Module Database Search
| MODULE DESCRIPTOR | |||
|---|---|---|---|
| Module Title | |||
| Nursing Care - Decision Making | |||
| Reference | NU2302 | Version | 3 |
| Created | June 2022 | SCQF Level | SCQF 8 |
| Approved | June 2020 | SCQF Points | 30 |
| Amended | June 2022 | ECTS Points | 15 |
| Aims of Module | |||
|---|---|---|---|
| To enable the student to plan and deliver collaborative care across the lifespan. To enable the student to further develop their communication and relationship management skills and ability to safely undertake nursing procedures. | |||
| Learning Outcomes for Module | |
|---|---|
| On completion of this module, students are expected to be able to: | |
| 1 | Appraise priorities of care for prevalent physical, mental, behavioural and cognitive health conditions. |
| 2 | Demonstrate a systematic approach to the planning and delivery of collaborative care. |
| 3 | Demonstrate knowledge on how to assess a person's capacity to make decisions about their care and to give or withhold consent. |
| 4 | Recognise the significance of the research process in provision of contemporary nursing care. |
| 5 | Demonstrate a range of communication skills and nursing procedures in a simulated environment including health numeracy. |
| Indicative Module Content |
|---|
| Current legislative frameworks, national strategies and policies. Understanding research in nursing. Person and family centred care in a range of contexts across the lifespan. Assessment. Planning, implementation and evaluation of care. Documentation. Professionalism and accountability. Technology assisted care. Numeracy in nursing. Ethical principles. Risk management. Trauma informed practice, suicide prevention, reasonable adjustments, learning disabilities and autism spectrum, dementia, collaborative working. Proficiencies, communication and relationship management skills and nursing procedures as detailed in NMC Future Nurse standards. General and specialist medicine and surgery. Preparation for Practice Learning. |
| Module Delivery |
|---|
| Blended learning approach including: lectures, seminars, tutorials, simulated skills, online learning. Design and delivery of indicative content will include key, contemporary, field specific information in relation to the content and skill/ procedures identified. |
| Indicative Student Workload | Full Time | Part Time |
|---|---|---|
| Contact Hours | 82 | N/A |
| Non-Contact Hours | 218 | N/A |
| Placement/Work-Based Learning Experience [Notional] Hours | N/A | N/A |
| TOTAL | 300 | N/A |
| Actual Placement hours for professional, statutory or regulatory body |
| ASSESSMENT PLAN | |||||
|---|---|---|---|---|---|
| If a major/minor model is used and box is ticked, % weightings below are indicative only. | |||||
| Component 1 | |||||
| Type: | Practical Exam | Weighting: | 100% | Outcomes Assessed: | 1, 2, 3, 4, 5 |
| Description: | Objective Structured Clinical Examination (OSCE) | ||||
| Component 2 | |||||
| Type: | Examination | Weighting: | 0% | Outcomes Assessed: | 5 |
| Description: | Online | ||||
| MODULE PERFORMANCE DESCRIPTOR | |
|---|---|
| Explanatory Text | |
| C1 = OSCE; C2 = Exam that meets the NMC requirement to ensure that the programme includes a health numeracy assessment related to nursing proficiencies and calculation of medicines which must be passed with a score of 100%. | |
| Module Grade | Minimum Requirements to achieve Module Grade: |
| A | C1=A; C2=Pass |
| B | C1=B; C2=Pass |
| C | C1=C; C2=Pass |
| D | C1=D; C2=Pass |
| E | C1=E; C2=Fail |
| F | C1=F; C2=Fail |
| NS | Non-submission of work by published deadline or non-attendance for examination |
| Module Requirements | |
|---|---|
| Prerequisites for Module | None in addition to SCQF 8 entry requirements or equivalent. |
| Corequisites for module | None. |
| Precluded Modules | None. |
| INDICATIVE BIBLIOGRAPHY | |
|---|---|
| 1 | BARBER, P. and ROBERTSON, D., 2015. Essentials of pharmacology for nurses. 3rd ed. Maidenhead: Open University Press. |
| 2 | BENNETT-LEVY, J. et. al., eds., 2010. Oxford guide to low intensity CBT interventions. Oxford: Oxford University Press. |
| 3 | BROOKER, C. and NICOL, M., 2011. Alexander's nursing practice. 4th ed. Edinburgh: Elsevier. |
| 4 | DAVIDSON, G. et al, 2016. Models of Mental Health. London: Palgrave. |
| 5 | NURSING AND MIDWIFERY COUNCIL (NMC), 2018. Future Nurse: Standards of Proficiency for registered nurses. London: NMC. |
| 6 | PEATE, I. and WILDING, L., 2006. Caring for children and families. Chichester: Wiley & Sons. |
| 7 | PRICE, J., and MCALINDEN, O., eds.,2018. Essentials of Nursing Children and Young People. [online] London: Sage. Available from http://eprints.kingston.ac.uk/id/eprint/40141 [Accessed 04/12/2019]. |
| 8 | THOMAS, P., 2014. Psychiatry in context: experience, meaning & communities. Monmouth: PCCS Books. |