Adults with complex needs
Run by School of Medical and Health Sciences
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Ms Helen Charles
Overall aims and purpose
This second year, level 7 adult field module, will build upon the first year of the programme to develop and equip students with the skills to assess, plan, implement and evaluate the care of adults presenting with complex health needs during adult transitions. The module will explore care in a variety of contexts with the intention of preparing students for registration. This will ensure students have the knowledge, skills and confidence to provide holistic person-centred individualised care in any clinical setting.
Due to the Covid-19 crisis, this module may adopt a blended learning approach.
This module will provide students with knowledge of the following topics:
• Critique of healthcare policy and influences on delivery of nursing care
• Critique and adapt theories and models of nursing care
• Multiple co-morbidities/ageing population to include renal care • Managing patients with complex health needs - acute and community settings • Therapeutic, technological and complementary interventions
• Trauma care • Recognising the deteriorating patient
• Principles of continuing healthcare assessment • Safe & effective discharge planning • Justify decision making & prioritising nursing care • Documenting nursing care • Transitions of care e.g. moving into nursing/residential care; • Multidisciplinary team/inter-agency working • Communicating with distressed patients/families • End of life care and dealing with sudden death • Advanced care planning and withdrawal of treatment • Organ donation • Co-production and the promotion of self-care and self-management • Delivery of care in partnership through effective negotiation
• Medicine Management & Safe Medicate examination
C- to C+ Grade: To achieve a ‘pass’ on the module, students will be required to demonstrate good understanding of the underlying principles specific to the holistic nursing care required for patients with complex needs supported by a range of literature.
B- to B+ Grade: To achieve this a ‘good pass’ grade the student will need to demonstrate, understanding and application of the underlying principles of managing a patient with complex conditions and the application of these principles supported by broad range relevant literature.
A- to A* Grade: To achieve an ‘excellent pass’ on the module, students will be required to demonstrate comprehensive understanding and application of evidence-based practice in the provision of care of patients who have complex conditions. This will need to be supported by a comprehensive range of appropriate literature.
Critically analyse appropriate evidence, including local and national guidelines and policies related to those with complex needs to support decision making in practice, devising holistic individualised evidence based plan of care.
Demonstrate the numerical skills and ability to perform drug calculations for safe administration of medicines.
Critically analyse adult nursing in different contexts, taking into account culture, diversity, groups and individual differences for safe, compassionate & effective nursing practice.
Critically evaluate partnership working with patients, families, multi professional team members to promote self-care/self-management skills/health promotion and life style.
Critically evaluate risk and care management strategies to optimise outcomes in complex care delivery.
|Holistic Nursing Care for Adults with Complex Needs||50.00|
Teaching and Learning Strategy
Seminar EBL feedback = 5 x 1 hour sessions in Semester 2
|Practical classes and workshops||
Clinical skills sessions = 1 x 5 hours in Semester 2 week 22 and 1 x 5 hour in Semester 2 week 35.
EBL group work = 5 x 3 hour group sessions in Semester 2
Assignment workshops = 1 x 2 hour workshop for assessment strategy; 3 x 1 hour supervision sessions.
Directed study = 35 hours in Semester 2; reading for lead lectures and clinical skills sessions.
Lead lectures = 15 x 2 hour taught sessions in Semester 2
Private study for reading, assignment preparation and writing.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- 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
- 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
Purchase of text books, pens and paper. Photocopying and printing Subscription to internet provider to access BU on-line catalogues and Blackboard from home residence.
Barrett, D., Wilson, B., & Woodlands, A. (2012). Care planning: a guide for nurses. Harlow: Person Education.
Day, J. (2013). Interprofessional Working: An Essential Guide for Health and Social Care Professionals (Nursing and Health Care Practice). Hampshire: Cengage Learning.
Ellis, P. (2016). Evidence-based practice in nursing. (3rd ed) Exeter: Learning Matters. Holland, K., & Roberts, D. (2013). Nursing Decision-Making Skills for Practice. Oxford: Oxford University Press.
Howatson-Jones, L., Standing, M., & Roberts, S. (2015). Patient Assessment and Care Planning in Nursing (2nd ed). Exeter: Learning Matters.
Green, J., Tones, K., Cross, R., & Woodall, K. (2015) Health Promotion: Planning & Strategies. (3rd ed) London: Sage Publications.
Kalfoss, M. (2016). Use of instruments to measure quality of life among healthy and ill adults in community settings. British Journal of Community Nursing, 2016, Vol.21 (5), p.232-240
McCormack, B. & McCance, T. (2017). Person-centred practice in nursing and healthcare: Theory and Practice. Wiley Blackwell: Chichester.
Nicol, J. (2015). Nursing Adults with Long Term Conditions. (2nd ed) Croydon: Sage Publications. Nicol, J. and Nyatanga, B. (2017). Palliative and End of Life Care in Nursing. (2nd ed). Exeter: Learning Matters.
Sines, D., Saunders, M., & Forbes-Burford, J. (2009) Community Health Care Nursing (4th ed) Hoboken: John Wiley & Sons, Ltd. [electronic resource]
Welsh Government. (2014). Social Services and Well-being (Wales) Act 2014. Cardiff: Welsh Government.
Nursing Midwifery Council https://www.nmc.org.uk Social Care Institute for Excellence http://www.scie.org.uk