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Session: 2022/23
Last modified: 18/01/2023 11:43:13
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Title of Module: Promoting Positive Outcomes |
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Code: NURS08058 |
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: | Laura
Jackson |
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| Summary of Module |
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The focus of this module is health promotion at an individual level. Central to this is an understanding of approaches and interventions nurses can adopt to influence health behaviors and prevent illness.
Models of health promotion will be discussed, and practical interventions related to supporting and promoting behavior change will be considered.
A range of public health priorities will be explored in relation to the screening and assessment of individuals including diet, physical activity, alcohol and drug misuse, sexual health and gender-based violence.
Knowledge and skills from part one modules will be expanded upon to consider in greater depth the assessment and effective management of chronic health conditions.
Clinical skills and simulation will underpin the theoretical content bringing into focus the human experience and allowing students a safe yet authentic means to expand clinical knowledge and skills.
Students will have the opportunity to apply the knowledge, understanding and theory explored in this module into practice through completion of a clinical placement.
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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.
Demonstrate assessment skills related to an individual’s physical, mental, cognitive, behavioural, social and spiritual needs and prioritise appropriate nursing interventions
L2.
Discuss how safe, effective, person-centred care can be achieved.
L3.
Examine strategies for the screening, assessment, monitoring and management of ill health.
L4.
Discuss contemporary approaches to health promotion and behaviour change.
L5.
Demonstrate evidence of achievement of the required standards of proficiency associated with your professional discipline |
| 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.
Exploring and critically analysing knowledge and understanding of a range of health conditions and health improvement strategies. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Applying knowledge and understanding to health assessment and quality improvement utilising a partnership approach. |
| Generic Cognitive skills |
SCQF Level 8.
Critical analysis and decision making skills related to the selection and evaluation of a range of evidence based approaches within contemporary healthcare practice
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Effective communication skills with a range of service users and health professionals.
Analysing data to appraise evidence based research.
Conveying and processing complex information to a range of audiences with particular focus on service users, carers and their families.
Demonstrating competence in a range of ICT applications and digital technologies in multiple contexts including clinical practice and personal learning.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Increasing communication skills in multidisciplinary team working and partnership working.
Acknowledging and practicing personal responsibility for professional conduct whilst working within legal, ethical and professional frameworks.
Exercising relevant levels of autonomy and initiative in professional role as student nurse.
Demonstrating an understanding of the importance of working with others across professions, agencies and third sector providers.
Involving people, their carer’s and families, in all aspects of their health and social care.
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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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There will be core lectures and tutorials which will be used to augment the student's problem based learning. Problem based learning will be based on scenarios. Learning and Teaching support will be provided through Academic Staff and the use of a Virtual Learning Environment (VLE).
The learning and teaching strategies on this module contribute to 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 the module develops skills in critical thinking, self- reflection, collaboration, problem-solving, and communicating effectively. Module hours exceed the norm because of the practice learning element.
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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) |
| Lecture/Core Content Delivery | 6 |
| Laboratory/Practical Demonstration/Workshop | 36 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 18 |
| Personal Development Plan | 6 |
| Practice Based Learning | 360 |
| Independent Study | 62 |
| 500
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:
Elcock. K, Wright. W, Newcombe. P, Everett. F. (2019) Essentials of Nursing Adults. SAGE: London.
Ellis, P. Standing, M. and Roberts, S. (2020) Patient Assessment & Care Planning in Nursing (3rd Ed.) Learning Matters: London.
Price, B. (2019) Delivering Person-centred Care in Nursing. Learning Matters: London.
Naidoo, J and Wills, J. (2016) Foundations for Health Promotion. 4th Ed. Elsevier: London.
Public Health Scotland (2021) Screening [online] Available at: http://www.healthscotland.scot/health-topics/screening. Accessed 24/03/22
Pears, R. (2019) Cite them right: the essential referencing guide. Available: https://www.vlebooks.com/Product/Index/2025007?page=0 Accessed: 24/03/22
University of the West of Scotland (2022) Cite Them Right Harvard Referencing Examples. Available: https://uws-uk.libguides.com/referencing/examples Accessed: 24/03/22
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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:
100% attendance in Practice Placement areas is required by the end of the programme to meet NMC requirements. In this module students may be assessed if at least 70% of the practice learning experience is met. |
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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 | Heather Solley |
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| External Examiner | G Cox |
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| Accreditation Details | NMC |
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| Version Number | 2.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| ILO 2, 3 and 4 will be assessed using a 2000-word essay. Pass mark 40%. |
| ILO 1 and 5 are assessed by successful completion of practice placement as evidenced by Practice Assessment Documentation including proficiencies 3.4 and 4.5. |
(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.
This module has a practice element and takes account of the Nursing and Midwifery Council's statement on reasonable adjustments (NMC 2019) (https://www.nmc.org.uk/globalassets/sitedocuments/eandd/reasonable-adjustments-policy.pdf). In particular section 23:
"The (Equality) Act 2010 makes it clear that it is not discriminatory to apply competence standards (which include our Code, our revalidation and our education standards) to a disabled person. As a professional regulator responsible for protecting the public, it would not be right for us to adjust these standards. However, we can make reasonable adjustments to assist nurses, midwives and nursing associates in meeting our standards".
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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