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Session: 2022/23
Last modified: 18/01/2023 11:35:09
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Title of Module: Health & Human Development 2 |
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Code: NURS08057 |
SCQF Level: 8
(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: | Caroline
Miller |
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| Summary of Module |
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This long thin module will deepen the student's knowledge of anatomy, physiology and health. There will be a focus on applied pathophysiology and pharmacology to develop an understanding of clinical management relevant to the student's field of practice. The partnership between biosciences and nursing in this module will develop the skills of the student, in using bioscience to underpin clinical assessment and decision making.
- In line with the BiNE framework, Health and Human Development 2 will focus on the application of the following in the student’s field of practice:
Anatomy, physiology & homeostatic mechanisms; Pathophysiology; Pharmacology and Genomics.
- The module will take a whole person approach to the understanding of:
The physiological basis for assessment and investigation and the integration of knowledge of pathophysiological processes in clinical decision making, including medicines administration.
- Specific Annexe A & B skills for this module are detailed in the programme skills schedule and preload is related application of principles of assessment with comorbidities, whole systems thinking and clinical decision making in care scenarios utilising communication and nursing process to support simulation.
- Programme threads of learning disability, dementia, trauma and the law inform module content.
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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.
Apply understanding of pathophysiological processes to the assessment and management of people's health.
L2.
Relate key concepts from the biosciences to a specific field of practice.
L3.
Explain the principles of pharmacology in relation to disease processes.
L4.
Demonstrate understanding of principles that promote decision making, concordance and management of medication. |
| 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 8.
All students will develop knowledge and understanding of core anatomy, physiology, pharmacology and pathophysiological processes together with the clinical application of these concepts.
Concepts common to both adult and mental health fields include: pathophysiological processes caused by altered circulation and genetics. Examples of field specific concepts may include knowledge and understanding pathophysiological processes relating to:
- the stress response: mental health
- carcinogenesis: adult health
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Application of knowledge, skills and understanding to field specific practice e.g. medicines management.
Application of pharmacology to field specific medicines management. |
| Generic Cognitive skills |
SCQF Level 8.
Interpretation of clinical data.
Critical analysis of evidence, e.g. in relation to assessment, investigation or management.
Uses a range of approaches to formulate and critically evaluate evidence-based responses to common pathophysiological processes.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use and evaluate numerical and graphical data in the context of clinical assessment, investigations and management.
Use numeracy in the context of safe medicines management.
Convey complex information for a range of purposes. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Take the lead on planning and prioritisation in simulation and class based applied discussion.
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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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| The learning and teaching strategies applied to this module contribute towards the development of UWS graduate attributes as outlined in "I am UWS". See link: https://www.uws.ac.uk/current-students/your-graduate-attributes/. Specifically, Health & Human Development 2 will build knowledgeable, ambitious and driven student nurses. The integrated model of science and nursing within the module will build skills in inquiry, analysis and critical thinking. Ultimately, Health & Human Development 2 will contribute to the co-production of nurses who will be fit for practice, work ready and successful in any context. |
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 Delivery | 18 |
| Tutorial/Synchronous Support Activity | 18 |
| Laboratory/Practical Demonstration/Workshop | 36 |
| Asynchronous Class Activity | 44 |
| Independent Study | 174 |
| Personal Development Plan | 10 |
| 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:
Betts, J.G., Desaix, P., Johnson, J.E., Korol, O., Kruse, D., Poe, B., Wise, J., Womble, M.D. and Young, K.A. 2013. Anatomy and Physiology. Openstax: Texas
Elcock, K., Wright, W., Newcombe, P., Everett, F. (Eds). (2019) Essentials of Nursing Adults. London: SAGE
McFadden, R. 2019. Introducing pharmacology: for nursing and healthcare. Routledge: London.
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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:
Engagement with VLE pre-work asynchronous material. Attendance at and participation in individual and group work activities in synchronous tutorials and clinical skills labs. |
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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 | BSc Pre-registration Adult Nursing Programme |
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| Moderator | Carol Wilson |
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| External Examiner | G Cox |
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| Accreditation Details | NMC |
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| Version Number | 1.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| An online class test (100% weighting) |
Completion of "Safemedicate" numeracy assessment passed at 100%. (0% weighting)
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(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) (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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