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
- Describe the theories and models of reflection and the value of reflection to learning and service improvement
- 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
- Demonstrate and utilise language and cultural sensitivity and skills in the healthcare and learning environment
- 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
- Describe the research process and how evidence attained from research underpins healthcare practice
- Describe the legal, ethical and professional obligations which are fundamental to the provision of healthcare and professional accountability
- Describe National clinical governance policies and strategies which support patient safety and quality care provision
- Describe the study skills required for learning, prioritising 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
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Teaching and Learning Strategy
The module will be taught using a combination of lead lectures and enquiry based learning activities which may require you to work alone or as part of a group. Teaching and learning will be facilitated by on-line/IT based activities through Blogs, Wikis and Panopto presentations. You will be expected to engage with group work, the on-line / IT based materials and reflective practice.
- 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
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 http://www.wales.nhs.uk/sitesplus/861/home Chief Medical Officer www.cmo.wales.gov.uk/ 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/ NHS Wales http://www.wales.nhs.uk/ Nursing & Midwifery Council http://www.nmc-uk.org/ Health Professions Council www.hpc-uk.org UK National Statistics http://www.statistics.gov.uk/hub/index.html Welsh Government http://wales.gov.uk 1000 es Plus http://www.1000livesplus.wales.nhs.uk/home