Module NSC-1201:
Health care I

Module Facts

Run by School of Health Sciences

40 Credits or 20 ECTS Credits

Semester 1 & 2

Organiser: Mrs Dianne Rimmer

Overall aims and purpose

This purpose of this bilingual module is to introduce the common elements of knowledge and skills required for all healthcare practitioners including the principles of Transforming Care. The module commences preparation for practice with the intention of providing the foundations of knowledge and skills which will equip students to meet the expectations of the public, clients and the relevant professional bodies with regards to professional relationships, recognition of rights and obligations and the delivery of evidence based care.

Course content

Identification of relevant theoretical and research evidence to support care/practice development and personal development

Anti-discriminatory and ethical practice

Health and Safety awareness

Awareness of the legal and professional parameters of practice

Mandatory training in preparation for practice placement, including Cardio Pulmonary Resuscitation, De-escalation

Skills, Child Protection, Protection of Vulnerable Adults Moving and Handling

Assessment Criteria


• Select one of the critical incidents you have included within the reflective portfolio and use this to complete a reflective narrative. The critical incident should involve the issues of communication, consent, dignity and respect. The narrative should demonstrate the rationale for the use of reflection to support learning and use a model to construct the reflective account. The reflective account should demonstrate that you are able to integrate evidence into practice. Learning outcomes 1,2,3,4,5,6,7,8,9.

• The narrative must refer to a critical incident you have experienced during your clinical placement/s. 3000 words (100%)


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.

Learning outcomes

    1. Demonstrate an understanding of the legal, ethical and professional obligations which are fundamental to the provision of healthcare and professional accountability.
    2. Demonstrate an understanding of National clinical governance policies and strategies which support patient safety and quality care provision.
    3. Develop the predisposition and the study skills required to take responsibility for learning, prioritizing workload, and engaging in lifelong learning.
    4. 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.
    5. Demonstrate competent clinical skills relevant to the clinical practice areas.
    1. Demonstrate their understanding of and ability to utilise appropriate and effective modes of communication in the healthcare and learning environment and describe how theories of communication support effective communication.
    2. Demonstrate an understanding of diversity, language and cultural sensitivity and skills in the healthcare and learning environment as appropriate
    1. 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.
    2. Demonstrate understanding and use of theories and models of reflection and an awareness of the value of reflection to learning and service improvement.
    3. Demonstrate an understanding of the research process and how evidence attained from research underpins healthcare practice

Assessment Methods

Type Name Description Weight
Record of Achievement 0
HCP1 Assignment 100

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.


Transferable skills

  • 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 Student nurse uniform and shoes for formative assessment

Reading list

Aveyard, H. & Sharp, P. (2009). A Beginner’s guide to evidence based practice in health and social care. Maidenhead: Open University Press. Aveyard, H., Sharp, P. M., & Wooliams, M. (2011). A beginner’s guide to critical thinking and writing in health and social care. Maidenhead: McGraw Hill. Aylott, M., Glasper, A., & Battrick, C. (2009). Developing practical skills for nursing children and young people. London: Hodder Arnold. Bach, S. & Grant, A. (2009). Communication and interpersonal skills for nurses. Exeter: Learning Matters. Barksby, J. & Harper, L. (2011). Duty of care for learning disability workers. Exeter: Learningmatters. Bryman, A. (2008). Social research methods 3rd Edn. Oxford: Oxford University Press. Bulman C & Schutz S. (2004). Reflective practice in nursing, 3rd edition. Oxford: Blackwell Publishing. Clarke, V. & Walsh, A. (eds) (2009). Fundamentals of mental health nursing. Maidenhead: Open University Press. Callaghan, P., Payle, J., & Copper, L. (2012). Mental health nursing skills. Maidenhead: Open University Press. Cottrell, S. (2005). Critical Thinking Skills: Developing Effective Analysis & Argument. Basingstoke: Palgrave MacMillan. Cowen, M. Maier, P. Price, G. (2009). Study skills for nursing and healthcare students. Harlow: Pearson Longman. Coyne, I. Neill,F. and Timmins,F. (2010). Clinical skills in children’s nursing. Maidenhead: Open University Press. Dougherty, L. & Lister, S. (2011). The Royal Marsden manual of clinical nursing procedures, 8th Edition. London: Wiley-Blackwell. Donelly, E. & Neville, L. (2008). Communication and interpersonal Skills. Exeter: Reflect Press. Ellis, P. (2010). Evidence-based practice in nursing. Exeter: Learning Matters. Edwards, S.D. (2009). Nursing ethics; a principled approach 2nd Edition. Basingstoke: Palgrave Macmillan. Griffith, R. & Tengnah, C. (2010). Law and professional issues in nursing. Learning Matters: Exeter. Gustafsson, C. & Faberberg, J. (2004). Reflection, the way to professional development. Journal of Clinical Nursing. 13 217-280. Howatson-Jones L. (2010). Reflective practice in nursing. Exeter: Learning Matters. * Hallawell, B. (2012). Learning disabilities in healthcare settings case book. Maidenhead: Open University Press. Healey, J. & Spencer, M. (2008). Surviving Your Placement in Health and Social Care. Maidenhead: McGraw-Hill.
Hendrick,J.(2010). Law and ethics in children’s nursing. Oxford : Wiley-Blackwell. Herring, J. (2006). Medical law and ethics. Oxford: Oxford University Press. Jasper, J. (2003). Beginning reflective practice. Cheltenham: Nelson Thornes. Kraszeski, S. & McEwen, A. (2010) Communication skills for adult nursing. Maidenhead: Open University Press. Lambert, V. Long, T. & Kelleher, D. (2013). Communication skills for children’s nurses. Maidenhead: Open University Press. Levin, P. (2009). Write great essays. Maidenhead: McGraw Hill. Maslin-Protherow, S. (2002). Bailliere’s study skills for nurses. Edinburgh: Bailliere Tindal. McCorry, L.K. & Mason, J. (2011). Communication skills for the healthcare professional. London: Lippincott Williams & Wilkins. McCormack, D. (2000). The Research Process in Nursing. Oxford: Blackwell Science. Moss, B. (2008). Communication skills for nursing. London: Sage Publications Ltd. Morrisey, J. & Callaghan, P. (2011). Communication skills for mental health nurses: an introduction. Maidenhead: Open University Press. Murphey, R. (2004). English Grammar in Use. Cambridge: Cambridge University Press. Parahoo, K. (2006). Nursing research, principles, process and issues. Basingstoke: Palgrave Macmillan. Porter, S. (2008). First steps in research: A Pocket book for Healthcare Students. Oxford: Churchill Livingstone. Race, P. (2007). How to get a good degree. Maidenhead: McGraw Hill. Roberts, G., Jones, E., & Rhisiart. D. (2011). Giving voice to older people: dignity in care. Welsh Government. Rolfe, G., Jasper, M., & Freshwater, D. (2011). Critical reflection in practice: generating knowledge for care 2nd Ed. Basingstoke: Palgrave Macmillan. Sinclair, C. (2010). Grammar a friendly approach. Maidenhead: Open University Press. Thompson, N. (2003). Communication and language. A handbook of theory and practice. Basingstoke: Palgrave MacMillan. Tilly, L. (2011). Person centred approaches when supporting people with learning disabilities. Exeter: Learningmatters. Thurman, S. (2011). Communicating effectively with people with a learning disability. Exeter: Learningmatters. Walsh, P. (2012). Mental health law in nursing. Exeter: Learningmatters. Wheeler, H. (2012) Law, ethics and professional issues for nursing: a reflective and portfolio-building approach. London: Routledge.

Electronic Databases CINAHL Medline Lexis Library ERIC Web of Knowledge

Websites Betsi Cadwalader University Health Board Chief Medical Officer e-Library for Health Health and Safety Executive (HSE) Involving People National Institute for Health and Clinical Excellence NHS Wales Nursing & Midwifery Council Health Professions Council UK National Statistics Welsh Government 1000 Lives Plus