Module overview
This module will aim to increase your knowledge and understanding of the processes involved in diagnostic reasoning and clinical decision making ensuring that the neonate and their family are at the centre of care.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate critical analysis with regard to diagnostic thinking and decision making in complex clinical situations with reference to epidemiology, uncertainty, probability risk and safety
- Demonstrate your understanding of the assessment, judgement, diagnostic and decision making processes used in neonatal practice.
- Make decisions that are underpinned and informed by sound diagnostic reasoning, effective and transparent clinical judgements and an ethical stance
- Justify and articulate your clinical decisions, by drawing upon theoretical principles, current evidence and your practical experience
- Critically reflect on and evaluate decisions in light of their health outcomes, considering the neonate and their family
Syllabus
This will include the general principles of decision making and diagnostics which you will be able apply to neonatal practice.
The core content will include:
Evaluation of the theoretical approaches to decision-making in practice
which is underpinned with diagnostic reasoning and clinical science
Introduction to assessment including an analysis of the clinical, ethical and social influences on judgement
Exploration of the accuracy of diagnostic testing: sensitivity, specificity, predictive value, risk and probability
Ethical considerations: different ethical perspectives and frameworks
Probability, risk and dealing with uncertainty
Decision making support including use of technology enhanced learning
Interventions: assessing and critiquing the research evidence of particular types of intervention
Health outcomes: methods of evaluating outcomes including patient reported outcomes
The influence of policy and best practice guidance, professional codes and employer requirements, identifying tensions and conflict
Collaborative decision making, working with patients, service users, families and carers, advocacy and legal frameworks
Learning and Teaching
Teaching and learning methods
As an experienced clinician you will work with others and independently to achieve your goals.
Teaching and learning methods are likely to include the following:
- Specialist lectures
- Seminars
- Case presentations
- Lectures
- Group debate/critical discussion of hypothetical case scenarios
- Self -directed learning and work based activities
- Interactive lectures
- Problem solving workshops
You will participate in debating hypothetical case scenarios, student-led seminars and self-directed learning. Information technology will be utilised where appropriate and you will be directed to web sites of relevance and interest. Specialist lecturers from differing professional/academic backgrounds and experts by experience will contribute to the module to ensure you experience a variety of perspectives
| Type | Hours |
|---|---|
| Independent Study | 215 |
| Teaching | 35 |
| Total study time | 250 |
Resources & Reading list
Internet Resources
Journal Articles
Smyth O., McCabe C (2017). Think and think again! Clinical decision making by advanced nurse practitioners in the Emergency Department. Emergency Medicine, March 2017 Volume 31 Pages 72–74.
Textbooks
Standing M (2020). Clinical Judgement and Decision Making in Nursing (Transforming Nursing Practice Series). London: Learning Matters Ltd.
Kassirer, J., Wong, J and Kopelman, R. (2009). Learning Clinical Reasoning. Philadelphia: Lippincott Willians & Wilkins.
Thompson C. and Dowding D. (2009). Essential Clinical decision making and clinical judgements for nurses. Churchill Livingstone.
Sque M, Chipulu M, and McGonigle, D. (2009). Clinical decision making. In, Hall M, Noble A and Smith S (eds.) A Foundation for Neonatal Care: a Multi-disciplinary Guide. Oxford: Radcliffe.
Croskerry P, Cosby K, Schenkel S, Wears R (2009). Patient Safety in Emergency Medicine. London: Lippincott Williams and Wilkins.
Kahneman D (2012). Thinking fast and slow. London: Penguin.
Assessment
Assessment strategy
The summative assignment will consist of a written critical analysis of a decision made by you and related to neonatal practice. The aim is to demonstrate mastery of a clinical decision with advanced knowledge and understanding of diagnostic reasoning and clinical decision making.
You will analyse and discuss the context and process of the decision made, reflecting upon the alternative courses of action open to you, and critically appraise and evaluate the outcomes. You will draw on a wide range of research evidence, theoretical perspectives and your clinical experience to reflect and debate the issues arising from the decision within the particular ethical, practical, social and policy context.
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Peer Group Feedback
- Assessment Type: Formative
- Feedback: Discussion of your own presentation both by your peers and the tutor will provide constructive comments will can be used as "feed-forward" evaluation for your summative assignment.
- Final Assessment: No
- Group Work: Yes
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Assignment | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Assignment | 100% |