Healthcare 1 (Nursing) (B)
Run by School of Health Sciences
40 Credits or 20 ECTS Credits
Semester 1 & 2
Organiser: Mrs Dianne Rimmer
Overall aims and purpose
The aims of this bilingual module are to introduce the common elements of knowledge and skills required for all healthcare practitioners. The module commences preparation for practice by providing the foundations of knowledge and skills which will equip students to meet the expectations of the public, clients, and relevant professional bodies with regards to quality care provision, professional relationships, evidence based care and the recognition of clients/patients’ rights.
This module encompasses a range of content which includes the theories and practice of communication, language sensitivity, reflection, law and ethics, research, quality and safety, evidence based practice and the study skills necessary to enable you to develop as lifelong learners. Some content will be revisited during the profession specific modules to develop your knowledge in a way that is applicable to your profession.
The module also provides an introduction to the skills which are common to all healthcare professionals; basic life support, infection control, manual handling, objective assessments and personal safety.
Understanding of the facts and principles specific to the topics covered in this module, with an ability to apply what is learnt in healthcare practice. Students will be required to achieve a minimum of D- grade in the assignment to in order to pass the theory component of the module.
Good understanding of the facts and principles specific to the topics covered in this module, with an ability to apply what is learnt in healthcare practice. This equates to a minimum mark of Grade C- in the Grading Criteria.
Excellent understanding of the facts and principles specific to the topics covered in this module, ,with an ability to apply what is learnt in healthcare practice. This equates to a minimum mark of Grade A- in the Grading Criteria.
- Demonstrate understanding and use of theories and models of reflection and an awareness of the value of reflection to learning and service improvement.
- Demonstrate an understanding of the research process and how evidence attained from research underpins healthcare practice.
- Demonstrate an understanding of the legal, ethical and professional obligations which are fundamental to the provision of healthcare and professional accountability.
- Demonstrate an understanding of National clinical governance policies and strategies which support patient safety and quality care provision.
- Develop the predisposition and the study skills required to take responsibility for learning, prioritizing workload, and engaging in lifelong learning.
- Demonstrate a level of skill in IT appropriate to their profession to permit the identification and retrieval of relevant information to support the development of learning.
- Demonstrate competent clinical skills relevant to the clinical practice areas.
- Demonstrate your understanding of and ability to utilise appropriate and effective modes of communication in the healthcare and learning environment and make evident how theories of communication support effective communication.
- Demonstrate an understanding of diversity, language and cultural sensitivity and skills in the healthcare and learning environment as appropriate
- Develop and utilise appropriate modes of behaviour that demonstrate an understanding of the requirement to respect and maintain the dignity of individuals at all times.
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Teaching and Learning Strategy
Teaching and learning are considered to be a facilitated interactive process in which students and teachers are seen as collaborators in the learning process. The facilitation of learning will involve an appropriate use of a variety of teaching methods with an emphasis on student participation and an acceptance of individual student needs. Learning methods will range from lectures, discussion groups, experiential/skills practice learning activities, reflective exercises, discussions, problem based learning activities, debates, and e-learning.
- 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
- 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