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Session: 2022/23
Last modified: 12/12/2022 13:55:08
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Title of Module: Pain Management |
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Code: NURS09122 |
SCQF Level: 9
(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: | Laura
MacKenzie |
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| Summary of Module |
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Health and Social Care practitioners will encounter clients in pain. This will vary from that arising from simple causes to the complexities of difficult pain syndromes. Consequently, there is a need for practitioners to acquire and promote knowledge and skills in total pain management. The underpinning influence for this module is the belief that education is the key to the dissemination of new attitudes, knowledge and skills; in order to improve pain management and implement evidence based best practice.
The focus of this theoretical module is to provide the student with the opportunity to develop their knowledge and understanding of pain and credible and relevant evidence for best practice for pain management.
Areas covered by this module include:
- Introduction to Pain and the concept of Total Pain
- Pathophysiology of Pain and Pain theories
- Pain assessment
- Influencing factors and barriers to pain management
- Acute and Chronic Pain
- Pharmacological Pain Management Strategies
- Non-Pharmacological Pain Management Strategies
- Management of Pain – Person Centred Care
- Multidisciplinary team
- Professional and Ethical issues in Pain Management
I AM UNIVERSAL, WORK-READY AND SUCCESSFUL!
This Module helps students gain graduate attributes such as: -
- ACADEMIC - Critical thinker; Analytical; Inquiring; Knowledgeable; digitally literate; Problem-solver; Autonomous; Incisive; Innovative
- PERSONAL – Emotionally intelligent; Ethically-minded; culturally aware; Effective communicator; Influential; Motivated; Creative; Imaginative; Resilient
- PROFESSIONAL – Collaborative; Research-minded; socially responsible; Potential leader; Enterprising; Ambitious; Driven; Daring; Transformational
I AM UWS!
- The module will facilitate the student to develop knowledge and skills required for the assessment and management of pain, incorporating person centred care in a variety of clinical situations from a local or global perspective.
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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.
Critically review the epidemiological, biological, physiological, psychological and social implications of pain worldwide.
L2.
Discuss the use of pain assessment tools within the concept of total pain
L3.
Discuss the role of the multidisciplinary team within the concept of total pain
L4.
Critically analyse pain management care using evidence based guidelines. |
| 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 9.
The demonstration of a broad and integrated knowledge of the principle theories and drivers within pain management |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Debate ethical, legal and professional issues related to pain management.
The interpretation and application of good practice guidelines/policies and protocols related to pain |
| Generic Cognitive skills |
SCQF Level 9.
Demonstrates the ability to critical analyse and evaluate ideas, theories, issues and needs in relation to managing pain |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Analysis and evaluation of pain assessment tools.
Communicate effectively with all members of the multidisciplinary team to enhance pain management practice. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
The demonstration of independence and responsibility working in partnership with others |
| 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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This module is delivered by distance learning via a Virtual Learning Environment (VLE).
The learning, teaching and assessment strategy has been designed to promote graduate attributes and stimulate reflective and analytical thinking. The students are actively encouraged to apply the theoretical underpinnings of this subject to their own area of practice. The student will be at the centre of the teaching process in order to promote skills of professional development planning that facilitate self-motivated lifelong learning.
Learning methods will include modified lectures, group discussion,
presentations, case study and problem enquiry learning. This will be aided by asynchronous online classroom sessions, asynchronous discussion boards, directed wider reading including access to electronic library and e-books.
Reasonable adjustments will be made for students assessed to require enabling strategies to be put in place e.g. availability of materials prior to session, ongoing guidance and support through email, VLE and telephone as appropriate.
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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 | 15 |
| Tutorial/Synchronous Support Activity | 15 |
| Asynchronous Class Activity | 6 |
| Independent Study | 158 |
| Personal Development Plan | 6 |
| 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:
MacLellan, K. (2010) Expanding Nursing and Health Care Practice Management of Pain E-Book. Available: https://www.vlebooks.com/Product/Index/2026545?page=0 [Accessed: 25 February 2022].
Vadivelu, N., Urman, R.D. and Hines, R.L (eds) (2011) Essentials of pain management. London. Springer. Available: https://link.springer.com/chapter/10.1007/978-0-387-87579-8_4 [Accessed: 25 February 2022].
Further reading ebook list:
Gloth, F. M. (2011) Handbook of pain relief in older adults. New York : Humana Press: Springer. Available: https://link.springer.com/book/10.1007%2F978-1-60761-618-4[Accessed: 25 February 2022].
van Griensven, H., Stong, J. and Unruh, AM. (eds) (2014) Pain: a textbook for health professionals. Edinburgh. Churchill Livingstone. Available: https://www.vlebooks.com/Product/Index/334642?page=0[Accessed: 25 February 2022].
Washington, T.A., Brown, K. and Fanciullo, G. (2012) Pain. Oxford. Oxford University Press. Available: https://www.vlebooks.com/Product/Index/92354?page=0[Accessed: 25 February 2022].
Pears, R. (2019) Cite them right: the essential referencing guide. Available: https://www.vlebooks.com/Product/Index/2025007?page=0 [Accessed: 10 March 2022].
In addition to these ebooks, students will be directed to a wide range of international, national and local information to support the module content and learning outcomes via the VLE.
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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:
Engaging weekly with online learning material, activities and assessments. |
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Supplemental Information
| Programme Board | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Health L7-11 |
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| Moderator | Christopher Mafuva |
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| External Examiner | A Ward |
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| Accreditation Details | None |
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| Version Number | 2.14 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative Assessment: A series of quizzes will be available and will be accessible throughout the module. If completed, collectively these quizzes cover a wide range of topics associated with the Learning Outcomes. Undertaking the quizzes will provide an opportunity to test knowledge and revision on aspects of pain management.
Category 1 equal to 50% of total module mark
o One hour, online test, which examines the epidemiological, biological, physiological, psychological and social implications of pain and pain assessment within the concept of total pain. LO 1 & LO 2 = 50% |
Category 2 equal to 50% of total module mark
o Students will prepare a written assessment equivalent to 2000 words on aspects of pain management LO 3 & LO 4 = 50%
Students must achieve an amalgamated minimum of 40% 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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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 |
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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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