BirminghamCityUniversity
Faculty of Health
Module Study Guide
Dimensions of Acute Care
and Polytrauma
Academic Year 2012/13
Module Co-ordinator: Victoria Long
Welcome
Welcome to the Dimensions in Acute Care and Polytraumamodule, which is provided on the Edgbaston Campus. This module will focus on the core knowledgerequired to support the assessment, care and management of an acutely ill or polytrauma patient in Defence healthcare settings. Thesepatient groups require close observation and early intervention when parameters change adversely.
This module has been designed for Defence healthcare personnel who are required to care for and manage acutely ill or polytrauma patients. You must be able to demonstrate 6 months relevant clinical experience.You are advised to discuss your personal experience with myself, the module co-ordinator, or the Programme Director prior to applying for the module.
I hope that you find the information in this Study Guide helpful as you plan your learning journey. I hope that you enjoy the learning opportunities provided for you in this module and that the outcome is successful.
Regards,
Victoria Long
Module Study Guide
Title of Programme:BSc (Hons) Defence Health Care Studies / Programme Code:
TBC
Title of Module:
Dimensions of Acute Care and Polytrauma / Module Code:
TBC
Length of Module:
14 Weeks / Academic Level of Module:
6
Core / Optional Module:
Optional Module / Academic Credits:
30 Credits
Hours of Study:
Traditional Contact Time / 45
Tutorials Face:Face/ Online/Individual/Group / 25
Engagement on Moodle Forums & Activities / 40
Literature Searching / Library Time / 20
Consolidating Lecture Notes / 20
Guided Study / Workbooks / 20
Student Directed Study / 60
Reviewing Literature & Planning Essay / 30
Refining reading & Reviewing Essay Plan / 20
Writing Essay / 20
Total Hours / 300
Module Co-ordinator:
Name:Victoria Long
Room number: 481 Seacole, Edgbaston Campus
Email address:
Office telephone number: 0121 331 6153 / Teaching Team:
Lyndsey Blake
Module Timetable:
Please see separate time table document.
Monitoring of Students’ Engagement in Timetabled Learning Experiences:
For the duration of the taught element, the university is classed as students’ place of duty. All students are therefore expected to attend all timetabled sessions unless absence is negotiated with the module co-ordinator.
Learning and Teaching Strategies:During the faculty based element of the module lecturers will provide you with key information in plenary sessions and seminars; these lectures will be augmented with student group activities and discussions. Learning will be supported via Moodle through online student forums, online activities, online lectures, and online discussions facilitated by the module team.
The teaching and learning strategies are designed tofacilitate sharing of expertise and experience. These include:
- Web based learning facilities (MOODLE) will be provided to facilitate the student’s development and learning needs. This can be accessed at Knowledge of how to access this facility will be provided with student joining instructions 4 weeks prior to the course start date.
- Core lectures offered by a range of subject experts will present essential information relating to the specialist aspects of caring for acutely illand polytrauma patients. Up-to-date reading lists for each session will provide reference to current research and other appropriate sources of information.
- Discussion - Students will be encouraged to discuss issues and share their experiences/knowledge throughout all sessions.
- Simulated practice using a fully equipped skills suite and experienced instructors. Learning is facilitated through group and individual practice at managing selected scenarios.
- Problem based learning sessions are included to develop critical thinking skills and to assist in the application of core information to healthcare practice within the Defence environment.
- Individual and group tutorials will be encouraged utilising synchronous and asynchronous web discussion as well as face-to-face interviews. This will enable the students to reflect on their own experiences of providing care to acutely illand polytrauma patients in a Defencehealthcare setting and to formulate a suitable assignment plan.
Aims of the Module:
The aims of this module are to focus on the core knowledge required to support the assessment, care and management of an acutely ill or polytrauma patient in Defence healthcare settingsand to critically analyse the issues involved in delivering healthcare to the acutely ill or polytrauma patient in Defence healthcare settings.
Learning Outcomes: / How Assessed in this Module?
1. Critically explore care pathways differentiating between causation/patterns of injury.
Knowledge and Skills Framework
Core 1/L3; Core2/L3; HWB7/L4; IK2/L3; IK3/L3; G2/L3 / Online Exam
2. Critically analyse current assessment and treatment strategies employed in acute care and Polytrauma management within Defence healthcare.
Knowledge and Skills Framework
Core 1/L3; Core2/L3; Core 4/L4;Core5/L3; HWB2/L4;HWB5/L4; HWB6/L3;HWB7/L4; HWB8/L2; IK2/L3; IK3/L3; G2/L3 / Assignment
3.Critically evaluate the unique demands of the operational environment on patterns of injury and health care provision.
Knowledge and Skills Framework
Core1/L3;Core2/L3;Core5/L2; HWB7/L4; IK2/L3;G2/L3 / Assignment
4. Discuss the potential legal, ethical and cultural considerations in the provision of healthcare in the acute care and polytrauma setting.
Knowledge and Skills Framework
Core 1/L3; Core 5/L3; Core 6/L3; IK3/L3 / Online Exam
Mode(s) of Assessment:
Formative Assessment
There will be a clinical skills simulation session held at the end of the first week to enable the students to put into practice the assessment skills taught during the first week of the module.
Summative Assessment
Written Assignment – 100% weighting
Assessment Brief:
Students are required to critically analyse an aspect of acute care or polytrauma demonstrating application to current Defence healthcare. This is in the form of a written assignment (4000 words). This may be a critical reflection and students are encouraged to draw upon any operational experience to complement their narrative.(Topic to be negotiated with the module leader)..It will be submitted 14 weeks from the beginning of the course as per BCU guidelines.
Student Support:
Support can be gained from the module coordinator in person anytime during the working day during the faculty based phase of the module, and via Moodle, telephone or email.
There are links to other forms of support via the Moodle site in the useful information section.
Can this Module’s Assessment(s) be Marked Anonymously?
The written assessment can be anonymously marked; however you will need to seal the corner of the yellow assessment submission sheet and ensure you do not put your name (only your student number) on the title page of your work. At all times you can be assured of the markers integrity through a rigorous process of moderation and external examination.
Submission Date:
Written Assignment 14th January 2013 (1); 6th May 2013 (2)
Method of Submission:
Personally to the student office, by post or by email.
.
Marking Criteria:
This can be found attached to this guide and also on the module’s Moodle site
Method and Date of Providing Feedback:
Feedback for the formative assessment will be provided during the faculty based week.
Feedback for the summative assessments will be written, and posted or e-mailedwithin 20 days of the assessment completion or submission date.
Re-Submission Date:
TBC following ratification of results by the exam board.
Exemptions from the StandardUniversity Assessment Regulations:
SUAR 4: J 2.3. This exemption means that where a student has formally interrupted his or her studies, the period of interruption of study will NOT be included in the student’s registration period for the purposes of calculating his or her maximum period of registration under these regulations.
Assessment Offences:
By submitting this work, you are confirming that you have read and understood the University’s guidance on plagiarism and cheating; that the assessment is the result of your own work (or, in the case of a group submission, it is the result of joint work undertaken by members of the group you represent); that it contains no unreferenced material from another source; and that confidentiality has been maintained by the use of pseudonyms.
Module Evaluation:
The module is yet to be evaluated however your module evaluation will contribute to the module team’s plans and the main themes will be included in this year’s annual report.
Study Resources:
The following reading list is provided to assist you with your studies; students are not required to purchase books. Books classified as recommended are available from the BCU Library at Westbourne Campus and the Defence Medical Library Service at Whittington Barracks. IT facilities with internet access are available on site at BCU.
Core Text
MAHONEY, P., RYAN, J.M., BROOKS, A. and SCHWAB, C.W. (2005).
Ballistic Trauma: A Practical Guide. 2nd ed. London: Springer.
MOORE, T. and WOODROW, P. (2009). High Dependency Nursing Care. 2nd ed. Abingdon: Routledge.
PAPE, H-C., PEITZMAN, A.B., SCHWAB, C.W. and GIANNOUDIS, P.V. (2010). Damage Control Management of the Polytrauma Patient. New York: Springer.
Recommended Reading
BAJWA, S.S., KAUR. J., BAJWA, S.K., KAUR, G., SINGH, A., PARMAR, S.S. and KAPOOR, V. (2011). Designing, managing and improving the operative and intensive care in polytrauma. Journal of Emergencies, Trauma, and Shock. 4(4), pp. 494-500.
COLE, E. (2008).Trauma Care: Initial Assessment & Management in the Emergency Department – Essential Clinical Skills for Nurses. New Jersey:Wiley-Blackwell.
EVRIVIADES, D., JEFFREY, S., CUBISON, T., LAWTON, G., GILL, M. and MORTIBOY, D. (2011). Shaping the military wound: issues surrounding the reconstruction of injured servicemen at the Royal Centre for Defence Medicine. Philosophical Transactions of the Royal Society B. 366, pp. 219-230.
HASENBOEHLER, E., WILLIAMS, A., LEINHASE, I., MORGAN, S.J., SMITH, W.R., MOORE, E.E. and STAHEL, P.F. (2006). Metabolic changes after polytrauma: an imperative for early nutritional support. World Journal of Emergency Surgery. 1 (29), pp. 1-7.
HAWLEY, G. (2007).Ethics in Clinical Practice: an Interprofessional Approach. Harlow: Pearson Education.
HENNESSEY, I. and JAPP, A. (2007). Arterial Blood Gases Made Easy. Oxford: Churchill Livingstone.
HERNDON, D.N. (2007). Total Burn Care. 3rd ed. Philadelphia: Saunders Elsevier.
HODGETTS, T. and TURNER, L. (2006).Trauma Rules 2. 2nd ed. London: BMJ Publishing Group.
JAKOB, H., LUSTENBERGER, T., SCHNEIDMULLER, D., SANDER, A.L,, WALCHER. F. and MARZI, I. (2010). Paediatric polytrauma management. European Journal of Trauma and Emergency Surgery. 4, pp. 325-338.
KEEL, M. and TRENTZ, O. (2005). Pathophysiology of polytrauma. Injury: International Journal for Care of the Injured. 36, pp. 691-709.
LANGSTAFF, D. and CHRISTIE, J. (2000).Trauma Care: A Team Approach. Oxford: Butterworth-Heinemann.
LEENEN, L.P.H. (2009). Abdominal trauma: from operative to non-operative management. Injury: International Journal for Care of the Injured. 4054, pp. S62-S68.
LIPPINCOTT WILLIAMS and WILKINS (2010). ECG Interpretation Made Incredibly Easy. 5th ed. Philadelphia: Lippincott Williams and Wilkins.
LIPPINCOTT WILLIAMS and WILKINS (2012). Assessment Made Incredibly Easy. 5th ed. Philadelphia: Lippincott Williams and Wilkins.
McQUILLEN, K., WHALEN, E. and FLYNN, M. (2008).Trauma Nursing: From Resuscitation through Rehabilitation. Philadelphia: WB Saunders.
MYERS, B.A. (2008). Wound Management: Principles and Practice. 2nd ed. New Jersey: Pearson Prentice Hall.
PROBST, C., PAPE, H-C., HILDEBRAND, F., REGEL, G., MAHLKE, L., GIANNOUDIS, P., KRETTEK, C. and GROTZ, M.R.W. (2009). 30 years of polytrauma care: An analysis of the change in strategies and results of 4849 cases treated at a single institution. Injury: International Journal for the Care of the Injured. 40, pp. 77-83.
REICHBERG, G., SYSE, H. and BEGBY, E. (eds.) (2006).The Ethics of War. Oxford: Blackwell.
SHAH, K., EGAN, D., QUAAS, J. (eds.) (2011). Essential Emergency Trauma. Philadelphia: Wolters Kluwer.
TORTORA, G.J.and DERRICKSON, B. H. (2011) Principles of Anatomy & Physiology. 13th ed. New Jersey: John Wiley & Sons.
Journals
Journal of the Royal Army Medical Corps
Journal of the Royal Naval Medical Service
Military Medicine
Websites
British Trauma Society
Database for searching military literature
Department of Health
Emergency Medicine Medical Reference
NICE
Resuscitation Council (UK)
Trauma.Org
The Module website can be found at this has links to all aspects of the course including the university electronic reading lists (TALIS).
Note to Reading List
As this is such a wide and indeed diverse subject area students are directed to the suggested reading list above prior to the commencement of this unit. In addition they are exposed to a range of subjects and external speakers, who also give guidance on reading material not available through the usual resources. Any documentation with a security caveat will be handed out for perusal and discussion but out of necessity will be collected at the end of sessions. Observance of the principles of the Official Secrets Act is noted throughout this course of study.
Quality Compliance:
Quality Assurance Agency
Knowledge & Skills Framework
University Benchmarks
Joint Medical Command
Professional Body Approval:
Not Required
Date the Module was Originally Approved:
2012
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