Run by School of Medical and Health Sciences

20.000 Credits or 10.000 ECTS Credits

Organiser: Mrs Gillian Roberts

The module aims to develop a range of skills required by the advanced practitioner and will encourage the advanced clinical practitioner (ACP) to take a lead on their own individual academic and clinical development. The module will require the students to achieve a greater understanding of personal development and its application in higher education. The competencies and clinical log will encourage the student to develop their clinical skills in the clinical area and to work with their mentor to complete the competencies in a timely and effective manner.

PLEASE NOTE: Due to the Covid 19 crisis, the module will be delivered on line for all students through Blackboard Ultra. Students will be required to have access to IT and up to date computer and software.

Topics may include:

• Head, neck, eyes, ears examination
• Nose, mouth, throat and lymphatics
• Cardiovascular examination
• Respiratory examination and diagnostics
• Neurological examination and assessment tools
• Gastrointestinal examination
• Endocrine system
• Extremities, legs, feet and hands
• Musculoskeletal system examination
• Renal examination and diagnostics
• X-ray interpretation
• Biochemistry
• Haematology

excellent

Very good understanding of the facts and principles specific to the topics covered in this module and evidence of additional evidence gained by the student. Very good understanding of professional accountability issues. This equates to a minimum mark of Grade A- in the Grading Criteria

threshold

Basic understanding of the facts and principles specific to the topics covered in this module. Basic understanding of professional accountability issues. Students will be required to achieve a minimum of C- grade in the assignment to in order to pass the theory component of the module.

good

Good understanding of the facts and principles specific to the topics covered in this module. Good understanding of professional accountability issues. This equates to a minimum mark of Grade B- in the Grading Criteria.

1. Demonstrate an integrated approach to care through presentation of concise case histories of specific patients.

2. Use clinical judgement in the formation of management decisions in acute and chronic disease

3. Critically analyse and demonstrate the ability to work within accepted protocols of an advanced practitioner and execute effective judgement in the field of referrals

4. Explore ethical and legal principles within the context of clinical decision making and demonstrate awareness of issues relating to diversity.

5. Demonstrate the skills required to make effective clinical judgements

6. Apply knowledge of normal and altered anatomy and physiology to explain the clinical manifestations of illness.

7. Develop an understanding of the wider issues of sociological aspects of health

8. Analyse the professional accountability of the practitioner when making clinical judgements

9. Integrate knowledge of pathology into assessment and management of illness.

10. Recognise the need for further or more specialist assessment and investigation and refer appropriately.

11. Demonstrate the ordering and interpretation of investigative tests and act upon the results appropriately

12. Demonstrate competence in physical and mental health examination

Type	Name	Description	Weight
	Accountability in Practice		100.00
	Clinical practice Log		0.00
	Objectice Structured Clinical Exam		0.00
	OSCE core competencies		0.00

		Hours
Fieldwork	Clinical hours/practice 60 hours	60
Private study	Private study including on line activities 68 hours Webinars Discussion boards Panoptos On line tutorials Formative assessments	68
Lecture	Lectures & skills demonstrations OSCEs 72 hours All lectures via webinar and Panoptos and recorded power points All subjects areas will be delivered via learning units available on Black board Group work through on line units and blended learning	72

• Literacy - Proficiency in reading and writing through a variety of media
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Mentoring - Able to support, help, guide, inspire and/or coach others
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
• Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Resource implications for students

Students are advised to by the Macleods Clinical Examination as a core reader.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/nhs-4228.html

Reading list

Donovan, C. (2018) Difficult consultations with adolescents. Oxford: Radcliffe Medical.

Chantal, S., Everitt, H. Vandorp, F. (2020). Oxford handbook of general practice. Oxford.

Hampton, J. Hampton, J. (2019) ECG Made Easy. Elsevier.

Harris, N. Fazel, A. (2014). Examination techniques in orthopaedics. Cambridge University Press.

Innes, A. Dover, A. Fairhurst, K. (2019). Macleod’s clinical examination. Edinburgh: Chruchill Liviingstone.

Japp, A., Robertson, C. (2018). Macleod’s clinical diagnosis. Edinburgh: Churchill Livingstone.

Jarvis, C. (2019). Pocket companion of physical examination and health assessment. Saunders.

Llywelyn, H., Hock, A., Lewis, K., Al Abdullah, A. (2014). Oxford handbook of clinical diagnosis. Oxford.

Provan, D. (2018). Oxford handbook of clinical and laboratory investigations. Oxford.

Thomas, J., Monaghan, T. (2014). Oxford handbook of clinical examination and practical skills. Oxford.