Module overview
In this module you will build on your previous learning so that you can prioritise and respond to the changing levels of support that people require when their health status changes. You will develop your ability to manage and evaluate care across healthcare settings to promote, restore and stabilise health status.
This module contains a defined strand of 60 hours learning which will focus on development of your clinical assessment skills.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Apply knowledge of human anatomy, physiology and pathophysiology in the context of undertaking a bio-psycho-social assessment.
- Explore how the nurse may identify, prioritise and respond to risk factors that may lead to deterioration in health status
- Evaluate the evidence base which supports nursing responses to acute changes in health status
- Critically discuss the knowledge and skills necessary to undertake a prioritised assessment of people who are experiencing an acute change in health status
- Analyse how clinical judgement and decision making skills inform the management of nursing care
Syllabus
Content for ALL Fields:
Clinical judgement & decision making
Responding to mental and emotional distress including agitation, aggression and challenging behaviour
Responding to self-harm and or suicidal ideation
Recognising and responding to acute deterioration in physical health status (e.g. sepsis)
Breaking significant news
Sudden and / or traumatic death
Ethical and legal issues in acute care: DNACPR, DOLS
Managing risks to vulnerable groups with acute health care needs (e.g. Learning Disability)
Human Factors: Safety culture, Debriefing
Medicines Management: Safe medicine use. (e.g. drug interactions / reactions including anaphylaxis; recreational drugs; using technology to improve medicines safety; forms of prescribing including PGD)
ADULT Specific Content:
ASSESSMENT SKILLS
Interviewing skills and assessment frameworks for bio-psychosocial assessment (history taking)
Theoretical and practical knowledge about structured physical assessment (inspection, auscultation, palpation) of key body systems.
Assessment and referral pathways for people presenting with mental / psychological distress
Normal and abnormal findings on assessment and applied anatomy, pathophysiology and physiology in relation to key body systems (Neurological, respiratory, cardiovascular, immune endocrine, abdomen and gastrointestinal, renal, musculoskeletal, skin systems).
Medicines management: Assessing medicine use
MANAGING ACUTE CHANGES IN HEALTH
Assessing, recognising and responding to acute and critical physical illness
Respiratory Care and Support: Respiratory failure, NIV, Chest Drain, ABG Interpretation
Referral pathways and escalation of care (e.g. role of EWS; Outreach; communication frameworks)
Managing symptoms and distress in acute care (to include pain, agitation, psychological distress in critical illness, nausea)
Surgical and post-operative care.
Pharmacology related to commonly encountered drugs in acute conditions.
Assessment, interventions and related pathophysiology in relation to acute changes in:
Respiratory function
Cardiovascular function
Shock and Fluid balance disorders
Neurological function (to include acute neurological deterioration,
delirium, epilepsy)
Genito-urinary function (including UTI, AKI)
Endocrine function (e.g. diabetes and DKA)
Skills:
Airway skills and supporting the at risk patient
BLS Year 2 update
Responding to physiological deterioration
NG Insertion
Taking a structured history
Physical assessment skills.
Venepuncture and cannulation
Learning and Teaching
Teaching and learning methods
Lectures
Seminars
Directed study activities
Self-directed Study
Technology enhanced learning
Type | Hours |
---|---|
Independent Study | 96 |
Preparation for scheduled sessions | 60 |
Clinical Practice | 25 |
Practical classes and workshops | 25 |
Seminar | 15 |
Lecture | 33 |
Total study time | 254 |
Resources & Reading list
Internet Resources
Managing the Deteriorating Patient.
Journal Articles
Douw G, Schoohoven L, Holwerda T, Huisman-de-Waal G, van Zanten ARH, van Acterberg Tand van der Hoeven JG (2015). Nurses’ worry or concern and early recognition of deteriorating patients on general wards in acute care hospitals: a systematic review.. Critical Care, 19(1).
Textbooks
Jarvis C (2012). Physical examination & health assessment. Philadelphia / London: Saunders.
Tait D, James J, Williams C and Barton D (2015). Acute and Critical Care in Adult Nursing. London: Sage.
Barber P (2012). Further essentials of pharmacology for nurses. Maidenhead: McGraw-Hill/Open University Press.
Woodrow P (2016). Nursing Acutely Ill Adults. Abingdon: Routledge.
Barber P (2013). Medicine management for nurses. Maidenhead: McGraw Hill Education Open University Press.
Peate I and Dutton H (2012). Acute Nursing Care: Recognising and Responding to Medical Emergencies. Abingdon: Routledge.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Seminar Participation
- Assessment Type: Formative
- Feedback: Peer & seminar lead feedback.
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Exam | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Exam | 100% |
Repeat Information
Repeat type: External