EFFECTIVE DECISION MAKING FROM FUNDAMENTAL TO COMPLEX CARE - 2021/2
Module code: NUR3172
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
The module enables students to critically analyse their care decisions using a model of decision making to frame their analysis. They will explore the current innovations in practice that facilitate effective decision making and evaluate how human factors can impact upon decisions, including service user empowerment.
School of Health Sciences
MCBRIDE Jacqueline (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: B700
Module cap (Maximum number of students): N/A
Indicative content includes:
- Critical thinking
- Clinical reasoning
- Clinical decision making acrosss a range of contexts
- Theories and models of decsion making
- Patient empowerment
- Risk assessment, management
- Patient safety
- E technology
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate their understanding of clinical decision making and their role as future registrants in delivering safe and effective care within a dynamic healthcare environment.
Thus, the summative assessment for this module consists of:
- Exploration of a clinical decision the student has made or been involved in from practice using a model of decision making to structure the assignment. 2000 word assignment
Formative feedback on their assignment
Quiz style learning checks using e technology
Students will receive feedback in workshops as a group
On line feedback from peers and the teaching team via discussion board on the e-learning portal
Summative feedback via SurreyLearn on assignment
- Assist the student to critically evaluate and articulate their care decisions to reduce risk and promote safety for clients with fundamental and complex needs.
|1||Articulate the rationale for and processes used when making decisions and the influence personal judgement has on these||PT|
|2||Analyse and apply decision making theories and models using critical thinking, active listening and questioning to evaluate care and improve decision making processes in a professional, compassionate, empowering and ethically sensitive manner||KCPT|
|3||To evaluate the role of risk assessment and risk management strategies to a range of care decisions to ensure safe and effective care||KCT|
|4||To explore the role of e-technology and decision trees in clinical decision making||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 114
Lecture Hours: 18
Seminar Hours: 18
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Develop the students confidence and competence in decision making in preparation for practice as a registrant to ensure safe and effective patient/ client care
The learning and teaching methods include:
- Reflective practice
- Formative feedback
- Peer feedback
- E learning
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.
Programmes this module appears in
|Paramedic Science BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Nursing Studies (Registered Nurse Adult Nursing) BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Nursing Studies (Registered Nurse Children's Nursing) BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Nursing Studies (Registered Nurse Mental Health Nursing) BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
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 2021/2 academic year.