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Session: 2022/23
Last modified: 18/11/2022 15:31:49
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Title of Module: High Dependency & Intensive Care of Neonate |
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Code: MIDW11041 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Karen
Tosh |
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| Summary of Module |
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Neonatal Intensive care is provided for babies with the most complex problems who require constant supervision and monitoring. This module is aimed at staff working in neonatal units who require development of the relevant nursing skills and knowledge to provide care to sick and premature babies in need of high dependency or intensive care. Prior to undertaking this module it would be desirable for students to have completed a recognised Newborn Resuscitation Course.
- This module comprises of five units and takes a systems-based approach to the safe and effective management of complex pathophysiological disease processes and congenital conditions affecting this population. Babies receiving such care are likely to be significantly compromised and may require complex respiratory intervention and rescue therapies, surgical intervention, extensive cardiorespiratory management, long term support for complex congenital, endocrine and metabolic disorders and palliative care. Holistic approaches to care will be included with a focus on neuroprotective, developmental, and family integrated care delivery specific to the intensive care environment. The module will promote evidence-based practice, development of critical analysis, and sound clinical decision making that considers the ethical, moral and legal dilemmas associated with high dependency, intensive and palliative care.
- The above skills acquisition, contributes to the development of the UWS Graduate Attributes: Universal - critical thinking, analytical, inquiring, ethically minded, and research minded; Work-Ready -knowledgeable, effective communicator, potential leader; and Successful -autonomous, incisive.
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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.
Adopt a systems-based approach to critically appraise the management of the neonate requiring high dependency and intensive care.
L2.
Critically reflect on the role of the neonatal practitioner in the delivery of neonatal intensive care; with reference to current Government Policy, professional and legal requirements and national subject frameworks.
L3.
Synthesise the evidence underpinning family integrated care within the intensive care setting.
L4.
Critically engage with the evidence underpinning neonatal care interventions and their impact on long term developmental outcomes.
L5.
Critically explore the ethical and moral dilemmas associated with the delivery of care in the intensive care setting. |
| 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 11.
Recognition and critical understanding of conditions which will result in severe neonatal compromise
Critical engagement with the management and care regimes employed within the acute neonatal setting
Knowledge of abnormal physiology, appropriate investigations and interpretation of results
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Assessment and appraisal of infants requiring intensive care interventions
Knowledge and critical understanding of referral mechanisms to be employed within the multidisciplinary team
Autonomous instigation of appropriate management and treatment regimens within scope of practice
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| Generic Cognitive skills |
SCQF Level 11.
Critical decision making within the intensive care environment
Problem solving in emergency situations
Independent thinking
Critical thinking and reflection
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
On-line discussion and dialogue, writing skills, literature review and synthesis.
Documentation of assessments, investigations and evaluations, referring as appropriate
Accurate calculation of complex medication doses and infusions
Multidisciplinary discourse and advocacy
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Critical engagement with current evidence and knowledge
Critical reflection on self-practice, peer and self-review and evaluation of practice
Accountability for own practice, communication with others and responsible delegation to other staff members |
| 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 will be facilitated by hybrid approaches, including on-line synchronous teaching and asynchronous activities. The teaching and learning approach employed within this module will focus on a problem solving and professional analysis of practice models. Students will be taught in classrooms (online and in-person), clinical environment and simulation within simulation labs, supported by subject experts from clinical areas. Students will enter into dialogue with peers and teaching staff by means of discussion forums and scenario-based learning techniques. |
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) |
| Tutorial/Synchronous Support Activity | 34 |
| Laboratory/Practical Demonstration/Workshop | 14 |
| Independent Study | 152 |
| 200
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:
Core Texts
Boxwell, G., Petty, J. and Kaiser, L. (2019) Neonatal Intensive Care Nursing. 3rd edn. London: Routledge.
Gardner S.L. and Carter B.S. (2015) Merenstein & Gardner’s Handbook of Neonatal Intensive Care. 8th edn. Missouri: Mosby Elsevier.
Gleason, C.A. and Jull, S.E. (2018) Avery's Diseases of the Newborn. 10th edn. Elsevier: Philadelphia.
Kenner, C., Altimier, L.B. and Boykova, M.V. (2019) Comprehensive Neonatal Nursing Care. 6th edn. New York: Springer.
Sinha, S., Miall, L. and Jardine, L. (2018) Essential Neonatal Medicine. 6th edn. London: Wiley-Blackwell.
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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:
There are no regulatory body requirements however, students should be cognisant that supporting employers have agreed to release students from paid employment to attend synchronous teaching sessions and in many cases for asynchronous activities. This module therefore requires mandatory attendance at any on-campus skills sessions. |
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Supplemental Information
| Programme Board | Midwifery & Specialist Nursing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Midwifery&Specialist Nursing L9-11 |
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| Moderator | Magi Hunter |
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| External Examiner | T Jones |
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| Accreditation Details | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative - Online discussion scenarios / problem-based learning activities.
Summative – Case-based essay, 100% 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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Anticipatory adjustments have been made and reasonable individual adjustments to attendance and/or assessment will be available to students following discussion with a Disability Services Co-ordinator. Module materials comply with University and NHS guidance on inclusive content, learning and teaching. Specialist assistive equipment (for example electronic stethoscopes), support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. All campus-based activities take place within accessible rooms and facilities. Where a module includes a teaching modality or assessment that may cause accessibility issues (such as practical classes or practical assessment) this will be detailed in the relevant module descriptors and handbooks. Where modules require practical learning or assessment, alternative formats and/or roles will be provided for students with physical disabilities which impact participation. Students will be encouraged to discuss such issues with their personal tutor and Disability Services staff. Digital learning activities and assessments will be designed such that no student is disadvantaged by lack of access to personal IT resources.
Students are required to share this information with mentors involved in work-based learning placements, with support from their personal tutor if required. Practice partner staff, expert clinical contributors and work-based learning students (who are also NHS employees) have their own mandatory board training and development for example unconscious bias, equality and diversity and health and safety. Health Board staff work in adherence to Health Board Codes of Conduct including the NMC Code (2015). In work-based learning environments, all students are expected to respect diversity and treat all people as individuals. The student should expect the same from staff, clients and the general public.
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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