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Module Descriptors

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Session: 2022/23

Last modified: 22/04/2022 15:56:29

Title of Module: Infection Control in Practice

Code: NURS09030 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:Stephen  Holmes

Summary of Module

This theoretical module, delivered online, begins with an overview of how infection control practices have evolved over time, exploring the impact and influence of changing global environmental/cultural/financial perspectives on infection categorisation, prevention, control and monitoring. As the module continues, concepts such as surveillance, audit activity, quality improvement initiatives and research will be introduced, discussed, debated and appraised within the framework of practice enhancement - acknowledging the need to understand and appreciate the wide range of mechanisms available to assist in recognising good quality practice and addressing practice deficits.

Delivery of core module materials is via VLE: Asynchronous online activities, formative assessment, PDP and independent study will support learning and engagement, and provide opportunity to present, discuss and debate the implications of poor infection control practice, and the mechanisms which can be implemented to promote and enhance effective infection control practice. These mechanisms include education, research, quality improvement approaches and evidence based practice; multi-disciplinary teamwork, leadership and role modelling; clinical governance issues such as international and national political agendas, local policy, risk assessment, resource allocation and management systems,dealing with the media and the public, and managing litigation. The topics studied will reflect current national and international issues in the field of infection control, and which are relevant to the students’ area of personal or professional interest.

As a result, the module will support students to develop characteristics which contribute to the UWS Graduate Attributes of 'UNIVERSAL'-critical thinking&culturally aware; 'WORK-READY'-knowledgeable&problem solving;  AND 'SUCCESSFUL'-innovative&transformational.

 

  • Assists in the development of enhanced knowledge, understanding and application of infection control principles to support practice at local, national and international levels.

  • Encourages the development of graduate/employability skills such as critical appraisal skills, communication skills (including presentation skills) and ICT skills.


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 1

 

Term 2

 

Term 3check mark

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Appraise theoretical perspectives which underpin current infection control practice.

L2. Critically analyse the multifarious factors that currently impact on infection control practice.

L3. Critically evaluate infection control practice within health and social care environments.

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.

Knowledge and understanding of the theory which underpins current infection control practice.

Knowledge and understanding of factors which impact on infection control practice.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Interpreting the evidence underpinning current infection control strategies.

Evaluating the effectiveness of strategies to control infection.

Generic Cognitive skills SCQF Level 9.

Sourcing relevant information from a range of available resources to inform opinions.

Creating arguments for and against current strategies/ approaches for preventing and controlling infection.

Communication, ICT and Numeracy Skills SCQF Level 9.

Communicating effectively using written and verbal approaches.

Retrieving, interpreting and debating the accuracy of epidemiological data.

Effectively utilising electronic resources to present and disseminate relevant information.

Autonomy, Accountability and Working with others SCQF Level 9.

Working independently and in a team.

Taking account of own and others’ roles and responsibilities.

Seeking guidance and support appropriately to achieve personal goals.

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
The learning and teaching within this theoretical module is online - with a range of approaches utilised and encouraged to support engagement, develop global citizenship skills, facilitate academic learning in a global context and promote assessment for learning: Online learning activities support the delivery of core materials, through a range of medium, such as discussion, debate, reflection, PDP and portfolio development.
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 Delivery12
Asynchronous Class Activity30
Personal Development Plan6
Independent Study152
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:

There are no core texts. All are considered recommended reading;

Damani, N.N. (2019) Manual of Infection Control Procedures, London: Greenwich Medical Media Ltd, 4th edition.

Wilson J (2019) Infection Control in Clinical Practice, London: Bailliere Tindall, 3rd edition.

Andersen, B.M. (2019) Prevention and Control of Infections in Hospitals : Practice and Theory, : Springer.



Robinson, S. (ed) (2021) Priorities for Health Promotion and Public Health : Explaining the Evidence for Disease Prevention and Health Promotion, London: Routledge.



In addition to these texts students will be directed to a wide range of international, national and local information to support the module content and learning outcomes.

(**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:
Completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module.

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Supplemental Information

Programme BoardBiological Sciences and Health
Assessment Results (Pass/Fail) No
Subject PanelHealth L7-11
ModeratorClaire Chalmers
External ExaminerL Galloway
Accreditation Details
Version Number

2.09

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Assessment: (also refer to Assessment Outcomes Grids below)
Formative assessment will be embedded within and throughout the module: The formative assessment within this module requires students to engage in a range of online activities including online discussion, multiple choice quiz and debate on topical and contentious issues within the field of infection prevention and control. In addition, the formative assessment will include opportunity to develop and receive feedback on key academic skills such referencing, critical appraisal, and ICT (such as uploading materials to Turnitin to support formative use of this resource prior to summative assessment submission). All of the formative assessment activity aims to encourage the student to consider their position as a global citizen and support them to be able to make/take ethically informed professional and personal decisions/actions based upon understandings of internationalisation, equality, inclusion, diversity, and sustainability. In addition, these formative activities will facilitate student assessment of their learning at key points throughout the module, and support reflection within their portfolio (as part of PDP) on their learning progress and learning needs. It is anticipated that this approach will support the concept of 'assessment for learning', prompting the student to recognise progress in both academic and professional domains, and to take action to address any deficit in progress.

Summative assessment will be divided into 2 components:

Assessment Component 1
Summative assessment component 1 is practical in nature, requiring students to engage actively in all 6-10 formative assessments across the 10 weeks of teaching and learning of the module – the expectations of these formative assessment activities are detailed in the module handbook and throughout the module materials in the VLE. The range of formative assessment supports low risk/ small scale contribution towards achievement of the 3 module learning outcomes, and as such is weighted 10% of the overall module summative assessment.
Assessment Component 2
Summative assessment component 2 is an assignment of 3,500 words, in the form of a written 'proposal for change' report. This report requires students to engage in a systematic assessment and evaluation of a chosen aspect of current ‘infection prevention and control’ practice, to determine its fit with contemporary local, national and international evidence in this field, and to suggest evidence based changes that would enhance current practice. Supporting evidence based practice and encouraging the development of graduate attributes such as critical review skills, this assignment is also particularly relevant to clinical practice in the context of quality improvement. Where a student is not currently working in clinical practice, they may complete this module assessment through reflection on a previous work experience.

This component of assessment tests LO 1, 2, and 3 (all 3 module learning outcomes), and is weighted 90%.
(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) Weighting (%) of Assessment ElementTimetabled Contact Hours
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oralcheck markcheck markcheck mark100

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Report of practical/ field/ clinical workcheck markcheck markcheck mark900
Combined Total For All Components100% 0 hours

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
In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
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)

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University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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