS regulatory framework.
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(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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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.
Students enrolling on the programme are already employed and therefore any disability or employability issues will be managed within the student’s employment. The programme team will work closely with the Disability Support team within the University and the student’s employer to facilitate learning and teaching
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.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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