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Session: 2022/23
Last modified: 07/07/2022 14:16:11
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Title of Module: The ODP Profession |
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Code: NURS07038 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 30 |
ECTS: 15
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Kelly
Porteous |
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| Summary of Module |
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The aim of this module is to enable the student to recognise and understand the role and responsibilities of the ODP in relation to caring for individuals with a person-centred approach within a multidisciplinary perioperative environment.
Students will consider their role in assisting and supporting the multidisciplinary team to provide high quality, evidence-based care. The importance of delivering care compassionately will be explored and students will be encouraged to consider their ODP role, personal and professional development, self-awareness and decision-making skills.
- During this module students will explore their personal values and how these relate to the standards and proficiencies of the ODP profession. They will develop understanding of the legal, professional and ethical frameworks upon which practice is based. Students will have the opportunity to explore the role of the ODP in the delivery of patient-centred care. This module provides an introduction to research, with a focus on how evidence-based practice can support patient safety. Student’s will consider the relationship between effective inter-personal communication and the provision of quality care.
Graduate attributes developed will include becoming knowledgeable and ethically minded.
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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.
Demonstrates an ability to evaluate research and other evidence to inform practice
L2.
Recognises the legal, ethical, professional and personal frameworks which are relevant to the ODP profession.
L3.
Applies appropriate health and safety legislation and protocols to ensure the safety of patients, colleagues and visitors.
L4.
Describes appropriate communication skills to promote effective perioperative care.
L5.
Demonstrate understanding and critical evaluation of the role of reflection on and in practice, to appraise and evaluate the effectiveness of care in a multidisciplinary care approach. |
| 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 7.
Appreciating the fundamental concepts, principles and theories that support professional operating department practice and lead directly to holistic patient care in a variety of perioperative operative settings.
Demonstrating an understanding of the social, political, cultural and ecological factors that directly influence the health and well-being of individuals across the lifespan.
Evaluating the impact of government/professional policies and research which impacts on the ODP profession, care planning and delivery.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Demonstrating an understanding of the professional context and role requirements in which ODP practice is delivered. |
| Generic Cognitive skills |
SCQF Level 7.
Using problem solving skills to interpret research/evidence. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Demonstrating information literacy and the ability to search, interpret, extract and present information that informs ODP and healthcare practice and professional development.
Using a variety of communication tools to accurately record and share information, knowledge and understanding of health care needs.
Developing a range of communication and interpersonal skills to support the delivery of compassionate and safe care.
Using the developing knowledge and understanding of advocacy within care delivery
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Reflecting and evaluating one's own limitations, personal values and beliefs in relation to professional practice.
Demonstrating personal accountability for and evaluates own personal development plan by maintaining a reflective portfolio.
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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) |
| Personal Development Plan | 24 |
| Tutorial/Synchronous Support Activity | 36 |
| Lecture/Core Content Delivery | 24 |
| Independent Study | 216 |
| 300
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:
Abbott, H. and Booth, H. (2014) Foundations for Operating Practice: Essential Theory for Practice, McGraw-Hill Education (UK).
CODP (2009) Student Standards of Professional Behaviour. London College of Operating Department Practitioners.
Conway, N., Ong, P., Bowers, M. and Grimmnett, N. (2013) Operating Department Practice. Clinical Pocket Reference. 2nd end. Oxford: Pennant Health Publishing.
Flin, R. and Mitchell, L. (2012) Safer Surgery: Analysing behaviour in the Operating Theatre. Ashgate Publishing.
Gottwald, M. and Lansdone, G. (2014) Clinical Governance: Improving the quality of healthcare for patients and service users. Open University Press.
HCPC (2014) Standards of Proficiency for Operating Department Practitioners.Health Professions Council. London.
Hughes, S. and Mardell, A. (2010) Oxford Handbook of Perioperative Practice http://oxfordmedicine.com/view/10.1093/med/9780199239641.001.0001/med-9780199239641 (Accessed: 11 March 2022).
Jasper, M. (2013) Beginning Reflective Practice. 2nd edn. London: Nelson Thornes.
Wicker, P. and O'Neill, J. (2011) Caring for the Perioperative Patient. 2nd edn.
Pears, R. (2019) Cite them right: the essential referencing guide. Available: https://www.vlebooks.com/Product/Index/2025007?page=0 (Accessed: 11 March 2022).
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, students are defined as academically engaged if they are regularly engaged with timetabling teaching sessions, course - related resources including those in the Library and Virtual Learning Environment (VLE)- where appropriate. Assessments are to be completed in a timely manner. Please refer to the https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/student-policies/. For the purpose of this module, academic engagement equates to the following: Engaging with the Virtual Learning Environment by week 3 of the term. Engagement with the assessment between weeks 7 and 12 of the term. Attendance at synchronous tutorials where appropriate. |
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Supplemental Information
| Programme Board | Adult Nursing & Healthcare |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Nursing & ODP Programmes |
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| Moderator | Anne Marie Craig |
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| External Examiner | C Griffiths |
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| Accreditation Details | HCPC |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative Assessment
Students will introduce Standard 2 (Communication) of the HCPC guidelines in relation to the role of the ODP in maintaining patient/colleagues and visitors safety. The formative will form part of Summative 1.
Summative 1
Students will be required to submit a 2500 word essay which draws upon credible and relevant evidence to describe the role of the ODP in maintaining patient safety during perioperative care. 80% weighting. |
Summative 2
Students are required to submit a reflective presentation using PowerPoint with audio of an event in clinical perioperative practice. This is an account of their personal contribution to the ODP role and associated professional development 20% weighting.
** Students require to achieve 40% overall to pass the module** |
(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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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)(https://www.uws.ac.uk/media/8033/uws-psed-report-2021.pdf) (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 |
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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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