Clinical Immersion 3 (Adult and Mental Health)
| Module title | Clinical Immersion 3 (Adult and Mental Health) |
|---|---|
| Module code | NUR3000 |
| Academic year | 2022/3 |
| Credits | 60 |
| Module staff | Mrs Amy Miles (Convenor) Mr Enrico De Luca (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 4 | 7 | 10 |
| Number students taking module (anticipated) | 60 |
|---|
Module description
This immersion focuses on your transition from student to registered nurse to demonstrate achievement of the NMC’s (2018) Standards of proficiency for registered nurses and adherence to the Code (NMC, 2018). It is the core year three clinical immersion module for all students on the MSci Nursing program. Your clinical immersion this year will incorporate both adult and mental health settings.
Your transition themes include teaching, supervision, clinical governance and decision-making. You will advance and apply your leadership skills, demonstrating the ability to respond to the challenges of providing and evaluating safe nursing care for people with complex co-morbidities and multiple care needs.
Practice supervisors and practice assessors will support, assess and provide feedback and feed forward, recording your progress in your Practice Assessment Document (PAD) and Ongoing Achievement Record (OAR). All areas will meet educational learning audit requirements through the shared quality assurance framework - Educational Audit Process. Mandatory year three standards of proficiency are specified in your PAD and Ongoing Achievement Record (OAR).
Module aims - intentions of the module
• The main aim of the module is to start your transition from student to registered nurse.
• You will consistently apply the Code (NMC, 2018) to you nursing practice.
• You will achieve and apply the selected standards of proficiency, and skills from annexes A and B for registered nurses in all areas of your nursing practice (NMC, 2018).
• You will demonstrate the ability to confidently respond to, lead, provide, evaluate and manage the challenges of safe quality nursing care for people with complex co-morbidities and multiple care needs.
• You will fully integrate Exeter’s seven pillars into your daily nursing practice.
The seven pillars are now integral to your daily professional practice and are demonstrated below:
Fundamental essentials of nursing care: as an Exeter nurse you will demonstrate the ability to perform nursing procedures safely and effectively. The fundamentals of nursing care will be at the heart of your practice, as you care for patients with increasingly complex co-morbidities. Your practice will be grounded in excellence in delivering the fundamental essentials of care. Everyone is an individual and should be treated according to their needs and wishes and you will provide the highest quality care including at the end of life. As a third year Exeter nurse you will develop expertise in monitoring and evaluating your care and that provided by other members of the multidisciplinary team. F
Patient and public involvement: as an Exeter nurse you will foster the principle of “nothing about us without us” and promote the patient as the most significant stakeholder in the promotion of evidence-based practice. You will demonstrate the ability to accurately assess a person’s mental capacity. PPI
Evidence for practice: as an Exeter nurse you will understand how to monitor and evaluate the quality of care and services. Your grasp of complex interventions, research methods and implementation science will enable you to locate and use, the evidence for practice. E
No health without mental health: you will demonstrate an understanding of the complexities of managing mental, cognitive, behavioural and physical care needs across a range of health and social care settings, with a view to improving self-care. MH
Leadership and management: you will safely manage, lead and co-ordinate a dedicated team of nursing and support staff to ensure the delivery of a high standard of nursing care. L&M
Global health: you will understand and explain the principles, practice and evidence base for health screening and immunisation programmes to improve health outcomes and promote population health. GH
Ethics and Professionalism: this pillar will allow the Exeter Nurse to demonstrate commitment and professional values including social justice, compassion, dignity and integrity and the flourishing of individuals, families and communities. E&P
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Supervise and teach less experienced students and colleagues, appraising the quality of the nursing care they provide, documenting performance, promoting reflection and providing constructive feedback. (F; E;L&M; E&P) (5LMNCWIT 5.8, 5.9, 5.10)
- 2. Demonstrate an understanding of the factors that both facilitate and impede learning in practice. (F;E; E&P) (4PEC 4.1, 5LNCWIT 5.8, 5.9)
- 3. Demonstrate leadership potential in the assessment, planning, implementation and evaluation of care. (L&M;PPI;F;E;MH;G; E&P) (5LNCWIT5.6)
- 4. Apply the appropriate knowledge and skills in appraising the quality of the nursing care provided by the junior learner colleague. (F;E;L&M; E&P) (5LNCWIT 5.10)
- 5. Demonstrate effective verbal, non-verbal communication and interpersonal skills in engaging with the learner and others involved in the care and act as a positive role model. (F;E;L&M; PPI; E&P) (4PEC 4.3)
- 6. Critically reflect on your own role and the role of the nurse in the supervision, facilitation and evaluation of learning for the whole team. (F;E;L&M; E&P) (5LNCWIT 5.3, 5.9, 5.10)
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 7. Demonstrate the ability to consistently provide safe and effective care underpinned by the evidence base in order to meet the Nursing and Midwifery Council Standards of Proficiency for Registered Nurses (2018) and the Code (2015). L&M; E&P; NMC
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Demonstrate appropriate and effective communication skills for clinical practice. F; E&P
- 9. Demonstrate effective numeracy, literacy and digital literacy skills to support clinical practice. F
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
This module is based in clinical settings which are appropriate to your pathway (single adult registration or dual adult and mental health registration). The immersion is supported by the relevant theory modules to enable you to demonstrate appropriate depth of knowledge in the field of nursing in which you are seeking registration.
In your clinical immersion you will practice under supervision and in collaboration with nurses, students and healthcare colleagues to develop your nursing skills including assessing, planning, implementing and evaluating complex nursing care. The indicative content for each pillar is listed below; the required NMC Standards of proficiency (2018) are clearly set out in your PAD.
As an Exeter nurse, you will ensure that the fundamental essentials of nursing care will be at the heart of your practice as you care for people with increasingly complex co-morbidities. You will identify and assess the needs of patients and carers at the end of life. You will be increasingly confident in your decision-making abilities, and will take account of mental capacity, best interests and the preferences of patients and service users.
Evidence for Practice and Leadership and Management are critical pillars in year three as your practice develops. An important aspect of your development is the ability to view practice from multiple perspectives and draw on local and national policies to inform care. There is a particular focus on:
• Managing others
• Care planning and prioritisation
• Teaching and coaching
• Maintenance of safety of self and people in your care
• Partnership working and interdisciplinary team working
The teaching and learning hours contribute to the NMC and EU Directive requirement of 2,300 clinical learning hours across the whole programme. This clinical immersion module equates to 787 hours; rather than the nominal hours associated with a typical undergraduate 60 credit module.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 0 | 0 | 787 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Clinical Practice Immersion | 787 | Practice based learning supported by a practice supervisor and practice assessor. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Mid-point assessment of progress as part of the Practice Assessment Document (PAD) | Formative assessment will happen at the mid- point of each part of the immersion | 1-9 | Direct verbal feedback and feed forward and written feedback and feed forward within PAD |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Practice Assessment Document (PAD) and Ongoing Achievement Record (OAR), including Episode of Care and Medicines Management assessments. (Pass/ Fail) | 100 | Observed practice assessment throughout clinical immersion. | 1-9 | Direct verbal feedback and feed forward and/or written feedback and feed forward within PAD. |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Practice Assessment Document (PAD) and Ongoing Achievement Record (OAR), including Episode of Care and Medicines Management assessments. (Pass/ Fail) (100%) | Practice Assessment Document (PAD) and Ongoing Achievement Record (OAR), including Episode of Care and Medicines Management assessments. | 1-9 | A three-week consolidation period is available at the end of the academic year to make up learning hours missed due to illness etc. and to allow for reassessment. |
Re-assessment notes
To progress to year four you must demonstrate that you have met the modular learning outcomes by demonstrating the professional values specified in the PAD, in line with the NMC Standards of proficiency for registered nurses (NMC, 2018). Furthermore, you must pass the ‘Episode of Care 1’ assessment, as detailed in the PAD. The final practice assessor will confirm that the specified professional values and agreed skills have been achieved and will ensure that relevant proficiencies have been signed . They will also undertake the ‘Episode of Care 1’ assessment. Progression is supported and confirmed by the academic assessor for each year of the programme.
The Practice Assessment Document is assessed as either pass or fail. Within the year three clinical immersion, proficiencies can be carried over from one clinical immersion to the next. They do not need to all be achieved until the end of year four, although students are expected to show continuous learning and development that satisfies their practice assessor and academic assessor.
Indicative learning resources - Basic reading
Alligood, M.A.(2018) Nursing Theorists And Their Work, Elsevier
Ashelford, S., Raynsford, J., and Taylor, V. (2016) Pathophysiology & Pharmacology for Nursing Students, Sage.
Bickley, L.S (2017) Bate’s Guide to Physical Examination and History Taking. Wolters Kluwer.
Bickley, L.S (2017) Bate’s Pocket Guide to Physical Examination and History Taking. Wolters Kluwer.
Blank, R.H., Burau, V., & Kuhlmann, E. (2017) Comparative Health Policy (5th ed.) Macmillan International
Bradshaw, T., and Mairs, H. (eds.) (2017) Health Promotion and Wellbeing in people with Mental Health problems, Sage publications
Brooker, C., and Nicol, M. (2015) Alexander’s Nursing Practice 4th ed. Churchill Livingstone
Delves-Yates, C.(ed.) (2015) Essentials of Nursing Practice, Sage
Edelman, C.L., and Kudzman, E.C. (2018) Health Promotion Across the Life span, Elsevier.
Giger, J.N. (2017) Transcultural Nursing; Assessment and Intervention (7th ed), Elsevier.
Gould, D., & Brooker, C. (2008) Infection Prevention and Control; Applied Microbiology for Healthcare (2nd ed) Palgrave Macmillan.
Griffith, R., & Tengath, C. (2017) Law and Professional Issues in Nursing: Transforming Nursing Practice, Sage.
Hubert, R.J., and Van Meter, K.C. (2018) Gould’s Pathophysiology for the Health Professions, Elsevier.
Innes, J.A., Dover. A.R., & Fairhurst, K. (eds.) (2018) Macleod’s Clinical Examination (14th ed.), Elsevier.
Naidoo, J., and Wills, J. (2016) Foundations for Health Promotion, Elsevier.
Polit, D.F., and Back, C.H. (2017) Essential of Nursing Research: Appraising Evidence for Nursing Practice. Wolters Kluwer.
Papadopoulos, I. (ed.) (2006) Transcultural Health and Social Care; Development of Culturally Competent Practitioners, Butterworth Heinemann.
Richards, D.A., and Hallberg, I.R. (eds.) (2015) Complex Interventions in Health. Routledge.
Sethia, B., and Kumar, P. (eds.) (2019) Essentials of Global Health, Elsevier.
Stanley, D. (ed) (2017) Clinical Leadership in nursing and Healthcare: Values into Action,(2nd ed.) John Wiley& Sons, available at https://onlinelibrary.wiley.com/doi/book/10.1002/9781119253785
Stein-Parbury, J. (2018) Patient & Person: Interpersonal Skills in Nursing, Elsevier
Tashiro, J., Shimpuku, Y., and Naruse, K., et. al., (2013) Concept analysis of reflection in nursing professional development. Japan Journal of Nursing Science 10(2):170-179 available at: https://www.evidence.nhs.uk/Search?q=nursing+reflection&sp=on
Tortora, G.J., Derrickson, B (2017) Principles of Anatomy and Physiology. Wiley.
Waller, D.G., Sampson, A.P et., al. (2014) Medical Pharmacology & Therapeutics, Saunders, Elsevier.
Watson, C. (2018) The Language of Kindness: A Nurse’s Story. Chatto & Windus
West, M.A., Armit, K., Loewenthal, L., Eckert, R., West, T., and Lee, A. (2015) Leadership and Leadership development in healthcare: The Evidence base. The King’s fund/CCL. Available at
https://www.kingsfund.org.uk/publications/leadership-and-leadership-development-health-care
Wilkinson, J. (2011). Nursing process and critical thinking, 5th Edition. Prentice Hall: New Jersey.
Wright, K.M., and McKeown, M. (2018) Essentials of Mental Health Nursing, Sage Publications
Mental Health Basic Reading:
Bradshaw, T. and Mairs, H. (eds.) (2017) Health Promotion and Wellbeing in people with Mental Health problems. Sage publications
Chambers, M. (eds.) (2017) Psychiatric and Mental Health Nursing: The craft of Caring. Routledge
Mairs, H. (2017) Revisiting negative symptoms: A guide to psychosocial interventions for mental health practitioners. Palgrave MacMillan
Norma, I. and Ryrie, I. (eds.) (2013) The Art and Science of Mental Health Nursing: Principles and Practice. McGraw-Hill Education
Turkington, D., Rathod, S. et al. (2008). Back to Life; Back to normality; Cognitive therapy, recovery and psychosis. Cambridge: Cambridge University Press.
Wright, K. M and McKeown (2018) Essentials of Mental Health Nursing, Sage Publications.
Indicative learning resources - Web based and electronic resources
Nursing and Midwifery Council: www.nmc.org.uk
Royal College of Nursing: www.rcn.org.uk
Department of Health: www.gov.uk/government/organisations/department-of-health-and-social-care
National Institute of Health and Clinical Excellence: www.nice.org.uk
World Health Organisation: www.who.int
Healthtalk online: www.healthtalk.org
WeNurses (@WeNurses) · Twitter: https://twitter.com/WeNurses
NHS Improvement: https://improvement.nhs.uk/improvement-hub/quality-improvement/
NHS Leadership Academy: https://www.leadershipacademy.nhs.uk
https://www.elsevierclinicalskills.co.uk/
The King’s Fund: https://www.kingsfund.org.uk/
https://www.clinicalskills.net/
Indicative learning resources - Other resources
Journals
Behaviour Research and Therapy
British Journal of Mental Health Nursing
British Journal of Psychiatry
Evidence-based Nursing
International Journal of Nursing Studies
Journal of Advanced Nursing
Journal of Affective Disorders
Journal of Psychiatric and Mental Health Nursing
Journal of Clinical Nursing
Psychological Medicine
Schizophrenia Bulletin
American Journal of Nursing
British Journal of Community Nursing
British Journal of Nursing
Evidence-based Nursing
International Journal of Nursing Studies
Journal of Advanced Nursing
Journal of Clinical Nursing
Journal of Psychiatric and Mental Health Nursing
Nursing Ethics
Nursing Management
Nursing Older People
Worldviews on Evidence-based Nursing
| Credit value | 60 |
|---|---|
| Module ECTS | 30 |
| Module pre-requisites | NUR1000, NUR1100, NUR2000, NUR2100 |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 28/06/2018 |
| Last revision date | 09/02/2022 |
