NURSING PRACTICE MODULE YEAR 2 WITH ERASMUS PRACTICE - 2019/0

Module Overview

This is a practice module where students are in practice placements and working towards achieving the competencies required for the second progression point of the NMC Standards for Nursing Education.

Module provider

School of Health Sciences

Module Leader

BRIGHTON David (Health Sci.)

Number of Credits: 60

ECTS Credits: 30

Framework: FHEQ Level 5

Module cap (Maximum number of students): N/A

Module Availability

Crosses academic years

Prerequisites / Co-requisites

Completion of Level One Modules

Module content

Indicative content includes:

• 
  Essential clinical skills for second progression point (NMC Standards)


• 
  Professional Values


• 
  Communication and development of interpersonal skills


• 
  Decision making


• 
  Leadership, management and team working


• 
  Mandatory updates


• 
  Introduction to elective experience and ERASMUS opportunities


• 
  Medicines Management

Assessment pattern

Alternative Assessment

None as all are core to meet NMC Standards

Assessment Strategy

The module is core and will require students to pass every unit of assessment.

The assessment strategy is designed to provide students with the opportunity to demonstrate achievement of the learning outcomes, alongside a wide range of practice based competencies, in order to achieve the criteria set by the Nursing and Midwifery Council (NMC). Thus allowing the student to meet the requirements for NMC progression point 2.

Thus, the summative assessment for this module consists of:

• Clinical Grading tool 40% pass mark


• Snap shot assessment of practice- pass/fail


• Medicines Management Exam
  
  
  
  • Part 1- 40% pass mark
  
  
  • Part 2 -Pass/Fail (NB *90% pass mark)
  
  
  
  


• Essential Skills Competencies pass/fail


• Mind map and annotated bibliography - pass mark 40%

*Medicine Management Calculations Exam, is a pass/fail component, however with a pass mark of 90% is required in year 2 in order to meet the NMC Standards of Education (2010).

Mind Map and Annotated Bibliography

Assessment Task:

• 
  Present a summary of a patient you have cared for, using a short SBAR structure to organise the summary. This summary should be no more than 500 words.
  


• 
  Present a mindmap diagram of aspects and issues in the disease process and care of a patient you have cared for. The mindmap is not included in the work count.
  


• 
  Present a critical annotated bibliography of a selection of 3-4 pieces of evidence to support their knowledge of the patient and the patient’s treatment. This annotated bibliography should be approximately 300-500 words for each individual chosen resource. This assignment should be 2000 words in total including the SBAR structured summary and annotated bibliography.
  

Assessment criteria: the student must include the following:

This assessment will be assessing the learning outcomes, as numbered in the module learning outcomes:

• The student can select a patient in their care and identify relevant pathophysiology and psychosocial aspects relevant to them as an individual (Learning Outcomes 2, 3, 5)


• The student has selected 3-4 appropriate, relevant, up to date pieces of literature, resources, guidelines or evidence. These resources should inform or guide the care needs and nursing practice for their chosen patient (Learning Outcomes 1,2, 3, 5).


• The student can present a summary of the findings, evidence or guidance in each chosen resource and link this to the practice and care for their patient (Learning Outcomes 1,2, 3, 5).


• The student can identify and discuss aspects of quality of the resource and discuss these with appropriate support from the literature on Evidence Based Practice or research methods to form a critical argument and judgement about the quality or relevance of each of the selected resources (Learning Outcomes 1,2, 3 5).

Comments/additional information:

This assignment gives you the opportunity to show your understanding of quality evidence to support your practice. It should build on the skills learnt in year 1 when critiquing a single article. Building on this will support the skills you need to show when discussing evidence in your assignments for second and third year.

• Select a patient you have cared for that particularly interests you. Identify the biopsychosocial aspects of the care you have provided for that patient and present it as a mind map and short SBAR (or similar structure) of the key aspects


• Select a range of 3-4 articles or resources that are relevant and provide evidence for the disease process, treatment and care needs for your patient


• Discuss each of these articles or resources by an annotated bibliography.

A mind map is a diagram which in this case builds an intuitive framework to demonstrate the care and treatment of the patient you have selected.

You may present your mind map as you choose -

• You could draw it, scan it into a printer and email it to yourself


• You could create a mind map in Microsoft Word using the shapes function


• You could use mind map software online.

An annotated bibliography is a reference (using the Surrey referencing guide) to a book, piece of literature or a piece of peer assessed research. Use the correctly formatted reference as a ‘heading’ to clearly identify which piece of evidence you are discussing. Follow this with a brief summary of the findings or content of your source. Ensure you discuss an evaluation and critique of the quality of this piece of evidence (around 300-500 words for each piece of evidence).

• You are selecting evidence for your practice, so show that you can choose appropriate sources, such as relevant textbooks, recent clinical guidelines and recent relevant research articles.


• Present the findings of that source and how they apply to your patient. Demonstrate insight if it is difficult to apply some of the guidance or evidence in your scenario. For example, discuss how individual choice may affect recommendations for healthy lifestyle and this can relate back to the NMC Code (2015).


• Present the findings for your evidence in your own words, using suitable paraphrasing. Paraphrasing is required to avoid potential academic misconduct and it also shows your understanding. Do not rely on large quoted sections or lists from your evidence.


• Discuss the quality of how the evidence is produced and critically discuss this. You may wish to use a critical appraisal framework to help you identify appropriate critical aspects for your evidence, such as CASP or the Critical Appraisal Framework used in first year.


• The research textbooks will support a discussion on the strengths and weaknesses of research methods, eg the pros and cons for conducting interviews (or other methods relevant to the evidence you use). You should reference a research textbook (such as Parahoo, Aveyard, Moule etc) to support your argument about the research quality, age or appropriateness of the methods used.

The examples below demonstrate the aspects of care which you could include;

Example 1: Care of a child with asthma may include on your mind map the anatomy and physiology, social care, nursing care, psychological impact of hospitalisation, relevant pharmacology and care of the family.

• The mindmap and SBAR will include relevant aspects for your patient


• You may discuss the physiology of asthma using your anatomy and physiology textbook.


• You may discuss the contents of the NICE guidance, with some critical insight into how the general NICE guidance relates to children or your patient. You can discuss the process of how NICE guidelines are produced and use Parahoo or Moule to demonstrate where these sorts of resources fit in the hierarchy of evidence. You could also comment on the age or appropriateness of the authors, again, suing Moule or Parahoo to support this.


• You may discuss a case student about a similar patient that is informative for your practice. Again, discuss age, quality, transferability, methods used to collect data using a research textbook as a reference to support your argument.

Example 2: Care of a patient admitted with an exacerbation of an existing mental health condition may include the relevant anatomy and physiology, nursing care, social care (you may wish to include family care), psychological care and related therapies, pharmacological treatment. Care should be related back to the NMC Code (2015).

• The mindmap and SBAR will include relevant aspects for your patient


• You may discuss the physiology or other relevant causative factors using your textbook.


• You may include a recent randomised controlled trial discussing pharmacological v Cognitive Behavioural Therapy for these people. Discuss the quality of the paper, eg how well patients were randomised, if the patients they used are relevant or representative for the UK or your patient. Again, use the research textbooks to support your argument.


• You may discuss the guidelines on patient choice and empowerment. Discuss these with insight into the reality of practice or your patient and link them to your NMC code.

General Points:

• The mind map must fit on one page.


• A reference list of any additional references you have provided to support your critique should be included at the end of your work and should also include the references to the chosen pieces of evidence.


• Please refer to the guidance for referencing on the library website for Health Sciences’ students


• The formatting style for the annotated bibliography should be Ariel font, size 12 and double spacing.


• Please submit your mind map and annotated bibliography by uploading the assignment to SurreyLearn in the usual way.


• Please refer to assessment schedule on the professional preparation student support on the SurreyLearn site.


• The total word count is 2000 words


• Pass mark is 40%

Formative assessment

Feedback within practice from mentors, practice exam papers with feedback

Feedback

Through the practice assessment documentation and following the exam. Tutorials on request and as outlined above.

Module aims

• To enable students to continue to develop competence in a range of clinical placements, whilst gaining further insight into the variety of  health and social care provision and thus  make comparisons of  care delivery, practice and professional roles.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

Enable successful achievement of the learning outcomes

 

The learning and teaching methods include:

 

• 
  Practice based mentor supervision, formative feedback and assessment


• 
  Classroom based discussion


• 
  Support form Personal Tutors and Practice Liaison Teachers

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: NUR2128

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.