Module code: NUR3176

Module Overview

This module aims to inspire the student to explore a range of complex situations, in order to synthesise ideas or information to generate new ways of working

Module provider

School of Health Sciences

Module Leader

POLLY Zoe (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

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

Overall student workload

Independent Learning Hours: 118

Seminar Hours: 2

Practical/Performance Hours: 8

Captured Content: 22

Module Availability

Semester 1

Prerequisites / Co-requisites

Completion of Level 5 modules

Module content

Indicative content includes:

  • Advancing and specialist nurse roles within the care of children & families.

  • Managing complex information

  • Changing care environments

  • Policy and drivers for change.

  • Organisational aspects of children’s nursing, primary, secondary, tertiary care.

  • Environment factors affecting health and illness

  • Changing nature of health care concerns affecting children and young people

  • Complex issues within safeguarding children

  • Spirituality, culture and religion

  • Transitional care

  • Bullying

  • Acknowledging Cultural Diversity

  • Safeguarding

  • Mental Health and Wellbeing of Children and Young People

  • Simulation

  • Service user perspective – The Child’s Voice

  • Death and Bereavement

Assessment pattern

Assessment type Unit of assessment Weighting

Alternative Assessment

Students undertake a mock exam half-way through the module and receive feedback from the module team.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their range of knowledge in relation to a disease/complex condition and the impact this has upon a child and family. The use of a scenario enables the student to critically explore the challenges and support needs of the child and family and recognise the biopsychosocial perspective, influence of policy on practice and supporting their critical analysis with a wide range of supporting evidence.

Thus, the summative assessment for this module consists of:

  • A short answer online examination based upon a scenario, made available to the students prior to the exam. (2 hours)


Formative assessment

  • The students undertake an online mock exam half way through the module which will be marked by the module team with individual feedback available to each student online. This will be followed by group feedback and discussion (timetabled).



  • Students are continuously given feedback through the module and the module leader is available each week after teaching for support or to answer queries. Students are given group and individual feedback for their mock exam. The students undertake real time simulation during the module and are given feedback on performance and areas to address for future practice. After the summative exam, students are given group feedback on each question. Students are actively encouraged throughout the module to access support from the module team/raise any concerns so they can be addressed and resolved quickly. 

Module aims

  • This module will inspire the student to explore a range of complex situations, in
    order to synthesise ideas or information to generate new ways of working.

Learning outcomes

Attributes Developed
001 Critically appraise the development of healthcare services for children and families KC
002 Critically discuss the effects and drivers which influence child health policy KCP
003 Critically synthesise information in order to identify evidence based care KCPT
004 Select and apply appropriate knowledge to manage complex situations KCPT
005 Critically discuss the challenges and implication of providing care for children and families within a range of care environments KCPT

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:


Provide students with a variety of teaching methods to engage all learners and provide opportunities to learn in a number of ways.


The learning and teaching methods include:

  • Key lectures

  • Discussion groups

  • Seminars

  • Case studies

  • Self-directed study

  • Simulated learning

  • Directed e-learning activities

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: NUR3176

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.