Developing Adult Nursing
Run by School of Medical and Health Sciences
40.000 Credits or 20.000 ECTS Credits
Semester 1 & 2
Organiser: Mrs Beryl Cooledge
Overall aims and purpose
Within this module you will explore some of the fundamental issues required to nurse adults throughout the lifespan. You will develop the fundamental adult nursing knowledge and skills for engagement with individuals and their families, taking into account the physiological and psychological aspects along with the social influences within varying healthcare environments. In order to prepare you to meet the needs of adults you will spend 50% of this module in a variety of practice settings, you will develop knowledge and practical skills that prepare you to provide compassionate and dignified nursing care for adults.
You will be invited to register on the Bilingual or English version of the module with core lectures being delivered mainly in English, supported by bilingual resources. Other learning activities, such as seminars and tutorials, group, e-learning and assignment supervision is available in both Welsh and English. There will be a blended delivery in both semesters of synchronous and asynchronous teaching.
• History of adult nursing • Role of the adult nurse • Assessing the nursing needs of adults • Care Planning • Record Keeping • Report writing • Nursing theories • Evidence based nursing • Introduction to the other fields of nursing • First Aid / First Responder • Bereavement Care • Skills for adult nursing Wearing of appropriate clothing for the care delivered in all environments Taking and recording; weight, height, length & body mass index Mouth Care / Nutrition / Feeding Elimination Personal hygiene Bed making Taking & \Recording – B/P, Temperature, Pulse, Respirations Injection Technique Numeracy for medications • Medicines Management • Context of care – different clinical & healthcare environments. • Preparation for practice
Grades: D- to D+
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.
Grades: A- to A*
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
Grades: C- to C+
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.
Grades: B- to B+
A very good understanding of the facts and principles specific to the topics covered in this module and the outcomes being assessed.
Explore nursing in different contexts, taking into account culture, diversity, groups and the individual across the lifespan
Demonstrate an understanding of models of health, wellbeing & disability in the context of nursing practice
Demonstrate the application of knowledge and skills required for safe, compassionate & effective nursing practice
Demonstrate the numerical skills and ability to perform drug calculations for safe administration of medicines
|Ongoing Record of Achievement of Practice Competence||0.00|
Teaching and Learning Strategy
Group supervision relating to your assignment. You will be given 2 one hour sessions to support your theoretical assignment for this module.
Taught lecture sessions 1 day a week for 11 weeks. Some variance will occur due to Bank Holidays and this can be seen on the timetable.
In groups you will be asked to collect information relating to the determinants of health of a given area to support taught lecture content.
This will be suggested and directed learning related to the module on various topics and can be found on your timetable labelled directed study and includes; e-learning, workbooks, use of online resources to be found on blackboard.
|Practical classes and workshops||
Skills based learning of practical skills such as; taking clinical observations, injection technique, patient hygiene and the role of the nurse, consolidation skills session pre placement 1. This will also include a one hour session on the use of safeMedicate in a computer lab relating to your second assignment for this module.
This will allow you to undertake reading around module taught content to extend and consolidate your knowledge and to undertake the theoretical and safeMedicate assignments for this module.
- 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
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.
Barber, C. (2015). Caring for People with Learning Disabilities: A Guide for Non-Specialist Nurses. Banbury. Lantern.
Berridge, V. (2016). Public Health: A Very Short Introduction. Oxford. Oxford University Press.
Cockerham, WC. (2013). Social Causes of Health and Disease (2nd ed.). Cambridge. Polity Press.
Delves-Yates, C. (Ed.). (2015). Essentials of Nursing Practice. London. Sage
Dougherty, L., Lister, S., West-Oram, A. (2015). The Royal Marsden Manual of Clinical Nursing Procedures (9th ed.). London. Wiley-Blackwell.
Docherty, C., McCallum, J. (Eds.). (2009). Foundation Clinical Nursing Skills. Oxford. Oxford University Press.
Ellis, P. (2016). Evidenced-Based Practice in Nursing (3rd ed.). Exeter. Learning Matters.
George, JB (Ed.). (2011). Nursing theories: the base for professional nursing practice (6th Ed.). New Jersey. Pearson Education.
Glasper, A., McEwing, G., Richardson, J (Eds). (2009). Foundation Studies for Caring. Basingstoke. Palgrave McMillan.
Glasper, A., McEwing, G., Richardson, J (Eds). (2009). Foundation Skills for Caring. Basingstoke. Palgrave McMillan.
Hunt, R. (2012). Introduction to Community-Based Nursing (5th Ed.). Philadelphia. Lippincott Williams & Wilkins.
Richardson, J., Glasper A. (2010). The Textbook of Children’s and Young People’s Nursing (2nd Ed.). London. Churchill Livingstone.
Wrycraft, N. (2009). Introduction to Mental Health Nursing. Maindenhead. McGraw-Hill Education.
Bangor University https://my.bangor.ac.uk/index.php.en
Betsi Cadwalader University Health Board http://www.wales.nhs.uk/sitesplus/861/home
Chief Medical Officer www.cmo.wales.gov.uk/
Clinical Research Centre http://www.wales.nhs.uk/sites3/home.cfm?orgid=580
e-Library for Health http://www.wales.nhs.uk/sitesplus/878/home
Health and Safety Executive (HSE) http://www.hse.gov.uk/
Involving People http://www.involvingpeople.org.uk/
National Institute for Health and Clinical Excellence http://www.nice.org.uk/
National Leadership and Innovation Agency for Health (NLIAH) http://www.nliah.wales.nhs.uk/
NHS Wales http://www.wales.nhs.uk/
Nursing & Midwifery Council http://www.nmc-uk.org/
Public Health Wales http://www.publichealthwales.wales.nhs.uk/
UK National Statistics
Wellbeing Wales http://www.wellbeingwales.org/
Welsh Government http://wales.gov.uk
1000 Lives Plus http://www.1000livesplus.wales.nhs.uk/home