HS243-5-AS-CA:
Person-Centred Care 2
PLEASE NOTE: This module is inactive. Visit the Module Directory to view modules and variants offered during the current academic year.
2024/25
Health and Social Care (School of)
Colchester Campus & Apprenticeship Location
Autumn & Summer
Undergraduate: Level 5
Inactive
Thursday 03 October 2024
Friday 27 June 2025
60
27 January 2023
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BSC B740AD Nursing (Adult),
BSC B740AS Nursing (Adult),
BSC B760AD Nursing (Mental Health),
BSC B760AS Nursing (Mental Health)
This module prepares students to participate in practice-based learning, reasoning and decision-making to deliver person-centred care. Students will develop confidence and competence in the range of enhanced nursing proficiencies and nursing procedures.
Students will develop and demonstrate emergent leadership, collaborating with service users and other professions to make decisions about how person-centred care is provided to an individual or small group of people.
This module enables students to integrate knowledge, evidence and a diverse range of enhanced proficiencies to deliver safe, effective, person-centred care with minimal guidance and contribute to decision-making in collaborative practices with other professions, service users and citizens.
1. Select and implement context-appropriate person-centred assessment strategies to develop nursing care plans for commonly encountered mental, physical, behavioural and cognitive health conditions.
2. Undertake detailed risk assessments, using a range of contemporary assessment and improvement tools.
3. Select and implement context-appropriate person-centred care interventions, providing and evaluating care for commonly encountered mental, physical, behavioural and cognitive health conditions.
4. Demonstrate proficiency in the full range of routine investigations and procedures, interpreting, sharing and escalating findings and make decision critically regarding appropriate person-centred interventions.
5. Provide compassionate end of life and palliative care to people who are dying; respectful and dignified care to people who have died; and supportive care and emotional support to those who are bereaved and grieving.
6. Compare and critically analyse sources of evidence from research, policy and people, using critical reflection to acknowledge uncertainty and select appropriate approaches to planning and evaluating care.
7. Use fundamental and more advanced pharmacological knowledge to calculate dosages, to prepare and administer both routine and less familiar medications via common routes, recognising indications, contraindications, reactions and side effects.
*How to take responsibility and become self-directed in facilitating own learning
*How to use critical reflective practice and criticalanalysis to help you learn
*How to integrate sources of evidence (e.g. research, others perspectives, feedback, policy) with your own experiences and perspectives to guide your practice and your experiential learning
*Communicating effectively in academic and scholarly contexts
*Demonstrating applied, advanced numeracy for person centred care
*Getting the most from practice-based learning processes
*Preparation for participating in practice-based learning
*Applied introduction to using MYEPAD Part 2
*Embodying the Professional Values, conduct and behaviours of the NMC Code (MYEPAD Part 2)
*Preparation for, participation in, and assessment of Proficiencies 1-33 documented in the MYEPAD Part 2 and in the OAR.
*Preparation for, participation in, and assessment of the two Summative Episodes of Care in the MYEPAD Part 2.
*Preparation for, participation in, and assessment of Medicines Management in the MYEPAD Part 2.
Placement:
Students will work under direct and indirect supervision of a range of practice supervisors who have been prepared for this role and their learning will be overseen by Practice Learning Coordinators in the placement setting. Link lecturers and practice educators from the University will provide support to students and placement providers.
Tutorials: Tutorial-based methods will nurture students' reflective capabilities and engage them in thinking more critically about the sources of evidence they use to inform and justify their practice. Group tutorials will beused to explore the roles and responsibilities of other professions, applied to specific cases from the students' own experiences, and consider the complexities of working in teams. Tutorials will also offer the students the opportunity to engage in clinical supervision related to optimise their experiential learning.
Simulated practice: University-based learning will primarily take place throughsimulation to fully prepare students to participate in the procedures, proficiencies and practices of more advancednursing care.They will also have the opportunity to engage with people with lived experiences to gaininsight into their lived experiences of using services, working with nurses and other professionals, and living with conditions.
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Lister, S., Hofland, J. and Grafton, H. (eds) (2020)
Royal Marsden Manual of Clinical Nursing Procedures. John Wiley & Sons Inc. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/617311.
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Clarke, D. and Ketchell, A. (eds) (2016) ‘Principles of Assessment - chapter 1’, in
Nursing the acutely ill adult: priorities in assessment and management. Second edition. London: Palgrave Macmillan. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=6234674.
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The ABCDE Approach | Resuscitation Council UK (no date). Resuscitation Council UK. Available at:
https://www.resus.org.uk/library/abcde-approach.
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National Early Warning Score (NEWS) 2 | RCP London (19AD). RCP London. Available at:
https://www.rcplondon.ac.uk/projects/outputs/national-early-warning-score-news-2.
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Tait, D.
et al. (2022a) ‘Chapter 2 - The breathless patient’, in
Acute and Critical Care in Adult Nursing. 3rd ed. Learning Matters. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/1357591.
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Aldridge, M. (2014b) ‘Resuscitation trolley contents 2: cardiac arrest equipment to support circulation’,
Nursing times, 110(31), pp. 17–19. Available at:
https://oce-ovid-com.uniessexlib.idm.oclc.org/article/00006203-201407310-00031/HTML.
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The UK Sepsis Trust Home Page | What is Sepsis? | Sepsis Symptoms (no date). Available at:
https://sepsistrust.org/.
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Page, K., McKinney, A., and ProQuest (Firm) (2012) ‘Case Study 14 Shock: hypovolaemia’, in
Nursing the acutely ill adult. Maidenhead: Open University Press. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=1069454.
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Tait, D.
et al. (2022b) ‘Chapter 11 - The patient with altered consciousness’, in
Acute and Critical Care in Adult Nursing. 3rd ed. Learning Matters. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/1357591.
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Catheter Care Guidance for Health Care Professionals| Royal College of Nursing (2021). Royal College of Nursing. Available at:
https://www.rcn.org.uk/professional-development/publications/catheter-care-guidance-for-health-care-professionals-uk-pub-009-915.
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Trenoweth, S. (ed.) (2022)
Understanding Mental Health Practice for Adult Nursing Students. London: Sage Publications Ltd (Digital). Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/1917565.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
Coursework / exam |
Description |
Deadline |
Coursework weighting |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Module is either passed or marked as not completed.
Reassessment
Module is either passed or marked as not completed.
Module supervisor and teaching staff
Mrs Kathryn Burke, email: kburke@essex.ac.uk.
Kath Burke
Callum Marshall (Admin) hsccolapp@essex.ac.uk
No
No
No
Mr Kevin Crimmons
Newman University Birmingham
Head of Subject, Adult Nursing and Health & Social Care
Available via Moodle
Of 16 hours, 0 (0%) hours available to students:
0 hours not recorded due to service coverage or fault;
16 hours not recorded due to opt-out by lecturer(s), module, or event type.
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