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Session: 2022/23

Last modified: 27/05/2022 16:17:17

Title of Module: Critical Appraisal of Care

Code: NURS09218 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:Brian  Johnston

Summary of Module

This module will enable the student to consolidate the skills of assessment and problem solving in relation to contemporary health targets within the national and international healthcare arena. Students will build on prior learning and investigate specific disease processes, considering relevant care management for patients throughout the care continuum. This will require students to critically appraise existing evidence for care, recognizing gaps in current evidence and opportunities for further research. This module will take an integrated approach to health care and students will be expected to consider input to care from all relevant disciplines allied to health. In addition, students will be expected to integrate and apply relevant professional, legal and ethical principles underpinning care.

The student will critically analyse the care needs of individuals with various conditions including cardiovascular disease; respiratory disease; diabetes; drug/alcohol dependency; and cancer and provide an evidence based rationale for person centred nursing interventions.

Patient safety and quality improvement principles are embedded within this module through the development of applied critical thinking principles in the context of evidence-based practice.Module content reflects social and cultural diversity and a rights-based approach to nursing practice and health care.

To promote accessibility, anticipatory adjustments have been made teaching and learning strategies and assessment. Further reasonable adjustments can be made for students who have been assessed as requiring specific adjustments.       

This module supports the following UWS Graduate Attributes:

Universal – Critical Thinker, Culturally aware and Research-Minded

Work ready – Knowledgeable, Motivated and Potential leader

Successful – Autonomous, Creative and Driven

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 1check markTerm 2


Term 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 analyse the contemporary health care issues that affect the adult population, nationally and internationally.

L2. Evaluate the assessment and problem solving processes that apply to the care management of adult patients in relation to conditions, which include the contemporary health targets.

L3. Critically appraise the theoretical concepts underpinning adult nursing.

L4. Devise appropriate evidence based interventions to meet the diverse needs of the individual.

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.

Critically analyse contemporary health targets nationally and internationally;
Construct effective relationships between nursing practice and contemporary health targets;
Synthesise knowledge of aetiology, epidemiology, physiology and pathophysiology in response to contemporary health targets.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Provide rationale for actions and interventions which incorporates evidence based theoretical principles of care of individuals in response to need, with reference to national and international contemporary health targets.

Generic Cognitive skills SCQF Level 9.

Devise a problem solving approach to care delivery.

Communication, ICT and Numeracy Skills SCQF Level 9.

Critically analyse communication systems in the context of nursing practice.
Demonstrate effective numeracy and IT skills in the practice of nursing.

Autonomy, Accountability and Working with others SCQF Level 9.

Explain the relationship between professional, ethical and legal principles in nursing practice.
(N.B. *Refer to website for further details relating to the SCQF Level Descriptors)

Generic Health & Social Care, PDP and Life Skills:-

Principles of management within organizations, clinical governance and maintaining/monitoring standards;
Assimilate and assess new concepts: critical thinking.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
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 Delivery30
Tutorial/Synchronous Support Activity12
Independent Study152
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:

Aveyard, H., Sharp, P. & Wooliams, M. (2015) A beginners Guide to Critical Thinking and Writing in Health and Social Care. (2nd Edition) Maidenhead: McGraw Hill OUP (Ebook)

Barber, P. & Robertson, D. (2015) Essentials of Pharmacology for Nurses. (3rd Edition) Maidenhead: McGraw Hill OUP (Ebook)

Dougherty, L. & Lister, S.E. (2018) The Royal Marsden manual of Cancer Nursing Procedures (EBook). London, Wiley.

Dutton, H (2017) Acute and Critical Care Nursing at a glace.Chichester: Wiley (Ebook.)

Elcock, K., Everett, F., Newcombe, P. & Wright, W. (2018) Essentials of Nursing Adults. Thousand Oaks: Sage.

Ferrell, B. & Coyle, N. (2015) Oxford Textbook of Palliative Nursing. Oxford: OUP (Ebook)

Higgins, C. (2013) Understanding Laboratory Investigations: a guide for nurses, midwives and healthcare professionals. (3rd Edition) Chichester: Wiley (Ebook)

Hogg, C. & Holland, K. (2010) Cultural Awareness in Nursing and Healthcare: an introductory text. (2nd Edition) London: Hodder Arnold

Howatson-Jones, L., Standing, M. & Roberts, S. (2015) Patient Assessment and Care Planning in Nursing. (2nd Edition) London: Sage

Nair, M. & Peate, I. (2013) Fundamentals of Applied Pathophysiology: an essential guide for nursing and healthcare students. (2nd Edition) West Sussex: Wiley Blackwell (Ebook)

Pears, R. & Shields, G. (2019) Cite them right; the essential referencing guide. London, Red Globe Press/ MacMillan International Higher Education (EBook).

Wild, K. and Peate, I. (2018) Nursing Practice: Knowledge and Care. Oxford: John Wiley & Son Ltd.

(**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

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Supplemental Information

Programme BoardAdult Nursing & Healthcare
Assessment Results (Pass/Fail) No
Subject PanelNursing & ODP Programmes
ModeratorElaine Stevens
External ExaminerN Pollock
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Formative assessment will be ongoing through the use of focused synchronous and asynchronous activities

Summative (80%): 3,000 word written assignment

Taking a case based approach, this assignment will focus on a patient with a contemporary healthcare condition. An in-depth and evidence-based critical analysis of the actual and potential healthcare issues relating to the assessment and management of the patient will be undertaken.
Assessment will be based on the students participation in Asynchronous Discussions hosted on the Virtual Learning Environment. These discussions are themed around the learning outcomes. This will contribute 20% to the final mark awarded to the student.

Discussions will be marked using a methodology developed within the School of Health and Life Sciences, based on a model for participation in asynchronous discussion developed by Sabin H, Larson S; Nellen T (2000) The PACE Model: for On-line Teaching and Student Support, Learning Technology Newsletter, 2(1):16-20. [Online]. Available at:

(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
Case study check markcheck markcheck mark800

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oralcheck mark   200
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.