Title NURSING FOUNDATION STUDIES

SYLLABUS

OF

MODULES

Module CodeNB31002

Title NURSING FOUNDATION STUDIES

StatusSPG Module

Credit rating15 points at SCQF level 9

Module LeaderAnn Halkett

Aim

This module will introduce the student to the theory that underpins the practice of nursing. The module will focus on the development of knowledge, attitudes, and skills that will enable the student to participate effectively in the planning and delivery of care to clients in diverse settings.

LearningOutcomes

On completing this module students will be able to:

1. Explain the impact of socio-political influences on the emergence and practice of modern nursing.

1. Review critically frameworks around which nursing care may be organised.

1. Analyse critically methods of care delivery that may be employed when caring for clients in diverse practice settings.

1. Demonstrate an understanding of ethical, professional and legal issues to modern nursing.

1. Demonstrate an understanding of communication theory and its application to nursing practice.

1. Discuss critically the importance of reflection to personal growth and development.

Assessment

Essay with choice from a range of topics (2250 words)

Rationale

This assignment provides students with the opportunity to critically review the literature that focuses on current issues relating to nursing. They will be required to consider the various influences that impact on the profession and the role of the nurse within the health care system.

Mapping of module outcomes against assessment activities

Module outcomes / Examination / Continuous assessment of practice
1 / 
2 / 
3 / 
4 /  / 
5 / 
6 / 

When taught

Year One, Semester One

Delivery mode

A mixture of delivery modes will be utilised and include:

directed study

modified lectures

tutorials

seminars

problem-based learning

Pre-requisites

First degree

Co-requisites

None

Anti-requisites

None

Students with disability

The School of Nursing and Midwifery welcomes applications from disabled students and seeks to make the programme as accessible as possible. Specific adjustments may also be possible in order to better meet individual student’s needs. All disabled applicants are encouraged to contact the Disability Support Officer (Director of Student Services: Tel. 01382 348515) and the University’s Disability Services Department (Tel. 01382 345402, email ) in confidence in order to discuss their support requirements.

MODULE GUIDE

Indicative Content

Nursing

Socio-political influences on nursing

Nursing history

Legal issues

Clinical governance and quality assurance

Nursing Theory

Conceptual frameworks/nursing models

Nursing Care Delivery

Care delivery methods

Multidisciplinary working

Nursing process

Global/specific assessment

Care planning and evaluation

Discharge planning

Communication

Communication theory

Therapeutic relationship

Ethics

Ethical theory

NMC Codes of Conduct

Reflection –Theories of reflection

Psychology

Sociology

Disability

Methods of teaching, learning and assessment

The main teaching and learning strategies employed in the delivery of this module are classroom-based modified lectures, tutorials and seminar, backed up with teacher-directed and self-directed learning. Assessment by essay allows students to select the focus of their assignment from a range of topics.

Student effort

Total student effort:150 hours of academic effort and 206 hours of clinical practice

Primary references

Books

ALEXANDER, Margaret F., FAWCETT, Josephine N. & RUNCIMAN, Phyllis J., eds., (2000). Nursing Practice, Hospital and Home: The Adult. 2nded. Edinburgh: Churchill Livingstone.

HOLLAND, Karen et al., (2003). Applying the Roper-Logan-Tierney Model in Practice. Edinburgh: Churchill Livingstone

NURSING AND MIDWIFERY COUNCIL, (2002). Code of Professional Conduct. London: NMC

POIRRIER, Gail P. & OBERLEITNER, Melinda G., (c1999). Clinical Pathways in Nursing: a Guide to Managing Care from Hospital to Home. Springhouse, Pa.; Springhouse Corporation

POLIT, Denise F. & BECK, Cheryl Tatano, (c2004). Nursing Research: Principles and Methods. 7th ed. Philadelphia, Pa.; London: Lippincott Williams & Wilkins

ROLFE, G., FRESHWATER, D. & JASPER, M., (2001). Critical Reflection for Nursing and the Helping Professions: A User’s Guide. Basingstoke: Palgrave.

ROPER, Nancy, LOGAN, Winifred W. & TIERNEY, Alison J., (2000). The Roper-Logan-Tierney Model of Nursing: Based on Activities of Daily Living. Edinburgh: Churchill Livingstone

RUMBOLD, Graham. C., (1999). Ethics In Nursing Practice. 3rd ed. Edinburgh: Bailliere Tindall in association with the RCN

SEELEY, Rodney. R., STEPHENS, Trent. D. & TATE, Philip, (2004). Essentials of Anatomy and Physiology. 5th ed. Boston, Mass.; London: McGraw-Hill

SMITH, Pam, ed., (1997). Research Mindedness for Practice: an Interactive Approach for Nursing and Health Care. New York; Edinburgh: Churchill Livingstone

WILKINSON, Judith M., (2001). Nursing Process and Critical Thinking. 3rd ed. Upper Saddle River, NJ: Prentice Hall

Journals

British Journal of Nursing

Journal of Advanced Nursing

Nursing Ethics

Professional Nurse

Websites

Site addressBrief description

Scotland elibrary

of Dundee elibrary

internet resources in nursing, midwifery and allied health professionals

Health of the Web

and Midwifery Council

Staff contact details

DepartmentSchool of Nursing and Midwifery

InstitutionUniversity of Dundee

Contact details:

Name

/

Job Title

/ E-mail / Telephone
Ann Halkett / Module Leader / / 01382 632304
Ella McLafferty / Senior Lecturer / / 01382 632304
Isabel Paterson / Lecturer / / 01592 268888
Kate Muirhead / Lecturer / / 01382 632304
Ailsa Carroll / Lecturer / / 01382 632304
Lindsay Ross / Lecturer / / 01382 632304

APPROVED BY FACULTY OF EDUCATION

AND SOCIAL WORK 2004

Module Code:PD51148 (allocated by Faculty of Education and Social Work)

Module Title: CRITICAL THINKING AND EVIDENCE-BASED PRACTICE

Status:SPG Module/MSc Core Module

Credit Rating:20 points SCQF Level 11 (M Level)

Module Leader:Professor J Hogg

Aim

To enable students to appraise methods through which evidence can be rigorously collected to underpin their practice.

Learning outcomes

On completing this module students will be able to:

1. Analyse the concept of evidence and its implications for evidence-based practice in the human services.

1. Contextualise a research question that yields evidence relevant to human services in the wider framework of national and local policies, and the values that underpin them, as well as within the professional framework in which the service is delivered.

1. Conduct a systematic literature search relevant to a chosen research topic using electronic data bases and hand-searching and critically evaluate this in an integrated literature review.

1. Critically assess a variety of methodological frameworks and select a framework suitable to a research question.

1. Critically evaluate different methods of data management.

1. Draw conclusions from data collected and analysed and critically interpret these in relation to both the policy and service background and the conceptual and theoretical framework employed.

1. Meet requirements necessary to ensure any research undertaken is both ethical and legal.

APPROVED BY FACULTY OF EDUCATION

AND SOCIAL WORK 2004

Assessment

Essay (3000 words)

Students will be required to select defined areas of their own practice (therapies or social interventions) and review the available literature as well as specifying procedures that may be developed to establish the effectiveness of this practice in their own work settings.

Rationale

The assessment will enable the student to establish a clear linkage between the general literature on evidence-based practice, specific material related to an aspect of her/his own work and actual practice. The assessment will address all module learning outcomes.

When taught

Year One, Semester One

Methods of learning, teaching and assessment

Whole class lectures using data projection presentations, small group work on set assignments, individual discussion on assignments, use of video recordings of qualitative interviews and observational data analysis, use of university IT suite for demonstrations and student use of software, web-based home exercises.

Pre-requisites

First Degree

Co-requisites

None

Anti-requisites

None

Students with disability

The School of Nursing and Midwifery welcomes applications from disabled students and seeks to make the programme as accessible as possible. Specific adjustments may also be possible in order to better meet individual student’s needs. All disabled applicants are encouraged to contact the Disability Support Officer (Director of Student Services: Tel. 01382 348515) and the University’s Disability Services Department (Tel. 01382 345402, email ) in confidence in order to discuss their support requirements.

APPROVED BY FACULTY OF EDUCATION

AND SOCIAL WORK 2004

MODULE GUIDE

Indicative Content

The concept of evidence-based practice and its roots in research

The conceptual and methodological basis of undertaking evidence-based research

Accessing and analysing available evidence

Conceptual and theoretical frameworks in which evidence based research is located

Theory and theory building

The practice of conducting qualitative and quantitative research

Assessing rigor in qualitative and quantitative research

Data analysis and how conclusions are drawn from data

Ethical and legal considerations

Student effort

Total student effort:200 hours

Direct contact hours:42 hours

Reading List

Books

DENSCOMBE, Martyn, (2003). The Good Research Guide for Small-Scale Social Research Projects. 2nd ed. Maidenhead: Open University Press.

GANTLEY, Madeline, et al., (1999). An Introduction to Qualitative Methods for Health Professionals. London: RoyalCollege of General Practitioners.

GOMM, Roger, HAMMERSLEY, Martyn & FOSTER, Peter, (2000). Case Study Method: Key Issues, Key Texts. London: Sage.

HART, Chris, (2001). Doing a Literature Search: a Comprehensive Guide for the Social Sciences. London: Sage.

HART, Chris, (1998). Doing a Literature Review: Releasing the Social Science Imagination. London: Sage.

KINNEAR, Paul R. & GRAY,Colin D., (2000). SPSS for Windows made Simple: Release 10. Hove: Psychology Press.

PECK, John & COYLE, Martin, (1999). The Student’s Guide to Writing: Grammar, Punctuation and Spelling. Basingstoke: Macmillan.

POLGAR, Stephen & THOMAS, Shane A., (2000). Introduction to Research in the Health Sciences: 4th Ed. Edinburgh: Churchill Livingstone.

ROBSON, Colin, (2002). Real World Research: a Resource for Social Scientists and Practitioner-Researchers. 2nd ed. Oxford: Blackwell.

ROSE, Jean, (2001). The Mature Student’s Guide to Writing. Basingstoke: Palgrave.

WISKER, Gina, (2001). The Postgraduate Research Handbook: Succeed with your MA, MPhil, EdD and PhD. Basingstoke: Palgrave.

Module CodeNB31003

TitleCOMMON HEALTH CONDITIONS AND RELATED CARE (1)

StatusSPG Module

Credit rating15 points at SCQF level 9

Module LeaderDr Charles Hendry

Aim

This module will address the provision of care for adults with common health conditions. It will introduce students to the theory that underpins caring for adults with acute and enduring health conditions. This will facilitate the development of knowledge, skills and attitudes that enable students to deliver evidence based care in diverse health care settings.

Learning Outcomes

On completing this module students will be able to:

1. Explain the nature, causation and features of a range of common health conditions.

1. Demonstrate an understanding of care interventions in a range of common health conditions.

1. Analyse critically the impact of altered health status on the well-being of the individual and significant others.

1. Utilise appropriate frameworks for the delivery of holistic evidence-based care.

1. Utilise current infection control policies, protocols and guidelines when delivering patient care.

1. Explore ethical/professional and legal accountability in relation to care delivery.

1. Demonstrate effective record keeping.

1. Reflect critically on personal practice and experience in the light of issues raised in the module.

Assessment

An examination diet consisting of a two hour paper testing aspects of applied health sciences and provision of care. There will be a choice of questions reflecting the content of the module.

Rationale

This assessment strategy provides the opportunity for students to demonstrate the breadth of their knowledge and understanding of applied health sciences and care provision under controlled conditions.

Mapping of module outcomes against assessment activities

Module outcome / Examination / Continuous assessment of practice
1 / 
2 /  / 
3 / 
4 / 
5 / 
6 /  / 
7 / 
8 /  / 

When taught

Year One, Semester One

Delivery mode

A mixture of delivery modes will be utilised and include:

directed study

modified lectures

clinical workshops/demonstrations

seminars

tutorial

problem solving case studies

supervised practice

individual and group reflection

Pre-requisites

First degree

Co-requisites

None

Anti-requisites

None

Students with disability

The School of Nursing and Midwifery welcomes applications from disabled students and seeks to make the programme as accessible as possible. Specific adjustments may also be possible in order to better meet individual student’s needs. All disabled applicants are encouraged to contact the Disability Support Officer (Director of Student Services: Tel. 01382 348515) and the University’s Disability Services Department (Tel. 01382 345402, email ) in confidence in order to discuss their support requirements.

MODULE GUIDE

Indicative Content

Anatomy and Physiology

Pathophysiology of the following conditions:

Acute Coronary Syndromes

Diabetes

Asthma

Psychosocial issues relating to these conditions

Therapeutic interventions

Infection control

Microbiology

Pharmacology

Clinical skills

Temperature, pulse and respiration & blood pressure

Handwashing

Glucose Monitoring

Respiratory care skills

Urinalysis

Medicine administration

Personal hygiene and self-care

Pressure risk assessment

Cardio-pulmonary resuscitation

Moving and handling

Methods of teaching, learning and assessment

The main teaching and learning strategies employed in the delivery of this module are classroom-based modified lectures tutorials, seminars and clinical skills teaching, backed up with teacher-directed and self-directed learning. Assessment by examination allows for all aspects of the curriculum to be assessed and the inclusion of an element of choice for students.

Student effort

Total student effort:150 hours of academic effort and 206 hours of clinical practice

Primary references

Books

BARNES, Peter J. & GODFREY, Simon, (2000). Asthma. 2nd ed. London: Martin Dunitz

BROOKER, Christine & NICOL, Maggie, eds., (2003). Nursing Adults: the Practice of Caring. Edinburgh: Mosby.

GARCIA, Tomas B. & HOLTZ, Neil E., (2003). Introduction to 12-Lead ECG: the Art of Interpretation. Sudbury, Mass.; London: Jones and Bartlett.

JOWETT, Nigel I. & THOMPSON, David R., (2003). Comprehensive Coronary Care. 3rd ed. Edinburgh: Bailliere Tindall.

NEAL, Michael J., (2002). Medical Pharmacology at a glance. 4th ed. Oxford: Blackwell Science.

REES, John & KANABAR, Dipak, (2000). ABC of Asthma. 4th ed. London: BMJ Books.

ROLFE, G., FRESHWATER, D. & JASPER, M., (2001). Critical Reflection for Nursing and the Helping Professions: A User’s Guide. Basingstoke: Palgrave.

SEELEY, Rodney. R., STEPHENS, Trent. D. & TATE, Philip, (2004). Essentials of Anatomy and Physiology. 5th ed. Boston, Mass.; London: McGraw-Hill

TROUNCE, J.R. & GOULD, Dinah., (2000). Clinical Pharmacology for Nurses. 16th ed. Edinburgh: Churchill Livingstone.

Journals

University of Dundee Library / NHS
e-library
(print) / (electronic)
British Journal of Nursing /  / 
Clinical Effectiveness in Nursing /  / 
Evidence Based Nursing /  /  / 
European Journal of Cardiovascular Nursing /  / 
Journal of Advanced Nursing /  /  / 
Journal of Clinical Nursing /  /  / 
Journal of Diabetes Nursing / 
Professional Nurse / 

Websites

Site address / Brief description
/ Access to lay and professional information about medicines used in health care
/ Access to lay and professional information pertaining to Diabetes Mellitus
/ A range of clinical protocols pertaining to the management of patients with stroke, asthma and diabetes mellitus
/ Information pertaining to heart disease
/ Website of the Resuscitation Council (UK)
/ National Asthma Campaign website

Staff contact details

DepartmentSchool of Nursing and Midwifery

InstitutionUniversity of Dundee

Contact details:

Name / Job Title / E-mail / Telephone
Dr Charles Hendry / Module Leader / / 01382 632304
Ann Halkett / Lecturer / / 01382 632304
Alistair Farley / Lecturer / / 01382 632304
Dr Janice Rattray / Lecturer / / 01382 632304
Dr Karen Lee / Lecturer / / 01592 268888
Kate Muirhead / Lecturer / / 01382 632304

Module CodeNB32001

TitleCOMMON HEALTH CONDITIONS AND RELATED CARE (2)

StatusSPG Module

Credit rating15 points at SCQF level 9

Module LeaderAnn Halkett

Aim

This module will continue to address the provision of care for adults with common health conditions. It will develop the study of theory that underpins caring for adults with acute and enduring health conditions. This will further facilitate the development of students’ knowledge, skills and attitudes to deliver evidence based care in diverse health care settings.

Learning outcomes

On completing this module students will be able to:

1. Explain the nature, causation and features of a range of common health disorders.

1. Demonstrate an understanding of care interventions in a range of common health disorders.

1. Analyse critically the impact of altered health status on the well-being of the individual and significant others.

1. Utilise appropriate frameworks for the delivery of holistic evidence-based care.

1. Utilise current infection control policies, protocols and guidelines when delivering patient care.

1. Explore ethical/professional and legal accountability in relation to care delivery.

1. Demonstrate effective record keeping.

1. Reflect critically on personal practice and experience in the light of issues raised in the module.

Assessment

An examination diet consisting of a two hour paper testing aspects of applied health sciences and provision of care. There will be a choice of questions reflecting the content of the module

Rationale

This assessment strategy provides the opportunity for students to demonstrate the breadth of their knowledge and understanding of applied health sciences and care provision under controlled conditions.

Mapping of module outcomes against assessment activities

Module outcome / Examination / Continuous assessment of practice
1 / 
2 /  / 
3 / 
4 / 
5 / 
6 /  / 
7 / 
8 /  / 

When taught

Year One, Semester Two

Delivery mode

A mixture of delivery modes will be utilised and include:

directed study

modified lectures

clinical workshops/demonstrations

work/discussion groups

problem solving case studies

Pre-requisites

Completion of semester one modules

Co-requisites

None

Anti-requisites

None

Students with disability

The School of Nursing and Midwifery welcomes applications from disabled students and seeks to make the programme as accessible as possible. Specific adjustments may also be possible in order to better meet individual student’s needs. All disabled applicants are encouraged to contact the Disability Support Officer (Director of Student Services: Tel. 01382 348515) and the University’s Disability Services Department (Tel. 01382 345402, email ) in confidence in order to discuss their support requirements.