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Session: 2022/23
Last modified: 18/01/2023 15:10:45
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Title of Module: Consolidation of Practice SCQF Level 9 |
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Code: NURS09215 |
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 consolidation of practice module is the final module for students undertaking the Graduate Diploma Specialist Community Public Health Nursing (Occupational Health) programme. It is a practice based module designed to consolidate the learning and development of the preceding modules on the programme. In order to access this module, students must have completed 12 weeks of pre-consolidated clinical practice in occupational health. In particular the module will provide the opportunity for the student to assess, plan, deliver and evaluate care to a defined population, using the key skills of critical thinking, problem solving and reflective practice. Students are required to complete 10.5 weeks of practice based learning to consolidate learning within an occupational health setting.
This module prepares students to be work ready, successful practitioners who enhance their practice through innovative and transformational thinking.
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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.
L1 Demonstrate a range of approaches in the management, assessment, delivery and evaluation of care to a defined occupational health caseload
L2.
L2 Demonstrate a partnership-focused, evidence-based, quality driven approach to safe, effective person-centred and population based care.
L3.
L3 Critically appraise strategic approaches, underpinned by research, that have led to innovation and development in practice.
L4.
L4 Critically reflect on the roles, responsibilities and practice of self and others working across professional and organisational boundaries.
L5.
L5 Demonstrate the ability to use a range of specialist skills to communicate effectively in practice. |
| 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.
Demonstrate extensive knowledge and understanding of the principles, policy and standards that govern contemporary occupational health practice. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use a range of professional skills which are underpinned by research and at the forefront of practice within occupational health to deliver and evaluate specialist care. |
| Generic Cognitive skills |
SCQF Level 9.
Analyse and synthesise evidenced based practice drawing on a range of sources when making judgements and recommendations for change. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a range of ICT and other appropriate methods to communicate effectively with service users and those involved in the development and delivery of occupational health care. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Manage and develop specialist care within a multi-disciplinary team demonstrating showing an awareness of own and others responsibilities exercising autonomy and initiative. |
| 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) |
| Personal Development Plan | 10 |
| Work Based Learning/Placement | 190 |
| 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:
Chilton, S. Bain, H. Clarridge, A. and Melling, K. (2017). Textbook of Community Nursing (2nd Edition) London: Hodder Arnold
Harris, J and Nimmo, S. (2013) Placement Learning in Community Nursing: A guide for students in practice. Oxford: Elsevier
Standing, M. (2010) Clinical judgement and decision making: in nursing and inter professional healthcare. Maidenhead: McGraw Hill Open University.
Scottish Government (2013) Everyone Matters: 2020 Workforce Vision [Online] At
http://www.scotland.gov.uk/Publications/2013/06/5943
Guzic, A. (2013) Essentials for Occupational Health Nursing. Oxford: Wiley-Blackwell.
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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) |
Yes
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| Subject Panel | Midwifery&Specialist Nursing L9-11 |
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| Moderator | Ruth Astbury |
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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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The assessment method for this module has one component and it is a requirement that students pass this before they are eligible for entry to the third part of the NMC register,
A practice portfolio (OAR) is collated by students throughout the duration of their Programme to evidence their competence in the mandatory NMC Standards of Proficiency for the Discipline. |
(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 University is committed to equality, diversity and human rights through the provision of equal opportunity in education and employment. This includes using the curriculum as a vehicle for advancing understanding of difference and to promote equal opportunity. The School of Health and Life Sciences echoes these aspirations and actively welcomes diversity in the student population and manages equality and diversity though active promotion of an inclusive learning environment and by valuing differences and fostering good relations among all people. All applicants can expect a welcoming, inclusive learning and social environment where they can be treated with dignity and respect. Difference in all its forms including age, disability, gender, race, ethnicity, sexual orientation & socio economic status is valued in nursing and viewed as essential to the quality of client/patient care.
The nursing curriculum is commensurate with legislation, Equality Act 2010, and Professional requirements. Module development and implementation is cognisant of both statutory requirements and ensures that information and guidance for students is inclusive of the known eventualities that may impact on the student’s ability to fully engage in learning. The programme is subject to Equality Impact Assessment where appropriate to facilitate full participation in the learning environment.
The School has a designated lecturer responsible for advising on equality and diversity policy and designated coordinators for each programme and campus location. Equality and Diversity coordinators may provide expertise in both theory and practice learning provision to assist in individualisation of the student’s learning needs. Therefore, disability disclosure is viewed as integral in providing support and adjustments and is part of marketing, application, selection process, before and throughout the duration of the programme.
To facilitate inclusiveness design of theory modules, which includes clinical skills delivery, has taken flexibility and anticipatory adjustments into consideration when selecting learning, teaching and assessment strategies. Thus, methodological approaches reflect contemporary healthcare delivery and are designed to provide a wide range of activities that build the student’s nursing expertise and employability. In practice learning environments students can rightly expect to be treated respectfully and their individuality valued with reciprocation of these values by the student to clinical staff, patients and the general public. Every Health Board has an Equality & Diversity Champion to support students who require reasonable adjustments to meet learning outcomes.
The School of Health and Life Sciences believes that educator and practitioner diversity are central to achieving quality health care and takes active steps to promote confidence and knowledge of students’ rights both as student and employee. The curriculum and staff’s belief in fairness and equal opportunities build the students’ awareness of client diversity, their needs, rights and the associated practitioner responsibilities.
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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