Module code: HCRM043

Module Overview

The module provides opportunities for students to develop and demonstrate knowledge and understanding of holistic assessment and the use of advanced communication skills.

Students will be able to examine and reflect on their own and others skills through the use of role play with actors, and to critically apply the evidence base in relation to validated assessment tools and communication methods.

In addition to interprofessional learning, there will be opportunities for students from different professional disciplines to develop professional identity through facilitated sessions focusing on their professional background.

Module provider

School of Health Sciences

Module Leader

ROBERTS Sarah (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

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

Overall student workload

Workshop Hours: 6

Independent Learning Hours: 88

Lecture Hours: 24

Tutorial Hours: 3

Practical/Performance Hours: 6

Guided Learning: 20

Captured Content: 3

Module Availability

Semester 1

Prerequisites / Co-requisites

Student SCPHN or registered SCPHN

Module content

The use of validated assessment tools and the evidence supporting them.

The theory related to approaches to undertaking holistic assessments and decision making in partnership with clients.

The application of communication skills when undertaking assessments.

Culturally competent practice when undertaking assessments.

Consideration of equality, diversity and inclusion when communicating with clients using a variety of formats.

Facilitators and barriers to communication.

Difficult conversations with children and young people and their families and carers.

Consideration of the impact of attitudes, values, beliefs, expectations, faiths and cultures on communication.

The importance of role modelling and compassionate leadership when communicating with clients, colleagues and interagency partners.

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework Assignment 100

Alternative Assessment


Assessment Strategy

The assessment strategy is designed to: provide students with the opportunity to critically analyse and evaluate an assessment tool and a communication scenario from their area of practice. They will be able to demonstrate knowledge and understanding of the complexities surrounding assessment and communication and apply the evidence to their field of practice. It will enable them to critically reflect on their own practice and skills and consider their future development.

Thus, the summative assessment for this module consists of:

3000 word essay based on a scenario from practice. Critically reflect on how an assessment of need was undertaken utilising a specific assessment tool exploring how clinical decisions were made. Critically analyse facilitators and barriers to communication within this scenario.(addresses learning outcomes 1-7)

In line with Professional and Regulatory body, Codes of Practice/Standards of Proficiency, if there is evidence of unsafe practice or any breach of confidentiality, the assessment will not meet the criteria to achieve a pass.

Formative assessment:

The use of role play with actors and additional formative activities and feedback will be used during the module to enable students to reflect on their practice and apply the evidence-based knowledge they have gained.


  • Continuous feedback from lecturers within module to support learning

  • Peer feedback within module and group work to support interprofessional learning and development

  • Online feedback to support the development of academic writing

  • Tutorials including feedback from practice

Module aims

  • To critically analyse and apply evidence-based knowledge related to assessment and communication within the field of practice.
  • To develop and demonstrate advanced communication skills to lead interactions and undertake professional holistic assessments.
  • To develop autonomy when making decisions in complex and unpredictable situations
  • To develop understanding of the use of assessment tools within the field of practice

Learning outcomes

Attributes Developed
001 To demonstrate an in-depth awareness of how to conduct, interpret and evaluate health assessments in partnership with people utilising a life course approach KCPT
002 Critically evaluate the evidence base in relation to validated tools used to deliver holistic assessments and reviews specific to the field of practice KCP
003 Critically explore culturally appropriate, evidence-based approaches and issues of equality and diversity when conducting holistic assessments KCPT
004 Demonstrate autonomy when making professional judgements and decisions in complex and unpredictable environments CP
005 Critically analyse the use of a range of advanced techniques, communication, and interpersonal skills to develop trusting and respectful relationships with clients KCPT
006 Critically appraise the use of digital and other modalities and a variety of formats when communicating with clients within the field of practice CP
007 Demonstrate critical awareness of the need for role modelling and compassionate leadership when communicating with clients and colleagues PT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

  • apply the current theoretical and methodological approaches to build a sound knowledge base

  • utilise interprofessional learning within a non-threatening environment to support the development of individual professional attributes and abilities within the context of shared experiential learning. This allows students to develop capacities required for successful collaborative working

  • prepare students to have a critically inquiring attitude and empower them with an ongoing professional curiosity regarding new and emerging research that informs their assessment and communication practice

  • equip the students with the skills to build upon previous expertise

  • challenge values, beliefs and assumptions in relation to communication and undertaking assessments

The learning and teaching methods include:

  • Lectures

  • Online – learning materials/ discussion board

  • Classroom discussions to link theory to practice

  • Problem based learning

  • Simulation role play with actors

  • Group work to include scenario-based workshops

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
Upon accessing the reading list, please search for the module using the module code: HCRM043

Other information

The school/department of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Digital capabilities: Students will consider different modalities of communication including digital and will develop a good understanding of key technologies and digital tools that can be used within the context of their role.

Employability: Students are registered healthcare professionals and will be developing skills and knowledge that can be applied to their role and will enhance their future employability. Students will develop a critically inquiring attitude and professional curiosity regarding their practice and network with other professionals.

Global and cultural capabilities: Module content incorporates perspectives and practices from a range of cultures; through conversations around culture, faith and religion, students are encouraged to diversify their knowledge and reflect on different experiences. This will support the development of cultural competence to support the diverse range of communities engaging with services. Students will reflect on cultural practices and the impact of judgements in relation to this on undertaking assessments and communication with clients and colleagues.

Resourcefulness and Resilience: Students are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to events throughout the module and in the practice environment.  This pillar is fundamental to the development of effective and safe health professionals. Scenario based examples are used to develop students’ ability to respond effectively to situations within their professional field.  

Programmes this module appears in

Programme Semester Classification Qualifying conditions
Public Health Practice SCPHN Health Visiting PGDip 1 Core Each unit of assessment must be passed at 50% to pass the module
Public Health Practice SCPHN School Nursing PGDip 1 Core Each unit of assessment must be passed at 50% 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 2025/6 academic year.