Managing Complexity (Adult)
| Module title | Managing Complexity (Adult) |
|---|---|
| Module code | NUR3150 |
| Academic year | 2021/2 |
| Credits | 30 |
| Module staff | (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 7 | 2 | 2 |
| Number students taking module (anticipated) | 60 |
|---|
Module description
This module focuses on the delivery of dependent, interdependent, and independent complex nursing care to individuals with a range of conditions. You will embody excellence in the fundamentals of nursing care as you develop further depth of understanding in helping adults manage their condition, teaching others and in your overall professional development as a registered nurse.
Module aims - intentions of the module
- You will demonstrate and embody excellence in nursing knowledge and care in complex situations.
- You will become a proactive teacher of others.
- You will apply theory to your practice to ensure patient safety.
- You will critically evaluate and apply contemporary research findings which inform evidenced based clinical care.
You will integrate Exeter’s seven pillars of nursing into your academic practice as indicated below:
Fundamental essentials of nursing care: you will consider the legal, ethical and accountability issues involved with prescribing nursing care and develop knowledge around pharmacodynamics and pharmacokinetics. The focus will be enhancing patient safety and provision of excellent quality care. You will learn to manage, supervise, and evaluate the fundamentals of nursing care delivery including education. F
Patient and public involvement: you will apply the principle of “nothing about us without us” and demonstrate the ability to accurately assess a person’s capacity to make sound decisions about their own care and to give or withhold consent. PPI
Evidence for practice: as an Exeter nurse you will start to produce evidence for practice, you will consider the contribution of quality improvement models, tools and strategies to enhancing patient safety and the provision of quality care. You will make strong conceptual links with the centrality of public involvement in service improvement and complex interventions. E
No health without mental health: this pillar enables you to consider decision making in challenging situations while providing holistic care by involving and advocating for individuals, families and carers. You will provide and support evidence based low intensity interventions for common mental health conditions. MH
Leadership and management: you will develop skills as a proactive leader and teacher of others. You will begin to lead on care assessment and management, supervising and delegating care, teaching and providing feedback to others. LM
Global health: this pillar will enable you to appraise and apply information about health outcomes when supporting people and families to manage their healthcare needs and make important health choices. You will understand the evidence for behavioural change and public health initiatives whilst enabling people to make their own informed personal decisions. GH
Ethics and Professionalism: The Exeter Nurse will demonstrate commitment to professional values - including social justice - and to the flourishing of individuals, families and communities. The Exeter Nurse aspires always to do the right thing and to be of good character. E & P
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Develop and enhance your knowledge of anatomy, physiology and pathophysiology of common conditions, both physical and mental health, including their nursing management. F; E;GH
- 2. Supervise and teach and critically evaluate teaching strategies used with less experienced students and others to ensure quality fundamental care is achieved by providing constructive feedback. F; L&M
- 3. Critically appraise and apply information about health outcomes when supporting people and families to manage their physical and mental health care needs helping them to make informed health choices. GH; PPI; MH; E
- 4. Apply critical awareness of your developing knowledge and skill to demonstrate your ability to undertake holistic assessment, interpreting the findings leading to a care plan which involves physical and mental health assessment and treatment. F; MH; E&P
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Apply relevant evidenced based risk assessment tools to enhance patient safety. F; L&M
- 6. Evaluate your clinical decision making and demonstrate a clear understanding of your limitations. F
- 7. Discuss and evaluate written and verbal communication regarding nursing assessment and care decisions with others including the individual and their family. PPI ; E&P
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Critically appraise the influence of resilience and emotional intelligence in communication, produce clear accurate and timely records, and confidently contribute to the interdisciplinary team. F; MH
- 9. Demonstrate the ability to undertake numeracy calculations for safe medication management and collect necessary data. F; L&M
- 10. Demonstrate proficiency at accessing and using digital literacy to inform safe, quality nursing care. 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 integrated with your 3rd year clinical immersion. The module consists of a mixture of interactive lectures, workshops, seminars, simulation and online learning.
Indicative content for this module includes:
To support the pillars; patient and public involvement, fundamental essentials of nursing care, no health without mental health and global health, the Exeter nurse will learn essential evaluative skills. You will learn about clinical judgement and decision making in challenging situations. You will learn how to provide holistic care by involving and advocating for families and carers in decisions about their physical and mental health. You will also develop your skills in physical examination and assessment.
The theory content for this module reflects the pillars: fundamentals of nursing care, evidence for practice and, leadership and management. You will begin to consider leadership principles and concepts in relationship management of people with complex, diverse healthcare needs, coaching, teaching, and giving constructive feedback.
Alongside leadership and management principles you will develop a deeper knowledge of pharmacodynamics and pharmacokinetics, ethical aspects and professional accountability for medication management and optimisation.
The teaching and learning hours contribute to the NMC and EU Directive requirement of 2,300 of learning hours. This module equates to 412 hours, rather than the nominal hours associated with a standard undergraduate 30 credit module.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 189 | 223 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| To accommodate Covid 19 teaching and learning activities may include online blended, asynchronous, and synchronous approaches. | ||
| Scheduled learning and teaching activities | 76 | Problem based Learning (Small group learning, online, blended, synchronous and asynchronous) |
| Scheduled learning and teaching activities | 28 | Lectures (Online, blended synchronous and asynchronous). |
| Scheduled learning and teaching activities | 16 | Seminars (Small group learning, online synchronous and asynchronous) |
| Scheduled learning and teaching activities | 4 | Professional Development tutorials (small group learning, synchronous online, blended) |
| Scheduled learning and teaching activities | 65 | Simulation and skills development (face to face) |
| Guided independent study | 62 | Preparation for assessments |
| Guided independent study | 100 | Reading and preparation for sessions |
| Guided independent study | 61 | Preparation for Numeracy and Drug Calculation (E-learning) |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Presentation: Clinical Case and Teaching | 500 word plan | 1-4,7-8,10 | Written and verbal feedback |
| Drug Calculation Test | 1 hour | 9 | Feedback in person, results online |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 60 | 0 | 40 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| OSCE | 40 | 2 X 20 minutes | 1,3-8 | Written and verbal feedback on performance |
| Presentation: Clinical Case and Teaching | 60 | 30 minute presentation and Q&A | 1-4,7-8,10 | Written and verbal feedback |
| Drug Calculation Test Year 3 (Pass or Fail) | 0 | 1-hour | 9 | Written and verbal feedback |
| 0 |
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 |
|---|---|---|---|
| OSCE 1 (40%) (2 stations x 20 minutes) | OSCE | 1,3-8 | Up to 4 weeks after results |
| Presentation: Clinical Case and Teaching (60%), 30 minute presentation + Q&A | Presentation: Clinical Case and Teaching | 1-,4,7-8,10 | Written and verbal feedback |
| Drug Calculation Test Year 3 (0%) (Pass or Fail), 1 hour | Drug Calculation Test Year 3 | 9 | Up to 4 weeks after results |
Re-assessment notes
Student must pass all items of assessment and demonstrate professionalism and fitness to practise to progress into year 4. The Drug Calculation Test Year 3 assessment must be passed at 100%.
Please note that in the TQA (Teaching Quality Assurance) Manual provides Special Provisions for Nursing Degrees, in which arrangements for Referral, Deferral and Condonement are addressed. This policy applies to this module and be referenced at the following link: https://as.exeter.ac.uk/academic-policy-standards/tqa-manual/specialprovisionsfornursingdegrees/#referraldeferralcondone
Please note if you fail the Drug Calculation test you are not eligible for registration with the NMC. An alternative award such as BSc Health Studies may be available.
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., & Nicol, M. (2015) Alexander’s Nursing Practice 4th ed. Churchill Livingstone.
Delves-Yates, C. (ed.) (2015) Essentials of Nursing Practice, Sage.
Edelman, C.L., & 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.
Kim, M., & Mallory, C. (2017) Statistics for Evidenced Based Practice in Nursing (2nd ed) Jones and Bartlett.
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.
Schon, D.A. (2006) the Reflective Practitioner: How Professionals Think in Action. Ashgate.
Schmidt, N.A., & Brown, J.M. (2017) Evidenced based Practice for Nurses: Appraisal and Application of research, (4th ed.), Jones and Bartlett.
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., 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.
Waugh, A. Grant, A. (2018) Ross & Wilson, Anatomy and Physiology in Health and Illness, Elsevier.
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
Wright, K.M., and McKeown, M. (2018) Essentials of Mental Health Nursing, Sage Publications.
Indicative learning resources - Web based and electronic resources
Department of Health: www.gov.uk/government/organisations/department-of-health-and-social-care
Nursing and Midwifery Council: www.nmc.org.uk
NHS Improvement: https://improvement.nhs.uk/improvement-hub/quality-improvement/
NHS Leadership Academy: https://www.leadershipacademy.nhs.uk
Royal College of Nursing: www.rcn.org.uk
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
The King’s Fund: https://www.kingsfund.org.uk/
https://www.elsevierclinicalskills.co.uk/
https://www.safemedicate.com
Indicative learning resources - Other resources
Journals:
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 | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | NUR1000, NUR1100, NUR2000, NUR2100 |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 18/07/2018 |
| Last revision date | 12/11/21 |
