Module Directory

This module prepares students to lead, manage and coordinate care during practice-based learning experiences. Students will develop independence in the range of enhanced adult nursing proficiencies and procedures.

Students will demonstrate critical, reflective and person-centred leadership when working with others, and demonstrate proficiency in managing the complexities and ambiguities of challenging and conflicting episodes in adult nursing care.

The aims of this module are:

• To critically compare sources of knowledge and evidence.


• To utilise a diverse range of skills.


• To be accountable for leading and coordinating safe, effective, person-centred adult nursing care with minimal supervision in complex and unpredictable situations.

By the end of this module, students will be expected to be able to:

1. Lead and manage the person-centred care of a group of people, including those who are emotionally or physically vulnerable, and prioritise, delegate and assign care responsibilities to others where appropriate.


2. Critically apply the principles of infection prevention and control when leading care, acting as a role model in communicable disease surveillance and antimicrobial stewardship and resistance in adult health care settings.


3. Demonstrate proficiency, and supervise others effectively in their development, in skilled communication and nursing procedures in person-centred adult nursing care.


4. Proactively manage the complexities and risks when providing mental, cognitive, behavioural and physical care services across a range of integrated settings, recognising the need for partnership and collaboration between disciplines, settings, sectors and agencies.


5. Independently manage the administration and optimisation of all medications, including intravenous fluids, using a range of devices used in adult nursing care, retaining the focus on the person-centredness of care at all times.

Syllabus.

• How to facilitate your own learning and others' learning.


• How to use critical reflective practice and critical evaluation to promote continuing professional development.


• Showing leadership in challenging discriminatory practices.


• How to evaluate and integrate diverse and contradictory sources of evidence to guide your practice and your experiential learning.


• Getting the most from practice-based learning processes.


• Preparation for participating in practice-based learning.


• Applied introduction to using MYEPAD Part 3.


• Embodying the Professional Values, conduct and behaviours of the NMC Code (MYEPAD Part 3).


• Preparation for, participation in, and assessment of Proficiencies 1-29 documented in the MYEPAD Part 3 and the OAR.


• Preparation for, participation in, and assessment of the two Summative Episodes of Care in the MYEPAD Part 3.


• Preparation for, participation in, and assessment of Medicines Management in the MYEPAD Part 3.

Placement

Students will work under minimal, often 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 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 and critical research capability. Tutorials will also provide opportunities for clinical supervision where students can engage in detailed reflection on incidents and experiences they have encountered in their practice. Tutorials will be supported by nurse practitioners from clinical partners.

Simulated practice

University-based learning will primarily take place through simulation to fully prepare students to participate in the procedures, proficiencies and practices of advanced nursing care, managing complex situations independently and in teams. Students will be able to practise approaches to leadership in a safe space. They will also have the opportunity to engage with people with lived experiences to gain insight into their experiences of organisational practices and the value of person-centred leadership.