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Session: 2022/23
Last modified: 18/01/2023 11:39:04
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Title of Module: Nursing in Society |
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Code: NURS07041 |
SCQF Level: 7
(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: | Chris
Fulgencio |
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| Summary of Module |
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Nurses must understand both the individuals to whom they provide care and the society within which they perform their roles. Sociology and psychology provide theoretical foundations for the development of this understanding. This module will introduce students to these important social science disciplines.
The Nursing in Society module will enable students to enhance their self-awareness and provide an opportunity to explore the factors which contribute to their own health and well-being. Students will develop an understanding of professional practice and the implications of becoming a nurse for them as an individual. Closely associated with this, the module will focus on the role of resilience and emotional intelligence with respect to the nursing role. Students will also be supported to recognise their responsibility to adopt a healthly lifestyle in accordance with NMC requirements.
Finally, students will learn to recognise how their personal safety can be maintained while responding appropriately in challenging situations.
- Programme threads related to Trauma informed practice, Dementia, Learning Disabilities, Law and safeguarding will inform module content.
- Specific Annexe A & B skills for this module are detailed in the programme skills schedule and preload is related to communication linked to Personal Safety Theory and recognising stress and distress.
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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.
Outline key psychological and sociological theory as it relates to the individual and society.
L2.
Demonstrate understanding of professional practice, the potential impact on self, and sources of support to manage this.
L3.
Understand the professional responsibility to adopt a healthy lifestyle in line with NMC standards of proficiency.
L4.
Recognise appropriate responses in challenging situations to maintain personal safety, including the role of de-escalation strategies.
L5.
Demonstrate awareness of resilience and emotional intelligence in relation to the nursing role. |
| 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 7.
Developing a foundational knowledge of psychological and social sciences and their relevance to adult nursing
Introducing the nature and purpose of scientific enquiry.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Application of concepts of resilience and emotional intelligence to professional development. Application of personal safety concepts to challenging situations. A healthy lifestyle as applied to the nursing role.
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| Generic Cognitive skills |
SCQF Level 7.
Developing investigating, problem solving skills
Developing skills in reflection and Emotional Intellegence: Self-Awareness and Self-Expression; Social Awareness and Interpersonal Relationships;Emotional Management and Regulation;
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Engaging with a range of technologies to enhance independent learning. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Developing team working skills when working with peers towards a defined goal;
Developing self-confidence and self-awareness;
Skills in assertiveness and negotiation. |
| 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/
In particular this module contributes towards development of the following attributes:
Academic – becoming a critical thinker; developing knowledge of life & social science as they relate to nursing; and developing autonomy in decision-making and in recognising own development needs.
Personal – developing emotional intelligence in providing a rationale for routine and challenging nursing care; developing self-awareness and effective communication skills; and developing resilience in the practice of routine and challenging nursing care.
Professional – developing social responsibility in the adoption of a healthy lifestyle in line with NMC standards; and demonstrating ambition and potential leadership in working with peers.
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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 | 16 |
| Tutorial/Synchronous Support Activity | 16 |
| Laboratory/Practical Demonstration/Workshop | 4 |
| Independent Study | 120 |
| Asynchronous Class Activity | 44 |
| 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:
Barry, A. and Yuill, C. (2016) Understanding the Sociology of Health. An Introduction. 4th ed. London: Sage Publications.
Goodman, B. (2019) Psychology and Sociology in Nursing. 3rd ed. London: Sage Publications [Core text].
Nursing and Midwifery Council (2018) The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. London: NMC.
Peate, I, and Nair, M. (2017) Fundamentals of Anatomy and Physiology for Nursing and Healthcare Students. 2nd ed. Chichester: John Wiley & Sons.
Scottish Government (2010) The Healthcare Quality Strategy for NHS Scotland. Edinburgh: Scottish Government.
Pears, R. and Shields, G. (2019) 'Cite them Right, the essential referencing guide. 11th edn' UK: Red Globe Press[Core Text]
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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:
In line with the Academic Engagement and Attendance 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 VLE, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure |
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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 | Mandy Maxwell |
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| External Examiner | N Pollock |
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| Accreditation Details | NMC |
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| Version Number | 1.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Students will provide a reflective exploration of the factors which have influenced their personal and professional growth. (60% weighting) |
Group presentation on the influences of personal development on maintaining a healthy lifestyle for professional practice. (40% weighting)
Both assessment components must be passed at a minimum of 40% each to achieve an overall pass for this module, NMC (2018) SFNME 5.16 indicates that no compensation of assessment across theory and practice learning is permitted. |
(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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