Run by School of Health Sciences
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Dr Peter Jones
Overall aims and purpose
The purpose of this bilingual module is to further develop the elements of knowledge and skills which are common to all healthcare professionals. The module builds upon the foundations laid in Year One by developing and advancing the knowledge, attitudes, and skills required to meet the expectations of the public, patients/clients and the relevant professional bodies with regards to professional relationships, recognition of rights and obligations and the delivery of evidence based care. The module focuses on allowing students to identify their learning needs and knowledge deficits and addressing these to facilitate the required standard of practice for a second year student healthcare professional. The module aims to allow students to work towards developing the use of problem solving approaches and the use of evidence to support decision making: engage in analytical thinking; and be able to challenge situations which are not consistent with legal, professional, and organisational requirements.
• Theories of reflection • Models of reflection • Critical incident analysis • Benner’s novice to expert • Carper’s ways of knowing • Reflexivity • Evidence base for the use of reflection as a means of knowledge development. • Sources of knowledge and evidence • Hierarchy of evidence • Evidence informed practice. • Searching and identifying existing knowledge. • Problem solving approaches and decision making • Critical appraisal skills • Qualitative and quantitative methodologies • PDSA cycle • Data collection methods • Research ethics • Rigour, validity and reliability • Data analysis for quantitative and qualitative methods • Accountability, exercising accountability, professional autonomy and authority • Duty and standard of care • Consent and Incapacitated Consent • Advocacy and best interest decision making. • The right to refuse treatment • Patient confidentiality and data protection • Record keeping • Clinical governance and safety and improvement policy • Manual handling • CPR/BLS • Infection control • Breakaway/de-escalation • Objective assessment/measurement of vital signs • Health & Safety
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.
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.
- Utilise and discuss the theories and models of reflection and demonstrate their contribution to professional development and the attainment of knowledge.
- Reflect upon individual learning needs and professional development.
- Discuss the process of research and demonstrate how research underpins the provision of evidence based healthcare.
- Utilise the processes of reflection to identify a practice related research problem, identify and critique existing relevant research.
- Communicate ideas effectively in writing and in discussions with others.
- Discuss the values underpinning professional regulation and the requirements imposed on all healthcare professionals through relevant codes of professional conduct.
- Discuss and apply legal and ethical principles which underpin the provision of healthcare demonstrating and maintaining the respect for, and the dignity of individuals.
- Communicate ideas and information appropriately and effectively within multi-disciplinary team decision making meetings and when dealing with sensitive situations concerning patients/clients and their family.
- Apply and discuss knowledge and understanding of appropriate service improvement policies to ensure quality and safety in the clinical setting.
- Develop clinical skills and competences which are common to all healthcare professionals and be able to respond appropriately in an emergency situation.
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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.
Self study, assignment preparation and reading
- 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.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- 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