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Module Descriptors

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Session: 2022/23

Last modified: 18/01/2023 11:46:04

Title of Module: Skills for Holistic Healthcare Practice

Code: NURS09225 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

Holistic skills are critical to the delivery of safe and person-centred evidence-based practice. This module will help students develop the skills required for effective nursing practice within the UK setting, focusing on the standards of proficiency set out by the Nursing and Midwifery Council (2018) standards for pre-registration nursing education.

Students will utilise a range of knowledge and nursing theories, concepts, values and attributes which inform decision making within nursing assessments and care delivery. Patient safety and quality improvement are dominant principles within the module; therefore, students' skills will be developed by engaging with emergent and evolving scenarios in a simulated clinical environment.


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. Demonstrate a broad and integrated understanding of evidence-based theory and apply this effectively in the delivery of person-centred care.

L2. Display synthesis of a variety of patient status indicators using both technical and interpersonal skills.

L3. Interpret and evaluate numerical data in order to accurately establish patient status throughout the delivery of safe care.

L4. Analyse and take appropriate action in response to patient illness, complex care needs and associated clinical indicators

L5. Utilise a range of knowledge, theory, concepts and values to inform clinical decision making for nursing assessments and therapeutic interventions for individuals, families and carers.

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.

Displaying a critical understanding of the need to apply evidence based theory and relate this to skills delivery.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Practicing essential nursing skills in a simulated healthcare setting.

Hand Hygiene; Vital signs and associated documentation; ABCDE assessment and management; Patient safety skills (SBAR, NEWS, WHO Patient Safety Guidelines); Medicines Management and calculations; Complex deteriorating patient scenarios; Basic Life Support

Generic Cognitive skills SCQF Level 9.

Evaluating the theory supporting skills acquisition and how that impacts on practice.

Undertaking self-directed study drawing on a range of resources to assist their understanding of evidence based practice.

Communication, ICT and Numeracy Skills SCQF Level 9.

Displaying effective communication strategies to relay information regarding patient status.

Accurate completion of nursing documentation.

Autonomy, Accountability and Working with others SCQF Level 9.

Evidencing the ability to work within professional, legal and ethical frameworks underpinning nursing practice.

Practicing independently within the nursing team demonstrate the ability to show initiative in specific areas of nursing care whilst recognising their limitations.

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 via classroom and skills laboratory classes. Students will be active participants in class and there is an expectation that they will work in small groups or individually to safely and effectively assess, plan, implement and evaluate care needs.
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 Delivery16
Laboratory/Practical Demonstration/Workshop32
Asynchronous Class Activity32
Independent Study100
Tutorial/Synchronous Support Activity20
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:

Delves-Yates, C. (2015) Essentials of Nursing Practice. London. Sage

Denny, E., Earle, S. and Hewison, A. (eds.) (2016) Sociology for Nurses. 2nd ed. Cambridge: Polity Press.

Ellis, P. (2017) Understanding ethics for nursing students. Los Angeles: Learning Matters.

Lapham, R.(2015) Drug Calculations for Nurses, A Step By Step Approach. 4th Edition. London: Hodder Arnold.

Lister, S., Hofland, J. and Grafton, H. (2021) The Royal Marsden Hospital, Manual of Clinical Nursing
Procedures. 10th edn. Oxford: Wiley-Blackwell. Edition. Oxford: Wiley-Blackwell.

Nicol, M., Bavin, C., Cronin, P., & Rawling-Anderson, K., (2012) Essential Nursing Skills. 3rd Edition. Mosby: Elsevier.

Nursing and Midwifery Council (2018) The Code. Professional standards of practice and behaviour for nurses, midwives and nursing associates. [Online] Available: https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code.pdf [Accessed: 9th March 2022].

Nursing and Midwifery Council (2019) Raising Concerns: Guidance for Nurses and Midwives and Nursing Associates. [Online] Available: https://www.nmc.org.uk/globalassets/blocks/media-block/raising-concerns-v2.pdf [Accessed: 9th March 2022].

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


Smith, J., & Roberts-John, R., (2011) Vital Signs for Nurses: An Introduction to Clinical Observations. Wiley: Blackwell.


Walker, J. (2012) Psychology for Nurses and the Caring Professions. [Online] Available: http://libcat.uhi.ac.uk/ [Accessed: 13 February 2017].

Waugh, A. and Grant, A. (2018) Ross and Wilson Anatomy and Physiology in Health and Illness. 13th ed. London: Churchill Livingstone.

(**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:
Students are expected to be regularly engaged with timetabled teaching sessions including skills based learning within the simulated clinical environment. They should engage with course-related learning resources including those in the Library and on VLE. Students are expected to complete module assessments on the date and time allocated to them by the local teaching team.

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Supplemental Information

Programme BoardAdult Nursing & Healthcare
Assessment Results (Pass/Fail) No
Subject PanelNursing & ODP Programmes
ModeratorFiona Millar
External ExaminerJ Keeling
Accreditation Details
Version Number

1.06

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Assessment: (also refer to Assessment Outcomes Grids below)
A range of formative assessments will be included within the module with feedback being provided to support learning and progress towards achievement of learning outcomes as demonstrated within summative assessment.
Summative Assessment 1: Objective Structured Clinical Examination (100% weighting)
(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
Objective Structured Clinical Examinations (OSCEs)check markcheck markcheck markcheck markcheck mark1002
Combined Total For All Components100% 2 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
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 (uws.ac.uk) (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.

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