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Module Descriptors

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Session: 2022/23

Last modified: 10/01/2023 08:55:09

Title of Module: The Principles of Quality Healthcare Practice

Code: NURS09226 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:Fiona   Millar

Summary of Module

The practice of nursing requires a robust underpinning knowledge of the health needs of patients in conjunction with a developed understanding of integrated holistic care, professional values and effective communication skills.

This module will help students develop the necessary understanding of the role of the Nursing and Midwifery Council (NMC) with The NMC Standards of proficiency for registered nurses  being the foundation of the module content

The module is part of a programme which will assist nurses in understanding the conduct and performance requirements of healthcare practice in the UK within an adult nursing context. In undertaking this module students will be developing their theoretical understanding and professional value base in the following areas of: autonomous practice, person-centred care, working within professional groups, ethical and legal frameworks, values-based practice, self- management, care of vulnerable people and, health education and promotion.

The associated skills acquisition contributes to the development of 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, effective communicator, motivated, potential leader; and Successful – autonomous, incisive, creative, resilient and daring.


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 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 appraise the integrated holistic processes which are fundamental to professional practice in the United Kingdom.

L2. Evaluate the role that effective communication has in the delivery of safe, effective and compassionate person-centred care.

L3. Identify and analyse the professional, legal and ethical standards of practice and behaviour which are outlined by the Nursing and Midwifery Council (2018) Code.

L4. Critically appraise and apply current legislation in healthcare delivery in the United Kingdom taking into account the special attention that is required for the protection of vulnerable people.

L5. Critically reflect on personal values to understand how the values of individuals, society and healthcare are formed in the United Kingdom.

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 principles of professional practice, professional values, current legislation in healthcare, effective communication and interpersonal skills.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Recognising the importance of inter-professional, multi-agency and service user/carer working.

Using a range of specialised or advanced skills in the areas of complex needs/recovery orientated practice.

The application of professional, legal and ethical sources of information to inform practice.

Generic Cognitive skills SCQF Level 9.

Undertaking critical analysis, evaluation and synthesis of principles of professional practice, management, development of self and others.

Demonstrating ability to undertake self-directed study drawing on a range of resources to assist understanding of evidence based practice.

Communication, ICT and Numeracy Skills SCQF Level 9.

Using a range of IT skills to support work.

Developing increasing levels of autonomy and competence in relation to role play, complex scenarios and risk management.

Autonomy, Accountability and Working with others SCQF Level 9.

Taking responsibility and exercise accountability for aspects of own professional practice.

Collaborating with colleagues, peers in accordance with professional, legal and ethical standards.

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
A blended approach to learning and teaching will be used in this module. Students will participate in asynchronous activities through the virtual learning environment as well as a wide range of classroom activities including lectures, tutorials and group activities to explore the key topics in depth.
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 Delivery36
Tutorial/Synchronous Support Activity12
Asynchronous Class Activity18
Independent Study109
Personal Development Plan25
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:

Bach, S. and Grant, A. (2015) Communication & Interpersonal Skills in Nursing. 3rd ed. London: Learning Matters.

Barker, J. (2013) Evidence-Based Practice for Nurses. 2nd ed. London: Sage Publications.

Cottrell, S. (2019) The Study Skills Handbook. 5th ed. London: Red Globe Press.

Delves-Yates, C. (ed.) (2018) Essentials of Nursing Practice. 2nd ed. Los Angeles: SAGE.

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].

Nursing and Midwifery Council (n.d.) Enabling Professionalism in Nursing and Midwifery Practice. [Online] Available: https://www.nmc.org.uk/

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

The module VLE site will also provide students with additional module resources.

(**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 lectures and tutorials. 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
ModeratorBrian Johnston
External ExaminerJ Keeling
Accreditation Details
Version Number

1.05

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Assessment: (also refer to Assessment Outcomes Grids below)
A range of formative assessment activities will be included within the module. Feedback will be provided to support learning and development towards the achievement of the module learning outcomes as demonstrated through summative assessment.

Summative Assessment Component 1: Computer Based Test (80% weighting). This takes the form of a 2 hour closed book online exam related to Learning Outcomes 1,2,3 and 4. A range of questions types will be utilised to test each student's knowledge and understanding. The exam will take place in an Information Technology laboratory under supervision.
Summative Assessment Component 2: 1500 word Written Reflective Portfolio assessment (20% 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
Class test (written)check markcheck markcheck markcheck mark 802

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
Portfolio of written work    check mark200

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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