University of the West of Scotland. Module Descriptor

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1 University of the West of Scotland Module Descriptor Session: 2014/15 Last modified: 19/01/ :33:41 Status: Proposal Title of Module: Role Development in Nursing Code: NURS11103 SCQF Level: 11 (Scottish Credit and Qualifications Framework) School: Module Co-ordinator: Credit Points: 20 Health, Nursing & Midwifery Linda J Kelly Summary of Module ECTS: 10 (European Credit Transfer Scheme) Due to an ever - changing, complex healthcare system, nurses are now expected to work in new ways. The impact of local and national drivers including an aging population with a more complex nature and burden of disease, the European Working Time Directive and the delivery of care in an anticipatory rather than reactive nature have all been instrumental in driving this change (Skills for Health, 2009; Scottish Executive, building a Health Service fit for the Future; Delivering Care - Scottish Executive, 2006). The impact of these policies has led to nurses learning new skills and taking on additional responsibilities. Many nurses now have additional management and leadership responsibilities which will may also involve service improvement. In addition nurses now have a more active role in autonomously managing the health and well being of their patients. For nurses to effectively take on these new responsibilities, it is essential that they are equipped with the necessary skills and knowledge. Nurses should be able to contribute to the implementation of evidence based practice to ensure the delivery of the most appropriate and safest care. Additionally, It has been recognised that there is a connection between what is encountered or experienced in practice and knowledge base and therefore reflective practice should be encouraged to achieve continued experiential learning. This module aims to develop the nurse s professional knowledge and expertise. In addition by undertaking the module the nurse will develop a solid professional foundation essential for role and professional development. Throughout the module the nurse will gain comprehensive critical, analytical and reflective skills that are necessary to become a confident and competent nurse. These skills will be developed by empowering critical and reflective thinking. By developing sound judgment in leadership skills, communication,

2 autonomy and responsibility this should ultimately enable the nurse to practice effectively, confidently and safely. General Syllabus Legal, ethical and professional issues related to role development; becoming a reflective practitioner; critical thinking and evidence based practice. Nurses engaging in this module will also develop aspects of personal development planning by gaining graduate attributes such as becoming more effective, independent and confident learners and improving their general skills for study and career management. To promote inclusiveness, flexibility and anticipatory adjustments have been made to teaching and learning strategies and assessment. Further reasonable adjustments can be made for students who have been assessed as requiring specific adjustments. During the module, students will be able to develop self confidence and self awareness of strengths to be able to enhance employability. s: (maximum of 5 statements) At the end of this module the student will be able to: L1. L1. Critically examine and appraise the developing roles and responsibilities of the nurse within the context of contemporary health care delivery. L2. L2. Critically examine and appraise literature in order to justify an area of practice. L3. L3. Demonstrate critical thinking and reflective skills in order to evidence development within an area of practice. Employability Skills and Personal Development Planning (PDP) Skills SCQF Headings Knowledge and Understanding (K and U) Practice: Applied Knowledge and Understanding During completion of this module, there will be an opportunity to achieve core skills in: Demonstrate a sound critical knowledge of evidence based practice Identify, analyse and respond to routine professional challenges and issues with nursing. Generic Cognitive skills Practice in a range of professional contexts, which includes a degree of unpredictability and autonomy. Utilise legal, ethical and professional guidance in the

3 Communication, ICT and Numeracy Skills Autonomy, Accountability and Working with others management of situations requiring a legal, ethical or professional response. Utilise adequate and effective communication skills to work within a multidisciplinary team. Practice in ways, which takes account of own and other s roles and responsibilities. Pre-requisites: Demonstrate a critical and integrated knowledge and understanding of the scope and boundaries of practice. Before undertaking this module the student should have undertaken the following: Module Code: Other: Module Title: Co-requisites Module Code: Module Title: * Indicates that module descriptor is not published. Module Delivery Method Face-To-Face Blended Fully Online Face-To-Face Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision. Fully Online Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning. Blended A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered blended if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations and Teaching -Activities/Categories: During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: Students will be supported by the VLE and will receive: Core quality assured module resources; individual and group tutorial support and directed learning via the VLE system. This will be aided by synchronous online classroom sessions, asynchronous discussion boards, directed wider reading including access to electronic library and e-books.

4 Formative assessments Formative assessment will take place throughout the module through interaction with the student during the normal course of learning activities. The students will be invited to submit a short formative assessment midway through the module for review and feedback. Activities During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: Categories Personal Development Plan Scheduled 6 Tutorial/Synchronous Support Activity Scheduled 20 Independent Study Independent 144 Work Based /Placement Placement 30 Student Hours (Normally totalling 200 hours): (Note: hours include both contact hours and hours spent on other learning activities) 200 Hours Total : (also refer to s Grids at end of document) word written assignment. This assessment will account for 60% of the overall mark awarded Completion of a 1500 word reflective critical incident analysis. This assessment will account for % of the overall mark awarded. The student must gain a 40% in both assignment items to gain an overall pass for the module. (N.B. (i) s Grids for the module (one for each main assessment category) can be found at the end of this descriptor which clearly demonstrate how the learning outcomes of the module will be assessed. (ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.) Equality and Diversity The module is appropriate for all students. However, every effort will be made to accommodate any equality and diversity issues bought to the attention of the programme team. Further detail is available in the specific section of the Programme Specification. (N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School) **Indicative Resources: (eg. Core text, journals, internet access) The following materials form essential underpinning for the module content and ultimately for the learning outcomes: Barr, J. and Dowling, L. (2012) Leadership in Healthcare (2nd edition) London, Sage Bolton, G. (2010) Reflective Practice: Writing and Professional Development

5 (3rd edition). London. Sage. Cullum, N., Ciliska, D., Haynes, B and Marks, S. (2013) Evidence-based Nursing: An Introduction. Oxford. Blackwell Publishing. Griffith, R. Tenagh, C. (2010) Law and Professional Issues in Nursing, 2nd ed. Exeter. Matters. Humphries, D. Masterson, A. (2000) Developing New Clinical Roles. A guide for Health Professionals, London, Churchill Livingstone. Jasper, M. (2006) Professional Development, Reflection and Decision Making. Oxford. Blackwell publishing Ltd Nursing and Midwifery Council (The Code) (2008) Standards of Conduct, performance and ethics for nurses and midwives. London. NMC Standing, M. (2010) Clinical Judgment and Decision Making in Nursing and Interprofessional Healthcare. New York. Open University Press Williamson, G.R. Jenkinson, T. and Proctor - Childs T. (2010) Contents of Contemporary Nursing. 2nd Ed. Exeter: Matters (**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material) Attendance Requirements It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Please refer to UWS Regulation 5.7. Campus(es) for Module Delivery The module will normally be offered on the following campuses / or by Distance (D/L) (ie.virtual Campus): (Provided viable student numbers permit) Paisley: Ayr: Dumfries: Hamilton: D/L Virtual Campus: Other: Course Reference Numbers (CRNs) (if known) Paisley: Ayr: Dumfries: Hamilton: Trimester(s) for Module Delivery (Provided viable student numbers permit). D/L Virtual Campus: Trimester 1 Trimester 2 Trimester 3 x Other:

6 For Internal Use Only Subject Development Group (SDG) Results (Pass/Fail) Subject Panel Moderator External Examiner Accreditation Details Changes/Version Number No Adult Health Audrey Green TBC One New Grids (Footnote A.) Category Type (Footnote B.) Category 1 (1) (2) (3) Weighting (%) of Element Timetabled Contact Hours Assignment Essay 60 0 Category Type (Footnote B.) Category 2 (1) (2) (3) Weighting (%) of Element Timetabled Contact Hours Assignment Essay 40 0 Combined Total For All Assignment Categories 100% 0 hours Footnotes A. Referred to within Section above B. Identified in the Section above Note(s): 1. More than one assessment method can be used to assess individual learning outcomes. 2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note). This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

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