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Module Description

sField name Comments/notesTitle Introduction to physiology applied to Nursing and MidwiferyCode NI111Level 4Credit rating 10 level 4 creditsPre-requisites Normal entry for level 4 studyType of module Extensive mode over semester 1 and 2Aims For the students to be introduced to normal anatomy and physiology and

develop a basic knowledge of concepts of physiological processes that will underpin later studies.

Learning outcomes/objectives

By the end of the module the students should be able to: Describe the structure and function of the cell and cell membranes; List the main groups of micro-organisms and describe their mode of Transmission; Describe basic homeostatic mechanisms; Describe the structure and function of the body systems and explore the related concepts.

Content Structure and function of the cell and cell membranes.Introduction to microbiology.Basic homeostatic mechanisms including effect of endocrines.Functions and related concepts of:The nervous system and how its functions relate to homeostasis, movement and perception.The musculo-skeletal system and how its functions relate to movement and homeostasis.The cardiovascular & respiratory system and how these systems maintain oxygenationThe immune system, inflammatory response, skin and how these relate to protection.The digestive system and its function in nutrition and elimination.Fluid balance and its importance in relation to hydration and homeostasis.The renal system and its function in relation to homeostasis and elimination.The Reproductive system, cell reproduction, growth and development.Development and the effects of aging on the systems.

Teaching and learning strategies

2 hours contact on alternate weeks through lectures and guided study.

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Learning support Students will be given guidance and support throughout the module by the module team.Module content will also be available on the student intranet.Indicative reading:Brooker, C. 1998. Human structure and function: Nursing applications in clinical practice 2nd edition, London: Mosby. Fox, S. I. 2000, Human physiology 6th ed, Boston. McGraw-Hill.Gould D & C. Brooker. 2000. Applied Microbiology for Nurses: London: McMillan Press LtdHinchliff, S. 1996. Physiology for nursing practice. 2nd ed, London: Baillière Tindall. Marieb, E. 2001. Human anatomy & physiology 5th ed. London: Benjamin Cummings. Seeley R. et al. 2000. Anatomy & physiology 5th edition, Boston, Mass: McGraw-Hill

Learning supportCont’

Thibodeau, G. A. and K.Patton. 1999. Anatomy & physiology 4th ed, London: Mosby. Tortora, G. J. 2001, Introduction to the human body: the essentials of anatomy and physiology 5th ed, New York: Wiley. Watson, R. 2000. Anatomy and physiology for nurses 11th ed, Edinburgh; LondonTortora G.J. and S. Reynolds. 2000. Principles of anatomy and physiology 9th ed New York: Wiley.

Useful web-sitesCells alive available from http://www.cellsalive.com/ Farabee M.J., 2001, An On-line biology book available fromhttp://gened.emc.maricopa.edu/bio/bio181/BIOBK/BioBookTOC.htmlIntel limed International Corporation, 2001, Inner Learning Online available fromhttp://www.innerbody.com/University of Brighton, 2001, Applied Life Sciences Teaching resources available fromhttp://student.brighton.ac.uk/

Assessment tasks An 2 hour unseen examination.The paper will have 10 questions and the students will be asked to select 5 questions to answer.

Brief description of module content and/or aims

This module is aimed at helping students to understand anatomy, physiology and the related concepts in normal health. Many Nursing and Midwifery interventions require knowledge of physiological concepts in order to assess patients/clients physical status and to recognise potential problems. The content of this module will support the content of other modules i.e. Nursing skills 1 – preparation for practice and Applied life Sciences module 2.

Area examination board to which module relates

BSc (Hons) Nursing

Module team Di Smith; Terry Stubbings; Sara Grout; Kathy Martyn; Jackie BentleySemester offered, where appropriate

Semester one and two

Timetable slots Alternate Mondays 2-4pmSite where delivered

Eastbourne

Date of first approval

9/1/02

Date of last revision

N/A

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http://student.brighton.ac.uk/

http://www.innerbody.com/

http://gened.emc.maricopa.edu/bio/bio181/BIOBK/BioBookTOC.html

http://www.cellsalive.com/

Date of approval of this version

4/3/02

Version number 2Replacement for previous module

PT102

Field for which module is acceptable and status in that field

Nursing and MidwiferyCompulsory

Course(s) for which module is acceptable and status in course

BSc (Hons) Nursing; BSc (Hons) European Nursing; Diploma in Higher Education /BSc (Hons) Midwifery

Departmental home

INAM

External examiner Avril Palma

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MODULE DESCRIPTION

Field name Comments/notesTitle Nursing skills 1 – Preparation for practiceCode NI102Level OneCredit rating 30 level one credits Pre-requisites Normal entry for level 1 studyType of module Extensive mode, year 1, semesters 1 and 2Aims For the student to be able to demonstrate a range of essential nursing skills to meet

the individuals needs of clients/patients in a variety of settings.Learningoutcomes/objectives

By the end of the module student will be able to:Demonstrate the importance of promoting equity in patient/client care by contributing to nursing care in a fair and anti-discriminatory way.Discuss methods of, barriers to and boundaries of effective communication and interpersonal relationships.Demonstrate sensitivity in interaction with and provision of information to patients/clients.Contribute to the enhancing of health and social well being of patients/clients by understanding how to assess health needs; promote health and access appropriate health and social care services. Contribute to the planning of nursing care, involving patients/clients and where possible their carers, demonstrating an understanding of helping patients/clients to make informed decisions.Contribute to the identification of actual and potential risks to clients and patients and their carers, to self and others and participate in measures to promote health and safety.Demonstrate the ability to achieve competency in a range of basic care skills.Demonstrate literacy, numeracy and computer skills needed to record, enter, store, retrieve and organize data essential for care delivery.

Content Development of therapeutic relationships; communications skills and core conditions.Reflective practice; professional conduct and responsibilities of students.Advocacy and empowermentVulnerability and risk, including child protection.Promoting health across childhood.Introduction to patient assessment and care planning.Observation skills (physical, emotional, behavioural).Emotional, physical and personal care of clients.Maintaining dignity, privacy and confidentialityHealth and safety; Moving and handlingAdministration of medicinesInformation technologyEssential first aid and emergency procedures (e.g. resuscitation)


Delivery of content will be through lectures and the facilitation practice within skills lab and practice areas.The learning outcomes will be achieved through the completion of the continuous assessment of practice documentation and identified skills inventories.

Learning support Students will be given support and guidance throughout the module by, module team members, personal tutors and preceptors/mentors.Units of learning activities for child; adult; mental health and learning disabilities will guide the student through the learning required to meet the content and outcomes for the module in a variety of settings.Indicative Reading:DOH. 2000. Essence of Care. London: HSMOBurnard, P. 1999. Practical Counselling and Helping. London: RoutledgeDuck, S. 1999. Relating to Others. 2nd ed. Buckingham: Open University Press.

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Indicative Reading cont’:Fatchett, A. 1996. Doing the skills workout... a new method of student skills assessment. Nursing Standard, 11(4): 26-7, Oct 16.Hargie, O., ed. 1997. Handbook of communication skills, 2nd ed. London: Routledge.Mearns, D and B. Thorne. 1999. Person –centred counselling in action. 2nd ed. London: Sage publications. Newell, R. and K. Gournay.1999. Mental Health Nursing. An evidence –based approach. Edinburgh: Churchill LivingstonePritchard, A.P. & J.A. David. Ed. 2001. The Royal Marsden Hospital Manual of Clinical Nursing Procedures. London: Harper & Row. Wales, M.A. et al. 1997.Using scenarios as a testing method in teaching health assessment. Journal of Nursing Education, 36(6 Spec Edition):256-62

Assessment tasks The assessment of this module will comprise of two parts. One part will require the completion of the Continuous Assessment of Practice Portfolio, (60%). Part two will require the students to complete a range of skills as identified below,(40%).Mandatory skills:Basic life supportMoving and HandlingTherapeutic/ communication skills One of eitherWeighing or measuring of baby/child and recording the results OrSurveillance of a baby/child and recording the results.Basic nursing skills: assisting with patient hygiene, comfort, feeding and elimination; infection control; principles of aseptic technique; basic life support; physical observations (Temperature, pulse, respirations and blood pressure, urinalysis); safe administration of medicines; basic numeracy; record keeping; promoting patient dignity. Both component s of the assessment must be passed in order to gain the credits for the module.


This module has been developed to meet with the UKCC 'Fitness for Practice' recommendations. The focus is on helping the students to develop their knowledge and skills relating to nursing interventions in practice. The module content will also give the student some insight to the needs of various patients in different settings.


BSc (Hons) Nursing

Module team Di Smith; Alison Keen; Jackie Bentley; Lynn Feller.Semester offered Semester 1& 2 year 1Timetable slot Alternate Mondays 2-4pmDate of first approvalDate of last revisionDate of approval of this version

4/3/02

Version number 1Replacement for previous moduleField for which module is acceptable and status in that field

Nursing & MidwiferyMandatory


BSc (Hons) Nursing; BSc (Hons) European Nursing

School home INAMExternal examiner Avril Palma

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MODULE DESCRIPTION

Field name Comments/notesTitle Introduction to human psychology applied to health careCode NI138Level OneCredit rating 10 level one creditsPre-requisites Normal entry for level 1 studyType of module ExtensiveAims To enable students to:

develop an understanding of the basic psychological concepts related to health care;

develop an insight into the psychological issues commonly encountered in health care practice.


By the end of the module the students should be able to: demonstrate an understanding of some key psychological themes, concepts

and perspectives; identify how human psychology theory aids in the understanding of

individuals; understand how knowledge of human psychology can contribute to the

provision of quality, holistic health care.

Content Key psychological themes will be introduced in the first session and these themes will be threaded through subsequent sessions.

Themes: definitions of human psychology, health psychology, psychopathology

and different perspectives within psychology; development, adaptation and coping throughout the life cycle; the mind-body relationship and the value of a holistic approach to care.

Session content will be focused on the following concepts, and will be applied to health care: MOTIVATION- to include instincts, drives, needs and psychobiology.

Applied to stages of development, stress and adaptation. COGNITION- to include how thoughts are structured, how memory works

throughout the lifespan. Locus of control, self-efficacy and how these may affect individual differences in relation to attitudes to self, work and health.

PERSONALITY- ideas about development, stability and change. Relationships between personality and work, health and adaptation throughout life will be explored.

SOCIAL PERCEPTION- to include how we see ourselves in relation to others, how we make judgements about self and others and how these factors can influence our feelings about our health.


Average of 2 hours contact teaching for 13 weeks. All sessions will require some preparatory reading or pre-session activity. Teaching strategies to include: workshops, discussion groups and experiential exercises.

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Learning support Tutorial support from academic staff with a psychology backgroundIndicative reading lists, and session notes available on student intranet.Indicative reading: Alder, B. 1995. Psychology of Health: applications of psychology for health professional. London: Harwood Academic.Atkinson, R.I. et al. 2000. Hilgard's Introduction to Psychology. 13th ed. Fort Worth: Harcourt College Publishers.Malim, T. & A. Birch. 1998. Introductory Psychology. Basingstoke: Palgrave.Pitts, M. K. & Phillips. Eds. 1998. The Psychology of Health. 2nd ed. London: Routledge.Sarafino, E. 2000. Health Psychology: Biopsychosocial Interactions. 4th ed. Chichester: John Wiley and Sons.Scott, P. and C. Spencer. Eds. 1998. Psychology: a Contemporary Introduction, Oxford: Blackwell.Western, D. 2001. Psychology. 3rd ed. Chichester: Wiley.

Assessment tasks 2000 word essay. The assignment task requires the student to discuss how knowledge of one of the following theories or concepts informs his/her understanding of nursing/midwifery practice; Motivation Memory Beliefs Perception of self and others Personality


The module is concerned with providing the student with an understanding of fundamental psychological concepts and theories that contribute to quality holistic health care practice. It seeks to enable the students to begin to make sense of health psychology literature and to start to develop insights into psychological issues that arise for themselves and their patients/clients and colleagues.


BSc (Hons) Nursing

Module team Carole Cheales, Sue Sully, Martin Jordan, Sharon YoungsSemester offered Semester 1. Year 1.Timetable slots Monday 9-11Site where delivered EastbourneDate of first approval 18.2.97Date of last revisionDate of approval of this version

9/1/02


NI102


Nursing / MidwiferyCompulsory


BSc (Hons) Nursing; BSc (Hons) European Nursing; BSc (Hons) Midwifery Compulsory

Departmental home INAMExternal examiner Bryan Savage

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MODULE DESCRIPTION

Field name Comments/notesTitle Introduction to Research Skills for Health ProfessionalsCode PP108Level OneCredit rating 10 level one creditsPre-requisites Normal entry for level 1 studyType of module ExtensiveAims The aims of this module are to:

Provide students with the basic skills required to study research methodology at level 2, in relation to the use of databases, scientific writing, basic statistics, presentation skills and understanding scientific literature.


By the end of the module the students should be able to: engage in self- directed learning that promotes professional development; gather and record relevant information from a wide range of sources including

electronic databases, and adopt systematic approaches to evaluating the information collected;

demonstrate evidence of logical and systematic thinking; write in a scientific style and organise their reading and cite references in the

Faculty style; use numerical and IT sufficiently to present and manage data; understand how to calculate and use simple descriptive statistics; perform the basic manipulations necessary to undertake analysis using simple

univariate inferential statistics.Content Searching for information using electronic databases

Keeping track of reading and referencing Developing a scientific writing style Descriptive statistics Presentation skills Reading scientific literature Writing skills


Group work; seminars; lectures; supervised IT sessions; tutorials

Learning support The reading list for this module is shared with its second-level companion module Research Methods in Health Care. In addition, students will be introduced to Microsoft Excel, Word, and the library catalogue and to search engines available through the University’s Silver pages as indicated above.

Assessment tasks The purpose of this assessment is to develop students’ information-gathering skills and the ability to write in styles appropriate to academic and professional work. The assessment will also seek to develop an appreciation of the role of research in professional practice.Portfolio containing :- 1000 word essay, written in the third person and appropriately referenced, on

the importance of research to health professionals. A plan of the essay, showing how the essay was constructed. This may take

the form of a ‘mind –map’ or a list. A 1000 word reflective statement, written in the first person, detailing the process of searching, sorting and recording information for the essay.

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Brief description of module content and/or aims.

This module sets out to provide students with the skills required to search, record and structure information from a wide range of sources. It aims to develop students’ abilities in scientific writing, data processing and basic statistics in addition to presentation skills necessary for other modules. The module is also intended to be a basis for its second-level companion module Research Methods in Health Care.


Physiotherapy

Module team Dr. Kevin Lucas (Module Leader) Ms. Virginia Jenkins Dr. Graham StewDr. Kate Springett Ms. Lucy Redhead Ms. Peggy Stevens Ms. Jackie Bentley

Semester offered Year 1 Semester 1Timetable slots Monday 11am-1pmSite where delivered EastbourneDate of first approval 18/2/97Date of last revisionDate of approval of this version

9/1/02


PP108


Nursing, Midwifery, Health Professions. Compulsory


BSc (Hons) Physiotherapy, Podiatry, Nursing, European Nursing, Midwifery. Compulsory

Departmental home Health ProfessionsExternal examiner Ann Green and Eileen Thornton

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MODULE DESCRIPTION

Field name Comments/notesTitle Introduction to Professional IssuesCode NI 101Level OneCredit rating 10 level one creditsPre-requisites Normal entry for level 1 studyType of module ExtensiveAims To introduce key concepts that underpin practice from an inter-professional

perspective through shared learning.Learning outcomes/objectives

By the end of the module the students should be able to: demonstrate an understanding of collaborative working and its importance in

achieving a common purpose; gain an awareness of the ethical, legal and professional frameworks that

underpin practice in the health arena; through a process of reflection gain an insight into the importance of critical

thinking in promoting health and well being in client groups.Content The emergence of the modern health professional- common issues and the

differences in individual roles. Codes of practice – frameworks for directing practice, commonalties &

differences. An introduction to healthcare ethics & its relevance to practice. An introduction to the law & its relevance to practice. Critical thinking, the process & relevance to professional growth & effective

team working. Promotion of health & well being, issues for the inter-professional team, the

macro perspective. Working in a team, issues & concerns.


There will be a number of keynote lectures followed by breakout groups with facilitators to lead discussion on the content of the lecture or to explore these issues through the use of scenarios with developed themes from these lectures. The process of reflection will become an integral part of the learning in this module. The assessment task itself is a learning strategy that fulfils the aim of the module.

Learning support Indicative Reading:Abbot, A. 1990. The Systems of Professions. Chicago: University of Chicago Press. Department of Health. 1998. The new NHS: modern, dependable. London. HMSOHiggs, J. & M. Jones. eds. 1995 Clinical reasoning in health professions. Oxford: Butterworth- Heineman.Leathard, A. ed. 1994. Going Inter-Professional- Working Together for Health and Welfare. London: Routledge.Miller, M. and D Babcock. 1996. Critical Thinking applied to Nursing. London: Mosby Miller, C. Freeman, M. & N.Ross. 2001. Interprofessional Practice in Health and Social Car: London. Arnold.Singleton, J. and S. McLaren. 1995. Ethical Foundations of Health Care. London: Mosby

Codes of Conduct related to the relevant professional groupsJournals related to the students’ professional groupsWeb sites www.doh.gov.ukwww.ukcc.org.uk

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Assessment tasks Small group poster & presentation based on a scenario generated by the group, which highlights some if not all the key concepts of the module. Students will be expected to present their poster & submit the text/support for their presentation and a reflective summary on the process of the assessment identifying the learning that has taken place (no more than 500 words)

The assessment will be marked using criteria taking account of the quality & content of the poster, the presentation & the students’ ability to respond to questions & the reflective account. There will be an element that gives credit to the student’s contribution to the assessment process (intra-group 10%) peer assessment (inter-group 10%) & facilitator assessment (80% This will also include the reflective account) All these marks will be aggregated to give a final mark/grade.


This module is designed to introduce the student to some of the key concepts that underpin inter-professional working. The content and processes of working in groups and the assessment strategy of the module are structured in such away as to promote shared learning.


BSc (Hons) Nursing

Module team/authors/ coordinator

Nita Muir; Annie Rimmer; Louise Howell, Lesley Dawson, Teresa Comba; (this will be supplemented by keynote speakers & lecturing staff drawn from INaM & the School of Health Professions who will facilitate the breakout groups & assessment process.

Semester offered, where appropriate

Semester 2 year one

Timetable slots 11.00-13.00Site where delivered Eastbourne Date of first approval 18/2/97Date of last revision N/ADate of approval of this version

9/1/02


Nursing/Midwifery/Health Professions. Compulsory.


BSc (Hons) Nursing, BSc (Hons) European Nursing, BSc (Hons) Physiotherapy, BSc (Hons) Podiatry. Adv. Dip/BSc (Hons) Midwifery.

Departmental home INAMExternal examiner Avril Palma

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MODULE DESCRIPTION

Field name Comments/notesTitle Sociological Context of Health CareCode N1103Level OneCredit rating 10 level one creditsPre-requisites Normal entry for level 1 studyType of module Extensive Aims To develop awareness and understanding of basic sociological concepts and how

these apply to health and health care issues. To assist the student apply own experiences from practice to sociological study


By the end of the module the students should be able to: demonstrate an understanding of the sociological approach to study; begin to think 'sociologically'; describe and utilise sociological theories and perspectives in the exploration

of health and health care issues; assess sociological work and develop an understanding of the language and

concepts used; lead and participate in seminars.

Content An introduction to the sociological gaze. The biomedical v social paradigm. Exploration of social stratification: class, gender, ethnicity, culture, age and

ability. The impact of inequalities on health and health care. Health and illness beliefs. Models of transcultural care Medicalisation and professionalisation theses. The social construction of birth, childhood, ageing and death. Concepts of labelling and stigma. The impact of moral panics on health and health care.


An average of 2 hours contact time a week.The learning outcomes will be achieved through a mix of keynote lectures and student led seminars.

Learning support Students will be given support and guidance throughout the module by an identified facilitator.This facilitator will also provide help in developing sociological thinking in order to successfully complete the assignment.

Indicative Reading:Annandale, E. 1998. The Sociology of Health and Medicine. Cambridge: Polity.Birchenall, .M and P.Birchenall. eds. 1998. Sociology as Applied to Nursing and Health Care. London: Baliiere Tindall, Hunt, S. and A. Symonds. 1995. The Social Meaning of Midwifery. Basingstoke: Macmillan.Moon, G. and R. Gillespie. Eds. 1995. Society and Health. London: Routledge.Porter, S. 1998. Social Theory and Nursing Practice. Basingstoke: Macmillan Press.Purdy, M. and D. Banks. Eds. 2001. The Sociology and Politics of Health: A Reader. London: Routledge.

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Assessment tasks An essay addressing one of the seminar title/question. Students must demonstrate application to the health illness arena and the application of sociological ideas. This will usually be the seminar led by the student, however they may choose to submit an essay on one of the other titles if they choose. (2000+10%)


This module will introduce the student to sociological thinking and concepts that offer critiques and explanations for health, illness and health care provision.


BSc (Hons) Nursing

Module team Kate Law Module leader. Sue Torkington, Kay Aranda, Lynne Feller, Elizabeth MacKay

Semester offered Semester 2Date of first approval 18/3/97Date of last revisionDate of approval of this version

4/3/02


NA


Nursing and Midwifery


BSc(Hons) Nursing, BSc(Hons) European Nursing, BSc MidwiferyCompulsory

School home INAMExternal examiner Marianne Cowpe

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MODULE DESCRIPTION

Field name Comments/notesTitle Introduction to Pharmacokinetics for Health Care ProfessionalsCode NI106Level OneCredit rating 10 level one creditsPre-requisites Normal entry criteria for level 1 study.Type of module The administration of drugs to patients/clients is an essential part of the role and

responsibility of the nurse and midwife. Together with the introduction of nurse prescribing it is therefore essential that they have a good understanding of the drugs that are in common use within their field of practice.

Aims To give the student a basic understanding of the mechanisms of drug action and interaction.


To demonstrate an understanding of : the fundamental principles of drug actions; absorption of drugs from different routes of administration; drug distribution within the body and passage across membranes; drug metabolism, inhibition and stimulation; drug elimination; mechanisms of drug interaction.

Content Routes of drug administration Drug action in relation to the routes of administration Drug calculations Drug metabolism in relation to the body systems, inhibition and stimulation Drug elimination via lungs, kidneys and bile Drug interactions and the clinical significance Legal aspects of drug storage, administration and disposal.


Lectures, worksheets and seminars.

Learning support This will be provided from the module team.

Indicative Reading:Downie, Get al. 1999. Pharmacology and Drug Management for Nurses. 2nd ed. Edinburgh: Churchill Livingstone.Galbraith, A. et al. 1999. Fundamentals of pharmacology. A text for Nurses and Health Professionals. Essex: Addison Wesley Longman Ltd.Lippincott's Illustrated Reviews. London: Lippincott Williams & Wilkins.Mycek, R. et al. 2000. Pharmacology. 2nd ed. London: Mosby.Neal, M.J. 1997. Medical Pharmacology at a glance. 3rd ed. London: Blackwell Science.Rang, H.P. et al. 1995. Pharmacology 3rd ed. London: Churchill Livingstone.Trounce, J. R. 2000. Clinical Pharmacology for Nurses, 16th ed. Edinburgh: Churchill LivingstoneUKCC. 2000. Guidelines for the administration of medicines. London: UKCC.

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Assessment tasks Students will be required to undertake a literature review and present findings to their peers of one drug, commonly used in their specialist area. The student will be required to demonstrate knowledge of the routes of administration, indications for use, contraindications, effects and side effects of the drug. The presentation will comprise of 25% of the marks whilst the 1000 word essay will comprise of 75% of the marks. The marks will be aggregated to give a final mark/ grade.


This module will provide the student with basic knowledge of the mechanisms of drug interactions and of drugs commonly used within their sphere of practice.


BSc (Hons) Nursing

Module team Isa Stackpoole, Patrick Saintas, Terry Stubbings, John Ford, Di SmithSemester offered 2Timetable slots Tuesday 10-12Site where delivered EastbourneDate of first approval 19/3/97Date of last revision N/ADate of approval of this version

4/3/02


Nursing - Optional Midwifery - Compulsory


BSc(Hons) Nursing.Dip. Nursing & Midwifery

Departmental home InaMExternal examiner Bryan Savage

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MODULE DESCRIPTION

Field name Comments/notesTitle An Introduction to Nutrition for Health Care ProfessionalsCode NI107Level 1Credit rating 10 level 1 creditsPre-requisites Normal level 1 requirements and an interest in nutrition and its relationship to

health care.Type of module ExtensiveAims To give the student a basic understanding of human nutrition, the concept of a

healthy diet and the impact of diet in health and diseaseLearning outcomes/objectives

The student will be able to demonstrate an understanding of the:Physiological, sociological and psychological importance of diet and eating.Concept of a health diet and healthy eating.Guidelines on dietary intake and dietary requirements.Recognise where diet can be used in the management of disease processes

Content This will include: Physiology of the GI tract and its integration for the utilisation of dietary

intake. Psychological influences to eating, and dietary choice. Sociological influences to eating and dietary choice The recommendations of the WHO, Health for All, Health of the Nation

and COMA reports. British Association for Parenteral and Enteral Nutrition (BAPEN)

guidelines on the provision of food within a hospital setting. The impact of age and development on dietary need and intake The impact of diet in health The impact of diet in the development/management of ill health including

diabetes, obesity, eating disorders, depression and heart disease


Students will be encouraged to reflect on content covered in part within other modules and this will form areas for discussion and debate.Lectures and seminars.

Learning support Tutorial support will be provided through the module team.Indicative reading:Department of Health. 1989. Dietary reference Values for Food, Energy and Nutrients for the United Kingdom. COMA. Report on Health and Social Subjects 41 . London: HMSO British Nutrition Foundation. 1991. Consumer perception of food related issues. Nutrition Bulletin 61, 25-38Lennard-Jones, S. E. 1995. Screening by Nurses and Junior Doctors to Detect Malnutrition when Patients are assessed in hospital. London: BAPEN.Sidenvall, B. and A.Ek. 1993. Long-term care patients and their dietary intakerelated to eating ability and nutritional needs; nursing staff interventions Journal of Advanced Nursing 18:565-573Sizer, T.1996. Standard & Guidelines for Nutritional Support of Patients in Hospitals. London: British Association for Parenteral and Enteral Nutrition.Taylor, S. and S.Goodinson-McLaren. 1992. Nutritional support a Team Approach. England: Wolfe Publishing Ltd, Department of Health. 2001 Better Hospital food. London: DOH.

Assessment tasks Students to submit a 2,000 +10% word essay which considers the impact of diet on the health of a client/patient of their choice

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This module will provide the student with a basic knowledge of human nutrition and the impact nutrition has on both health and disease.


BSc (Hons) Nursing

Module team Kathy Martyn; DieticiansSemester offered Semester 2Timetable slots Tuesday 10-12Site where delivered Eastbourne Date of first approval

18/3/97

Date of last revisionDate of approval of this version

4/3/02


Nursing / MidwiferyOptional


BSc (Hons)Nursing, BSc (Hons) Podiatry, BSc (Hons) Physiotherapy, Dip. Midwifery.

Departmental home InaMExternal examiner Avril Palma

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MODULE DESCRIPTION

Field name Comments/notesTitle Introduction to Complementary TherapiesCode NI105Level OneCredit rating 10 level one creditsPre-requisites Normal entry criteria for Level 1 studyType of module ExtensiveAims To enable the student to gain the necessary knowledge and awareness to

allow them to practice safely in respect to complementary therapies by acknowledging their scope of practice.

To identify the implications of the use of complementary therapies within conventional health care settings.

This module does not prepare students to become complementary therapy practitioners.


To explore the concepts of holism and political, ethical issues surrounding the debate arising from the use of complementary therapies in conventional health care settings.

By the end of the module the students should be able to: demonstrate the importance of promoting equity in patient/client care by

gaining an understanding of the interface between traditional and complementary therapies;

demonstrate an understanding of legislation relevant to nursing practice linked to the UKCC code of professional practice;

contribute to identification and facilitation of informed decision making involving patients/clients;

contribute to the identification of actual and potential risk to clients and their carers and self and others and participate in measures to promote health and safety;

contribute to the enhancing of health and social well being of patients/clients by understanding how to assess health needs; promote health and access appropriate health (traditional and complementary) and social services;

discuss methods or barriers to the boundaries of effective communication and interpersonal skills;

demonstrate sensitivity in interaction with and provision of information to patients/clients;

demonstrate an understanding of the role of others by participating in professional working practice;

acknowledge the importance of seeking supervision to develop safe nursing practice.

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Content Introduction to the social, political and ethical dimensions of complementary therapies:

Reflective practice, professional conduct and responsibilities of students in relation to the use of complementary therapies.

Advocacy, empowerment Observational skills (physical, emotional, behavioural) Vulnerability and risk Maintaining dignity, privacy and confidentiality Health and SafetyAll of the content will be related to the use of complementary therapies.


Delivery of content will be through lecturers and the facilitation of experiential learning workshops, practice, videos and group work. The learning outcomes will be achieved through the completion of the modular programme, reflective practice and experiential workshops, completion of the module assessment will also facilitate completion of the learning outcomes.

Learning support Students will be given support and guidance throughout the module by the module leader, module team and group tutorials.Indicative reading:

Assessment tasks Essay (2000 words +/-10%) – focused on the professional role with respect to scope of practice regarding complementary therapies.


This module offers an insight into various complementary therapies. It will provide the student with the ability to appreciate the limits of their professional practice by increasing their knowledge and awareness of issues surrounding complementary therapies.


BSc (Hons) Nursing

Module team Teresa Stanford, Carol ReidSemester offered 2Timetable slots Tuesday am – 9.30-11.00Site where delivered EastbourneDate of first approval 18.03.97Date of last revisionDate of approval of this version

4/3/02




BSc (Hons) Nursing


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MODULE DESCRIPTION

Field name Comments/notesTitle Integrative level oneCode NI 139Level OneCredit rating 30 level one creditsPre-requisites Completion of semester one and twoType of module IntensiveAims To introduce the student to the significance of the assessment of client/patient

needs within the practice setting, in order to develop a basic understanding of the key concepts of assessment and be able to contribute to the development and documentation of nursing assessment.To cultivate the skills necessary to become self-directed as a learner.


The student will be able to: Function effectively as an active participant within a small group engaged in

learning. define holism and consider its significance in patient/client assessment develop knowledge and skills to be able to participate in a needs based

assessment, recognising where collaboration with other agencies is required; demonstrate awareness of ethical , legal and professional issues relating to

nursing assessment; identify opportunities for patients/clients, carers and families to participate in

planning care. Content Theory of problem based learning and skills development in problem based

learning. Concept of holism Bio-psycho-social, spiritual and cultural assessment issues. Formal and informal assessment. Frameworks for assessment. Policy guidelines Risk assessment and patient vulnerability. Prioritising patient needs. Professional and legal issues. Documentation and record keeping. Developing effective relationships in order to create the optimum

environment for assessment. Importance of self-awareness in the assessment of patients/clients.


Key lectures will be used to support a problem based learning approach.

Learning support The module team members will support students through the key lectures and trigger sessions.Support will also be given through the learning resource centre.Indicative reading:Heath, H. B. ed 1995. Potter and Perry's Foundations in Nursing Theory and Practice. UK ed. London: Mosby.McFarland, G. K. 1997. Nursing Diagnosis and Intervention, Planning for Patient Care. 23rd ed. Mosby.Mason, G. and C. Webb. 1993. Nursing Diagnosis, a review of the Literature Journal of Clinical Nursing 2: 67-74

20

Learning supportCont'

Boylan, A.and P.Brown.1985. Nursing Observation Series. Nursing Times 81 (4): 18-20Perfecting the Art Series, Registered Nurse 1991/1992.Blackburn, C. 1992. Working with Families Parenting & Health Milton Keynes: Open University. Campbell, S. 1992. Whalley & Wong's Childrens Nursing. London: MosbyGlasper, A. 1992. Child CareNursing Perspectives. The Professional Developer Series London: Wolfe Publications.The Sainsbury Centre. 2001. The capable practitioner: the Training & Practice Development Section of the Sainsbury Centre for Mental HealthGott, M. and B. Malony. 1994. Child Health a Reader. New York: Radcliffe Medical Press.Müller, D.J. et al. 1992. Nursing Children Psychology, Research & Practice. 2nd ed. London: Chapman & Hull Speer, K. ed. 1994. Paediatric Nursing NSNA Review Series. New York: DelmarPub.Whaley, L. F. 1991.Nursing Care of Children and Infants. 4th ed. St Louis: Mosby Malin, N. ed. 1995. Services for People with Learning Disabilities. London : Routledge, Thompson, T. and P. Mathias. 1992. Standards and Mental Handicap: Keys to Competence. London: Balliere Tindall, Ryan, J. and F. Thomas. 1987. The Politics of Mental Handicap. , Harmondsworth: PenguinWright, B. 1993. Caring in Crisis: A Handbook for Intervention Skills. Edinburgh: Churchill LivingstoneMalin B. ed. 1994. Implementing Community Care London: O.U. PressDOH. 1995. The Health of the Nation: A Strategy for People with Learning Disabilities London: HMSO.Newell, R and K. Gournay. 1999. Mental Health Nursing . An evidence based approach. Edinburgh: Churchill Livingstone.Dexter, G and M. Wash. 1994. Psychiatric Nursing Skills. Chapman and HallPhair L 1995 Dementia . A positive approach. London: Scutari.McFarland, G. 1997. Nursing diagnosis and Process in Psychiatric and Mental Health Nursing. 3rd ed. Philadelphia: Lippincott.Barker, P. 1998. Assessment in Mental Health Nursing. London: Groom Helm

Assessment tasks A written account of 3000 words describing the assessment of a patient /client who the student has cared for during practice (75%).A presentation within a group stemming from the problem based learning strategy (25%). All parts of the assessment must be passed. Marks will be aggregated to give a final mark/grade

Brief description of module content and/or aims (maximum 80 words)

Assessment is the fundamental process underpinning all human decision-making. In professional terms, assessment is the fundamental teleological hermeneutic activity shaping nursing practice. It is a particular form of perception, where there is an identified focus for the collection and interpretation of information. Because of its critical role, underpinning all other processes in nursing it forms a major component in the early part of this course.


BSc (Hons) Nursing

Module team Paul Watters, Alison Keen, Lynn Feller, Jackie Bentley, Di Smith, Ian TaylorSemester offered Semester 3 year 1Date of first approval 18/2/97Date of last revision

21


4/3/02


NI109 NI110 NI112


NursingMandatory


BSc(Hons) Nursing and BSc(Hons) European Nursing

School home INaMExternal examiner Avril Palma

22

MODULE DESCRIPTION

Field name Comments/notesTitle Nursing Skills 2-Preparation for Practice (Adult )Code NI 264Level TwoCredit rating 30 level two creditsPre-requisites Successful completion of Preparation for Practice: Skills 1 moduleType of module ExtensiveAims For the students to be able to provide safe and sensitive care through the use of

practical skills and knowledge in a range of adult care settings.Learning outcomes/objectives

By the end of the module students will be able to: create and utilise opportunities to promote health and well being of patients by

consulting with patients and client groups to identify their needs for health promotion advice;

provide relevant and current health information to patients in a form which facilitates their understanding and acknowledges choice/individual preference;

demonstrate safe application of skills required to meet the needs of patients within the sphere of Adult nursing;

demonstrate competency in skills and the ability to transfer skills and knowledge to a variety of circumstances and settings;

identify own professional development by engaging in reflection in and on practice and share experiences in order to identify additional knowledge deficits likely to affect the delivery of care.

Content Health promotion activity with individuals and groups. Teaching of self-care. Safe administration of medicines in acute and community settings, including

review of numeracy skills. Review of performance of aseptic dressing in acute and community settings. Care of a patient receiving enteral nutrition and intravenous therapy Urinary catheterisation and management of a patient with a urinary catheter. Moving and handling update Resuscitation update Care of a patient receiving oxygen therapy,


Students will be given support and guidance throughout the module by, module team members, personal tutors and preceptors/mentors.

Learning support Delivery of content will be through lectures and the facilitation practice within skills lab and practice areas.The learning outcomes will be achieved through the completion of the continuous assessment of practice documentation and identified skills inventories.Indicative Reading:Bell, M. 1997. The assessment of patients with venous leg ulcers: the knowledge and reported practice of registered general nurses. Nursing Review, 15(2): 47-51.Benefield, L.E. 1996. Productivity in home healthcare: maintaining and improving nurse performance. Part 2. Home Healthcare Nurse, 14(10): 803-12, Oct. Chellel, A. ed. 2000. Resuscitation; A handbook for Nurses. Edinburgh: Churchill Livingstone.Hargie, O. ed. 1997. Handbook of communication skills. , 2nd ed. London: Routledge.Hogston, R. & P.M. Simpson. 1999. Foundations of Nursing Practice. Basingstoke: McMillan Press.

23


Kitson, A. L. 1987. Raising standards of clinical practice -- the fundamental issue of effective nursing practice... linking the intuitive and rational aspects of nursing.Source Journal of Advanced Nursing, 12(3): 321-9. Mearns, D and B. Thorne. 1999. Client –centred counselling in action. 2nd ed. London: Sage publications.

Assessment tasks Part one is the completion of 8 mandatory skills (50%) and a written account (1000 words)(50%) analysing the underpinning evidence of one of the skills achieved. Total (30%).Part two is successful completion of the Continuous Assessment of Practice Portfolio (70%).Mandatory Skills will include;Health promotion activity with and individual or health promotion with a groupTeaching of self-care.Care of a patient receiving oxygen therapyCare of a patient receiving intravenous infusionsResuscitation (assessed in skills lab)Moving and handling patients/clientsNursing calculations.Urinary catheterisation

A number of optional skills will also be included in the skills document. These will include: Care of complex wounds and drains: Last Offices; Care of a patient receiving enteral nutrition; Communication and human relationship skills.All parts of the assessment must be passed. Marks will be aggregated to give a final mark/grade.


This module has been developed to meet with the UKCC 'Fitness for Practice' recommendations. The focus is on helping the students to develop their knowledge and skills relating to nursing interventions of a more complex nature in practice. The skills developed will be transferable skills that can be used in a number of practice settings.


BSc (Hons) Nursing

Module team Di Smith; Heather Sampson; Carline Vafeas; Paula DeamerSemester offered Semester 1 & 2 of year 2Timetable slot Tuesday 10-12Date of first approval

4/3/02


4/3/02


Nursing


BSc (Hons) Nursing and BSc (Hons) European NursingMandatory


24

MODULE DESCRIPTION

Field name Comments/notesTitle Skills module 2 (mental health)Code NI 265Level TwoCredit rating 30 level two credits plus 10 for CAPPre-requisites Successful completion of Preparation for Practice: Skills 1 moduleType of module Extensive Aims All mental health students to be to demonstrate and give rationales for the use

of skills across a broad range of client need and care settings. Develop critical awareness of the current debates about evidence –based

mental health practice and skills.Learning outcomes/objectives

By the end of the module the students should be able to: Demonstrate awareness of own strengths and weaknesses; Explore and develop a range of interpersonal skills to create and maintain

therapeutic relationships with a wide range of clients; Identify and begin to utilise opportunities for health promotion; Discuss the theoretical bases for mental health nursing skills; Contribute to effective multi-disciplinary and collaborative care.

Content On-going small group work to identify and practice skills of; -creating trust and safety -promoting learning in groups -effective group communication/participation -group facilitation -management of the social and cultural climate to maximise therapeutic factors. Reflective sessions to identify and practice skills of; -being an effective supervisee Experiential sessions to identify and practice skills of; -humanistic counselling skills -cognitive behavioural skills -creative therapies


Small group workExperiential video workReflective sessions

Learning support Students will be given support and guidance throughout the module team members, mental health lecturers, personal tutors and preceptor/ mentors in practice.Indicative Reading:Cutliffe, J. et al. 2001. Fundamental themes in clinical supervision. London: RoutledgeDryden, W. and J. Mytton. 1999. Four Approaches to Counselling and Therapy. London: RoutledgeGournay, K.L. et al. 2002. The Recognition, Prevention and Therapeutic Management of Violence. London: UKCCHartley, P. 1999. Group communication. London: Routledge. Hawton, K. et al. 1996. Cognitive behaviour therapy for Psychiatric Problems: A practical guide. Oxford: Oxford University Press.

25


Hawkins, P. and R. Shohet. 2000. Supervision in the helping professions. 2nd ed. Buckingham: Open University Press. Johnson, D. and F. Johnson. 2000. Joining together: group theory and group skills. 7th ed. Boston: Allyn & Bacon.McLeod, J. 2000. An introduction to counselling. 3rd ed. Open university Press Nelson –Jones, R. 2001. Six key approaches to counselling and therapy. London: Continuum Press.Stock Whitaker, D. 2000. Using groups to help people. London: Routledge.Skaife, S. and Hue, T V. eds. 1998. Art Psychotherapy Groups. Between Pictures and Words. London: Routledge.

Assessment tasks The assessment task is in two parts.Part one is the completion of 8 mandatory skills (50%) and a written account (1000 words)(50%) analysing the underpinning evidence of one of the skills achieved. Total (30%).Part two is successful completion of the Continuous Assessment of Practice Portfolio (70%).The learning outcomes will be achieved through the completion of identified skills inventories. A number of optional skills will also be included in the skills document.All parts of the assessment must be passed. Marks will be aggregated to give a final mark/grade.


This skills module is pathway specific and will run concurrently with two pathway specific theoretical modules in semester 1: Theories of mental health nursing & Current concepts in Social Science. The skills module will also extend into semester 2. It is intended to link the theory presented to practical skills and promote achievement of the UKCC competencies. Skills derived from theory will be examined critically through the processes of group and video work, thus ‘special knowledge’ will be analysed. Student experience will be used to develop personal learning, thus critically examining ‘ordinary decency’.


BSc (Hons) Nursing

Module team Alison Keen, Penny Dodds, Alec GrantSemester offered Year 2 Semesters 1&2Timetable slots Monday 11-1pmSite where delivered EastbourneDate of first approval 4/3/02Date of last revisionDate of approval of this version

4/3/02


Mental health pathwayMandatory


BSc (Hons) NursingMandatory for mental health pathway


26

MODULE DESCRIPTION

Field name Comments/notesTitle Preparation for Practice Skills 2 (child)Code NI266Level TwoCredit rating 30 level two creditsPre-requisites Successful completion of Preparation for Practice: Skills 1 moduleType of module ExtensiveAims For the students to be able to provide safe and sensitive care through the use of

practical skills and knowledge in a range of adult care settings.Learning outcomes/objectives

By the end of the module the students should be able to: Create and utilise opportunities to promote health and well being of children

and carers by consultation and identification of their needs for health promotion advice;

Provide relevant and current health information to children and their families in a form which facilitates their understanding and acknowledges choice/individual preference;

Demonstrate safe application of skills required to meet the needs of patients within the sphere of child nursing;

Demonstrate the ability to transfer skills and knowledge to a variety of circumstances and settings;

Identify own professional development by engaging in reflection in and on practice and share experiences in order to identify additional knowledge deficits likely to affect the delivery of care.

Content Health promotion activity with individuals and groups. Teaching of self-care. Safety and risk assessment in the care environment Infection control and universal precautions Administration of medicines to children Record keeping


Theoretical exploration of rationale for skills; practice e.g. with numeracy and resuscitation techniques

Learning support Module team members and mentors will give support.Indicative Reading:Barber, J. and A. Salisbury. 2000. Clinical Care Manual for Children's Nursing. London: Quay.Huband, S. and E. Trigg. 2000. Practices in children's nursing: Guidelines for hospital and community. London: Churchhill Livingstone

Assessment tasks Part one is the completion of 8 mandatory skills (50%) and a written account (1000 words)(50%) analysing the underpinning evidence of one of the skills achieved. Total (30%).Part two is successful completion of the Continuous Assessment of Practice Portfolio (70%).Mandatory Skills will include;Health promotion activity with and individual or health promotion with a groupTeaching of self-care.Care of a patient receiving oxygen therapyResuscitation (assessed in skills lab)Moving and handling patients/clientsNursing calculations.

A number of optional skills will also be included in the skills document. These will include: Communication and human relationship skills.All parts of the assessment must be passed. Marks will be aggregated to give a final mark/grade.


Provides an overview of essential practice skills and to meet the requirements for Fitness for Practice.

27


BSc (Hons) Nursing

Module team Jackie Bentley, Rosemary Gaudoin, Jill Durrant, Suzanne SimmonsSemester offered Year 2, semester 1-2Timetable slots Tuesday 10-12Site where delivered EastbourneDate of first approval 4/3/02Date of last revisionDate of approval of this versionVersion number 1Replacement for previous moduleField for which module is acceptable and status in that field

Nursing Mandatory


BSc Nursing Child (pre-registration)Mandatory

Departmental home INaMExternal examiner Marianne Cowpe

28

MODULE DESCRIPTION

Comments/notesTitle Research Methods in Health CareCode PP203Level TwoCredit rating 10 level two creditsPre-requisites Level 1 module: Introduction to Research SkillsType of module ExtensiveAims The aim of this module is to provide students with a sound basic understanding of

research methods, terms and principles.Learning outcomes/objectives

By the end of the module, the students should be able to: Demonstrate a clear understanding of the key concepts listed below; Evaluate critically simple research articles from their own professions; Develop the skills necessary for evidence-based professional practice.

Content The research process; hypotheses; quantitative approaches; qualitative approaches; developing research questions; databases; abstracts; indexes; citations; searching the literature; keeping track of your reading Probability; null hypothesis; mean, median and mode; reliability and validity; dependent and independent variables; distribution; longitudinal and cross-sectional; samplingTriangulation; focus groups; observation: participant, non-participant; reflexivity; phenomenology; grounded theory; field notes; ethnography; transcription; credibility, fittingness; audit ability; conformability; categorization; themesInter-observer reliability; statistical significance; p-value; significant difference; relationship; correlation; causality; directionality; induction and deductionEvidence-based practice; critical evaluation

Teaching and learning strategiesLectures; group work; IT skills; problem-solving tasks

Learning support Computer assisted learning using The Hitchhiker’s Guide to Statistics, available on all campus computersMinitab, available on all campus computers

Assessment tasks For assessment in this module, students are provided with a research paper from their own discipline.Students are required to provide a methodological critique of this paper, presented as a 2,000-word essay.


This module builds on the foundation of the level 1 module Introduction to Research Skills. The content is designed to enable students to understand and critically evaluate research reports in the professional literature and, in those courses where a dissertation is required, to prepare them to undertake research at undergraduate level. The module sets out to cover all the most important topics of both quantitative and qualitative research methods, basic statistics and allied computing


Physiotherapy

29

Module team Dr. Kevin Lucas (Module Leader), Ms. Virginia Jenkins, Dr. Graham StewDr. Kate Springett, Ms. Lucy Redhead, Ms. Peggy Stevens, Ms. Jackie Bentley

Semester offered Year 2 semester 1Timetable slot Monday 3-5pmSite where delivered EastbourneDate of first approval 18/2/02Date of last revision -Date of approval of this version

9/1/02


PP203


Health Professions; INAM


BSc (Hons) Physiotherapy, Podiatry, Adult Nursing, European Nursing, Midwifery. Status: Compulsory

School home Health ProfessionsExternal examiner Ann Green and Eileen Thornton

30

MODULE DESCRIPTION

Field name Comments/notesTitle Applied Life Sciences 2Code NI217Level Level 2Credit rating 10 level 2 creditsPre-requisites Completion of level one introduction to human physiology module or equivalent.Type of module ExtensiveAims The Aims of this module are:

To build upon students’ knowledge of normal physiologyTo introduce concepts of pathophysiology relevant to clients met through nursing and midwifery practiceTo explore how disease results from altered physiology and the effects of such disease upon individuals.


By the end of the module the students should be able to:Understand the contribution of disease and patho-physiological factors to patient problems

Content The Genetic basis of disease; environmental influences on disease; patho -physiological processes in different body systems; the concept of multiple pathology


Main teaching method is modified lecture; total contact time is 30 hours; private study time equates to 70 hours; assessment will be through an individual student presentation about a patient/ client and the effect of pathophysiology on them as an individual.

Learning support Indicative reading: Brooker, C. 1998. Human structure and function: Nursing applications in clinical practice. 2nd ed. London: Mosby. Hinchliff, S. 1996. Physiology for nursing practice. 2nd ed. London: Baillière Tindall. Huether, S. and K. McCance. 2000. Understanding pathophysiology. 2nd ed. St. Louis; London: Mosby. McCance, K.L.1998. Pathophysiology: the biologic basis for disease in adults and children. 3rd ed. St. Louis; London: Mosby.Porth, C. ed. 1998. Pathophysiology: concepts of altered health states. 5th ed. Philadelphia: Lippincott-Raven. Web-sites from patient groups e.g.Www.stroke.org.uk; www.parkinsons.org.uk;www.asthma.org.uk

Assessment tasks Assessment will be through an individual student presentation about a patient/ client and the effect of pathophysiology on them as an individual.


A module that allows students to explore the influence of disease on the functioning of people’s bodies and their lives.


BSc (Hons) Nursing

Module team T.Stubbings; Kathy Martyn; Mano Sellappah; Isa Stackpoole;Semester offered Semester 1, year 2Timetable slots Monday 11-1pmSite where delivered EastbourneDate of first approval

18/2/97

Date of last revision

N/A


3/4/02

Version number 2

31

Replacement for previous module

NI217




BSc (Hons) Nursing & MidwiferyCompulsory

Departmental home

I.N.A.M.

External examiner Avril Palma

32

MODULE DESCRIPTION

Field name Comments/notesTitle Psychological and sociological models as applied to mental healthCode NI 267Level 2Credit rating 10 level 2 creditsPre-requisites Completion of Common Foundation Programme.Type of module Extensive mode. Year 2 Semester 1Aims To explore a range of psychological and sociological theories specific to an

understanding of mental health and illness To analyse the implications of these theories for collaborative working in

mental health practice settings.Learning outcomes/objectives

By the end of the module the students should be able to: Discuss the strengths and weaknesses of the main psychological and

sociological models as applied to mental health.Content Major psychological theories of normal and abnormal

behaviour and their current associated therapeutic interventions;-neurobiological-cognitive - behavioural-psycho-dynamic-humanistic

Socio-historical critique of the concept of mental illnessThrough social –constructionism to post-modernism.


Keynote- lecturesStudent – led seminar presentationsPrivate study time

Learning support Indicative reading;Atkinson, R. et al. 2000. Hilgard’s Introduction to Psychology. 13th ed. Fort Worth: Harcourt Brace.Goffman, E. 1968(a). Asylums: essays on the social situation of mental health patients and other inmates. Hammondsworth: Penguin.Goffman, E. 1968(b). Stigma: notes on the management of spoiled identity. Hammondsworth: Penguin.Johnstone, L. 2000. Users and abusers of Psychiatry. A critical look at Psychiatric Practice. London: Routledge.Lemma-Wright, A. 1995. Invitation to psychodynamic psychology. London: Whurr Publications.Newell, R. and K. Gournay. 1999. Mental health Nursing. An evidence –based approach. Edinburgh: Churchill Livingstone.Pilgrim, D. and A. Rogers. 1999. A Sociology of Mental Health and Illness. Buckingham: Open University Press.Porter, S. 1998. Social theory and nursing practice. London: Macmillan.Shupikai, A. and P. Marshall. 2001. Biological Aspects of mental health Nursing.British Psychological Society (2000) A report on recent advances in understanding mental illness and psychotic experience. Leicester: BPS press.Turner, B.S. 1995. Medical power and social knowledge. 2nd ed. London: Sage. Chapter 4.

User inputModule team Mental health team

Assessment tasks 2000 word essay taking a concept from the module and discussing the application to a mental health issue.

33


In year one (a common foundation programme) the students have been introduced to some basic concepts of normal psychological functioning. This module builds on this by exploring the underpinning theories of abnormal functioning and linking these to associated therapeutic strategies. Skills relating to the strategies will be developed in the concurrent pathway specific skills module. In year one students were also introduced to basic social constructionist views of mental health and structural factors impacting on user experiences. This will be explored in greater depth at level 2 and applied to a wider range of client need and care contexts.


BSc (Hons) Nursing

Module team Alison Keen; Dr Alec Grant; Sharon De GoeasSemester offered Year 2 semester 1Timetable slots Tuesday 10-12Site where delivered EastbourneDate of first approvalDate of last revisionDate of approval of this version

4/3/02


Mental Health PathwayCompulsory


BSc (Hons) Nursing


34

MODULE DESCRIPTION

Field name Comments/notesTitle Nature of NursingCode NI201Level TwoCredit rating 10 level two creditsPre-requisites Completion of common foundation programmeType of module ExtensiveAims To enable the student to appreciate the importance of Nursing Knowledge as the

basis of professional practice, through the exploration of theories & concepts that influence nursing the adult patient


The student will be able to: Analyse the theoretical foundations of nursing as it relates to

- the nature of Nursing Knowledge- some key concepts the underpin practice i.e. caring; self care;

spirituality; dignity & compliance; explore the philosophical & ethical dimensions of professional judgement in nursing practice.

Content The role of philosophy, theory and ethics in making professional judgement in practice;

The philosophical foundations of nursing practice, the domains which define the discipline of nursing

Beliefs about nursing; An introduction to the work of the major theorists, when considering the

development of nursing theory, conceptual frameworks & new ideologies for care delivery.

The nature of nursing knowledge needed for practice (the art and science of nursing);

The reality of the practice of nursing; The ethical component of nursing judgement and its relation to practice; Concept analysis of caring; self-care; spirituality; dignity & compliance.


Emphasis will be on discussion/reflection on practice.There will be some lectures and seminars and tutorials depending on the subject matter.Scenarios will be used to during some sessions to help facilitate the integration of theory and practice.

35

Learning support Indicative Reading:Basford, L. and Slevin, O. 1995 Theory and Practice of Nursing: an integrated approach to patient care. Edinburgh: Campion Press.Behi, R. & M. Nolan.1995. Sources of Knowledge in Nursing British Journal of Nursing 4.3: 141-159 Bolmsjo, I. 2000. Existential Issues in Palliative Care: Interviews With Cancer Patients Journal of Palliative Care 16 (2): 20-24Buchanan, S. 1995. A Concept analysis of Caring Perspectives 19 (3) 3-6Chin, P. & M. Kramer. 1995. Theory and Nursing: a Systematic Approach 4th ed Mosby.Davies, S. 2000. Dignity on the Ward: Promoting Excellence in Care Nursing Times 96 (33); 37-39Edwards, S. 1996. Nursing Ethics a Principle-Based Approach Macmillan PressEvans, D. ed. 1990. Why Should we Care? George, J. 1995. Nursing Theories 4th ed. Appletone LangeForrest, D. 1989. The Experience of Caring Journal of Advanced Nursing 14: 815-823Hancock, B. 2000. Are Nursing Theories Holistic? Nursing Standard 14 17: 37-41Hunink, G. 1995. A Study Guide to Nursing Theories. Campion Press, EdinburghIngram, R. 1991. Why Does Nursing Need Theory? Journal of Advanced Nursing 16:350-353Kendrick, K.1998. Bereavement Part 1: Theories of Bereavement Professional Nurse 14 (1) 59-62King, I. 1988. Concepts: Essential elements of Theories. Nursing Science Quarterly 1. Feb.: 22-25Marks- Maran, D. & P.Rose. 1997. Reconstructing Nursing: Beyond Art and Science Bailliere TindallPearson A Vaughan B & Fitzgerald M 1996 Nursing Models for Practice 2nd ed Butterworth-HeinemannRaffety, A. Allcock, N. & Lathlean, J. 1996 The Theory/Practice Gap: taking issue with the issue Journal of Advanced Nursing 23.685-691Rumbold, G. 1993. Ethics in Nursing Practice 2nd ed Balliere TindallUKCC, 1996. Guidelines for Professional Practice UKCCSmith, A. 1998. Learning About Reflection Journal of Advanced Nursing 28.4:891-898 Walsh, M. 1998. Models and Critical Pathways in Clinical Nursing Bailliere TindallWesley, R. 1995. Nursing Theories and Models 2nd Ed, Spinghouse Corporation.Ethics:

Assessment tasks 2000 (+ 10%) word essay, which will be a critical analysis of one of the concepts, explored as part of this module. Students will need to demonstrate an understanding of the concept’s philosophical/theoretical influence on their experience of a situation from practice using a patient profile.


This module has been designed to introduce students to the theoretical foundations of nursing. This is a vast subject, but through reflection and discussion, students will be encouraged to consider the extraordinary diversity of meaning and context which nursing offers. Through concept analysis, students will be guided to consider how theory influences everyday nursing practice and to question what actually lies at the heart of their chosen profession.


BSc (Hons) Nursing

Module team Lorraine McCabe. Lorraine McCabe, Teresa Comba, Nita Muir, Chris Watson, Brenda Hawkey, Shelagh Bedford-Turner, Tom Lewis.

Semester offered Semester one year twoTimetable slots Tuesday 2-4Site where delivered Eastbourne campusDate of first approval 18/3/97

36


4/3/02


NI201


Nursing Mandatory


BSc (Hons) Nursing (Adult pathway)BSc (Hons) European NursingMandatory


37

MODULE DESCRIPTION

Field name Comments/notesTitle Nature of Nursing: Mental Health NursingCode NI 268Level 2Credit rating 10 level 2 creditsPre-requisites Completion of common foundation programmeType of module ExtensiveAims To explore the range of theoretical, empirical and conceptual work

specific to mental health nursing To explore contemporary debates around their relevance for mental

health service users To consider their appropriateness in relation to: different service user

disorder, age, gender, social and environmental context of care, and expressed need

To consider how they can be applied in the context of the demands of the work setting – e.g. care planning, Care Programme Approach


By the end of the module, the student will have acquired: A basic working knowledge of the main contemporary theoretical and

empirical literature specific to Mental Health Nursing, and their historical development

The ability to articulate the strengths and weaknesses of these from a number of different perspectives

An awareness of the feasibility of perspectives in terms of their practical application in the contemporary mental health work setting

Content 1.The following theoretical, empirical and conceptual positions:Historical context:Altchul’s legacy – the ‘common sense’ position (Tilley)Peplau’s interpersonal theoryNolan and Hopper historical developmental positionContemporary approaches:Barker’s Tidal modelClarke’s ‘ordinary decency’ Gournay and Newell’s views on evidence-based practice Grant’s organisational contextual positionKitwood’s ‘Dialectics of Dementia’ perspectiveMorrall’s position on mental health nursing and social controlRepper’s involvement of service usersTilley’s discursive positionWhite and Brooker’s work on community mental health nurses

2.The above perspectives will be considered in terms of their contribution to the ‘continuum debate’: high to low visibility skills acquisition scientific-technical to intuitive-humanistic empirically-driven to untested model-driven ‘special’ knowledge to ‘ordinary decency’

38

Content cont' 3. Finally, each perspective will be considered in relation to:

The evidence-based practice debate Organisational feasibility (how realistic they are in practice)Their sensitivity of application (how they square with the expressed and objective needs of clients and their environmental and social circumstances)


Keynote lectures followed by seminar presentations

Learning support Indicative reading:Barker, P. 2001. The Tidal Model: developing an empowering, person-centred approach to recovery within psychiatric and mental health nursing.Journal of Psychiatric and Mental Health Nursing. 8(3): 233-240.Brooker, C. and E. White. 1993. Community psychiatric nursing: a research perspective – vol2. London: Chapman & Hall.Clarke, L. 1999. Challenging Ideas in Psychiatric Nursing. London: Routledge.Forchuk, C. Hildegard. E. Peplau: interpersonal nursing theory. Newbury Park, California: Sage Publications.Grant A. 2001. Psychiatric nursing and organizational power: rescuing the hidden dynamic. Journal of Psychiatric and Mental Health Nursing. 8(2): 173-177.Kitwood, T. 1990. The Dialectics of Dementia: With Particular Reference to Alzheimer’s Disease. Ageing and society.10: 177-196.Morrall, P. 1999. Mental Health Nursing and Social Control. London: Whurr Publishers Ltd. Newell R. and K. Gournay. eds. 2000. Mental Health Nursing: an evidence-based approach. London: Churchill Livingstone.Nolan, P. and B. Hopper. 2000. Revisiting mental health nursing in the 1960s. Journal of Mental Health. 9(6):563-574.Repper, J. 2000. Adjusting the focus of mental health nursing: Incorporating service users’ experiences of recovery. Journal of Mental Health. 9(6):575-587.Tilley, S. 1999. Altschul’s legacy in mediating British and American psychiatric nursing discourses: common sense and the ‘absence’ of the accountable practitioner. Journal of Psychiatric and Mental Health Nursing. 6: 283-295.Tilley, S. and L. Pollock. 1999. Discourses on empowerment. Journal of Psychiatric and Mental Health Nursing. 6: 53-60.

Assessment tasks Poster presentation in pairs, in relation to one perspective. This presentation will aim to illuminate the perspective by relating it to client material in any creative way – for example through the use of role play or video (50% of marks)

Annotated bibliography (50% of marks)All parts of the assessment must be passed. Marks will be aggregated to give a final mark/grade


Mental Health Nursing has emerged in recent years as a highly debated terrain in the British and International literature. This module will address key aspects of this debate, including:the proper focus of mental health nursing, whether it should be regarded as an ‘ordinary’ human activity or a specialism embracing technical skills, and the extent to which organisational factors undermine any attempt to create workable theories of mental health nursing.


BSc (Hons) Nursing

39

Module team Dr Alec Grant; Dr Liam Clarke, Penny DoddsSemester offered Year 2 Semester 1Timetable slots Tuesday 2-4Site where delivered EastbourneDate of first approvalDate of last revisionDate of approval of this version

4/3/02


Mental Health pathwayMandatory


BSc(Hons) NursingMandatory

School home INAMExternal examiner Bryan Savage

40

MODULE DESCRIPTION

Field name Comments/notesTitle Nature of Nursing -Child PathwayCode NI269Level TwoCredit rating 10 level two creditsPre-requisites Completion of common foundation programmeType of module ExtensiveAims To introduce the fundamental principles informing child health, child health

policy and nursing childrenLearning outcomes/objectives

By the end of the module the students should be able to: discuss physical/emotional/ social/psychological and cognitive development

and how this informs nursing care; identify the impact of sociological factors and social policy on child health

and welfare; analyse the role of the nurse in promoting and maintaining the health of

children and young people in a contemporary setting; discuss and analyse the rights of the child.

Content Physical development from conception to puberty including genetics and developmental screening

Social development assessment tools and influences on development Psychological and emotional development assessment tools and influences

on development Cognitive development assessment tools and influences on development The effects of illness on development and the effects of developmental stage

on illness. Policy documents and guidance including National Standards Framework

influencing child health Exploration of professional issues in nursing children Epidemiology of child health/ current issues and emerging areas of practice UN Declaration of Rights of the Child Children Act Consent to treatment in children Effect of Children Act 1989 on child health care Human Rights Act and effect on child health and welfare decisions


Lecture; Group work and presentationsDiscussion and reflection on practice

Learning support Indicative Reading:Alderson, P.1996. Making Decisions with Children London: IPPRAudit Commission. 1996. Children First. London: HMSOBarnes, P. 1994. Influencing Children’s Development. Oxford: OUP/BlackwellBMA, 1999. Growing Up in Britain. London: BMJ PublicationsBee, H. 2000. The Developing Child 9th ed. Boston: Allyn BaconCook, P. 1999. Supporting Children and Their Families. London: Balliere-TindallDimond, B. 1996. Legal Aspects of Child Health Care. London: Mosby. Save the Children Fund. 1998. Implementing Children’s Rights. London: SCFWhite, Carr and Lowe. 1999. 2nd ed. The Children Act 2nd ed. Oxford: Blackwell

JournalsPaediatric NursingChild: Care, Health and DevelopmentArchives of Diseases of Childhood

41

Assessment tasks A 2500 word essay eitherAn analysis of a children’s rights issue from practiceOrAn analysis of the impact of an identified social policy on child healthOrAn analysis of how the developmental assessment of a child has influenced nursing care.


This module introduces students to the fundamental principles of health care for children in the 21st century and provides the knowledge base for practice in a variety of settings. It also enables students to explore the challenges and tensions within practice when working in a multidisciplinary team.


BSc (Hons) Nursing

Module team Jackie Bentley. Susanne Simmonds. Rosemary Gaudoin Trudy WardSemester offered Semester one year twoTimetable slots Tuesday 2-4Site where delivered EastbourneDate of first approvalDate of last revisionDate of approval of this version

3/4/02

Version numberReplacement for previous module

NI201


Nursing Child PathwayMandatory


BSc (Hons) Nursing - Child pathwayMandatory


42

MODULE DESCRIPTION

Field name Comments/notesTitle Public Health Policy in PracticeCode NI270Level TwoCredit rating 10 level two creditsPre-requisites Completion of Common foundation programmeType of module ExtensiveAims For students to develop their skills in the analysis of health care policy

and explore how this influences health promotion and public health activities.


By the end of the module the students should be able to: explore and reflect on their own views and personal stance in relation to

health and social policy; analyse the effects of health and social policy in relation to health promotion; identify and explore current health and social policies, and their impact on

community health development; understand the way health policy is influenced and implemented; undertake a health profile.

Content Current policy issues and their intentions Models of health and social policy and health promotion Ideological and political influences on public health and social policy Policy formation, formal and informal processes Issues of anti-discriminatory and ethical practice Interpersonal skills in health promotion Analysis of policy Health profiling Integrated and collaborative working


Key note lectures, workshops and small group work

Learning support Indicative Reading:Abbot, P. and L. Ackers. 1996. Social Policy for Nurses and the caring professions. Buckingham: Open University Press, Allsop, J. 1995. Health Policy and the NHS towards 2000. London: Longman, Blakemore, K. 1998. Social Policy: An Introduction, Buckingham: Open University Press.Blakemore, K. and R.F. Drake. 1995. Understanding Equal Opportunities Policies. New Jersey: Prentice Hall.Cahill, M. 1994. The New Social Policy. Oxford: Blackwell.Klein, R. 1995. The New Politics of the NHS. London: Longman.Spiker, P.1995 Social Policy; theories and approaches. New Jersey: Prentice hall.

Assessment tasks A case study examining the implications of policy implementation. Issue examined will be chosen following health profiling in the practice area. 2000 words +/-10%


This module will provide insight into social and public health policy and its impact on the health of individuals and communities.


BSc (Hons) Nursing

Module team Lynne Feller; Lyn Tibble; Kay Aranda; Penny LindleySemester offered Semester 2Timetable slots Thursday 9-12Site where delivered EastbourneDate of first approvalDate of last revision 29/8/01

43

Date of approval of this versionVersion number 1Replacement for previous module

Need module codes for l2 sociology and public health




BSc(Hons) Nursing, BSc (Hons) European Nursing, Dip HE MidwiferyCompulsory

Departmental home INAMExternal examiner Marianne Cowpe

44

MODULE DESCRIPTION

Field name Comments/notesTitle Human Relationships in Health CareCode N1202Level TwoCredit rating 10 level two creditsPre-requisites Completion of common foundation programmeType of module Extensive over 7 weeksAims To provide a theoretical framework for the exploration of intrapersonal and

interpersonal interaction. To provide an environment where practical and actual application of Human

Relationships skills can be explored.


By the end of the module students should be able to: analyse the relevance of Human Relationships theory to practice; reflect and analyse the student’s own practice in relation to Human

Relationships; develop their self-awareness in relation to self and other.

Content Philosophies of Human Relationships skills. Concepts of self-awareness, humanism, core conditions.

Interpersonal skills; questioning, immediacy and confronting. Assertiveness. Dealing with conflict. Stress and coping. Managing stress. Loss and bereavement Sexuality and self awareness Interpersonal communication


Workshops, group exercises, experiential exercises, brainstorming, use of critical incident material, student led discussion.

Learning support Intranet, small group tutorials

Indicative reading:Brammer, L.M. and G. Macdonald. 1996. The Helping relationship: Process and skills. 6th ed. Boston: Allyn and Bacon.Egan, G. 2002. The skilled helper: A systematic approach to effective helping. 7th ed. London: Brooks Cole.Farrell, G.A. and G. Gray. 1992. Aggression: A nurse's guide to therapeutic management. London: ScutariHeron, J. 2001. Helping the client. 5th ed. London: SagePalmer, A. et al. eds. 1994. Reflective practice in Nursing. Oxford: Blackwell scientificVan Oijen, E. And A. Channock. 1994. Sexuality and patient care. Chapter 6. London: Chapman and Hall.

Assessment tasks Students will be required to write a 2000 word essay based on one of the following areas. Assertiveness Dealing with conflict Loss and Bereavement Communicating in inter personal groups StressBy use of a critical incident framework, students will be required to reflect on an incident from practice. Students will be required to analyse the incident with reference to relevant literature, drawing on one of the five areas, using relevant literature to underpin the discussion.


The emphasis of this module is the balance between theory and application to practice within a Human Relationships framework and continues to develop a course philosophy of self-awareness in relation to how students relate to others in practice.

45


BSc (Hons) Nursing

Module team Sharon Youngs, Carole Cheales, Sue Sully, Martin JordanSemester offered Semester 2, year 2Date of first approval

18.2.97

Date of last revision N/ADate of approval of this version

9/1/02


N1202


Nursing / MidwiferyCompulsory


BSc Nursing & MidwiferyCompulsory


46

MODULE DESCRIPTION

Field name Comments/notesTitle The Baby With Special and Additional NeedsCode MI201Level TwoCredit rating 10 level two creditsPre-requisites Completion of common foundation programmeType of module IntensiveAims This module is designed to integrate the student’s prior knowledge and clinical

practice and to develop an understanding of the baby with special and additional needs


By the end of the module the students should be able to: Have an understanding of the problems that can occur if a baby too early or

too late; Gain an insight into the effects of pregnancy and labour on the outcomes of

birth; Have an insight into the social, psychological, political, religious, cultural

and ethical dilemmas of caring for the sick and small baby and other babies with special and additional needs.

Content This will include: Care of the sick and small baby at birth Ongoing care of the sick and small baby in relation to supporting the systems

of life and needs of the effects on family and health care professional of sick and small babies

Ethical considerations of baby care Genetic and birth defects that may affect growth and development of the

babyTeaching and learning strategies

These will include a variety of teaching strategies including informal lectures and seminars and the appropriate use of specialist speakers. Some of the sessions within the module will adopt a problem based approach, with the emphasis of linking theory and practice

Learning support The module team, personal tutor, clinical mentor and lecturer undertaking the individual session will provide learning support

Indicative ReadingAbramsky, L. 1994. Prenatal Diagnosis The Human Side. London: Chapman and HallBiancuzzo, M. 1999. Breast Feeding the Newborn London: MosbyCESDI 8th Annual Report. 2001. Confidential Enquiry into Stillbirths and Deaths in Infancy Maternal and Child Health Research Consortium. London: www.cesdi.org.uk Crawford, D. and M. Morris. 1994. Neonatal Nursing. London: Chapman HallDepartment of Health. 1999. Working Together to Safeguard Children. London: HMSO.Gilbert, P. 2000. The A-Z Reference Book of Syndromes and Inherited Diseases. 3rd Ed. London: ThornesHalliday, H. I. et al. 1998. Handbook of Neonatal Intensive Care 4th Ed. London: Saunders.Johnston, P. G. B. 1998. Vulliamy’s The Newborn Child 8th Ed. London: Churchill LivingstoneKelnar, C. J. & D. Harvey. 1995. The Sick Newborn 3rd Ed. London: Bailliere Tindall

47

http://www.cesdi.org.uk/


Kohner, N. 1996. Miscarriages, Stillbirth and Neonatal Death Guidelines for Professional. London: SANDSLang, S. 1997. Breast Feeding Special Care Babies London Bailliere Tindall Merenstein, G. B. 1998. Handbook of Neonatal Intensive Care. 4th Ed. St Louis MosbyNorthern Neonatal Network. 2000. Neonatal Formulary 3rd Ed. London: BMJ BooksRoberton, N. R. C. 1999. A Manual of Neonatal Intensive Care. 4th Ed. London: Edward ArnoldSparshott, M. 1997. Pain, Distress and the Newborn Baby London: Blackwell ScienceYeo, H. 1998. Nursing the Neonate Oxford: Blackwell Science

Assessment tasks The student will be expected to present to their peers and lecturers one aspect of a baby care issue. Assessment of the presentation is made by peer review. The criteria for the assessment will focus on presentation and content. Students will also be required to write a 250-word summary of the outcome of their presentation. This summary should contain an account of what the student has gained from their presentation. This can be in terms of personal growth as a result of undertaking the presentation, additional knowledge about issues presented or a combination of personal growth and additional knowledge. Marks out of 20 will be awarded against specified marking criteria.Students must pass the peer assessment, lecturer assessment and summary assessment to pass this module. Failure to pass one or more of the elements will result in a referral/fail. If successful on the subsequent attempt a total of 40 marks will be awarded


This module will provide an introduction to the care and management of the sick and small baby and other babies that have special and additional needs


INaM

Module team Peggy Stevens Susanne Simmons Sara Grout Jan Matthews Semester offered Semester 2, Year 2Timetable slotsSite where delivered Eastbourne Date of first approval 18.3.97Date of last revision 18.3.97Date of approval of this version

4/3/02


N/A


Nursing, Child pathwayCompulsory


BSc (Hons) MidwiferyCompulsory

Departmental home INAMExternal examiner Rosalind Bluff

48

MODULE DESCRIPTION

Field name Comments/notesTitle European Nursing Module (Emod)Code NI214Level TwoCredit rating 10 level two creditsPre-requisites Completion of Common Foundation Programme.Type of module Delivered during semester 2 of year 2 in intensive mode over the last 4 weeks of

the semesterAims To develop the students understanding of European and professional cultural

issues, the international dimension of nursing and health care, an awareness of their own culture and respect for the culture of others


By the end of the module the students should be able to: Develop her/his awareness of the influence of culture on health, welfare and

professional nursing; Value the sharing of multi-cultural knowledge and experience; Demonstrate an awareness of other cultures; Reflect on values and attitudes relating to nursing and health care; Share her/his learning experiences with colleagues; Gain an understanding for the experience of being a stranger; Develop understanding of how nursing culture defines nursing and the

nurse’s role.Content Preparatory Phase

Notions of cultures.Familiarisation with the provision of health and welfare in their exchange country and an understanding of the position of professional nursing.Knowledge of the ‘official version’ of national culture, including regional variation.Preparatory material will be provided by host institutionsExchange PhaseTwo weeks exchange including 1-day orientation to host institution and health care setting. 8 days observational experience based in a single health care setting. One day focused on reflection and evaluation. Small group teaching conducted in English, aimed at encouraging students to share experiences. This will include student led seminar work (papers prepared before exchange)

Reflective PhaseOn return, students will be encouraged to continue to reflect on their experiences, sharing experiences with those who have visited other countries and institutions.


Internationally prepared material, survival language preparation, lectures, reflection through the use of diaries and groups, seminars, discussion and presentations.

Learning support Two-week overseas placement, supervised by English speaking mentors and teaching staff.Specified reading and preparatory material will be given depending on country visited.Indicative Reading:Culley, L. and S. Dyson. eds. 2001. Ethnicity and Nursing Practice, London: Palgrave,.Cunningham, L. 1993. Student Skills for the New Europe. HEC Conference Report.Giger, J. N. and R. Davidhizar. 1999. Tran cultural Nursing. Assessment and interventions. 3rd ed. St Louis Mosby Helman, C. G. 2000. Culture , Health and Illness 4th ed. Oxford: Butterworth Heinemann,

49


Henley, A and J. Schott. 1999. Culture, Religion and Childbearing in a Multiracial Society. Oxford: Butterworth Heinmann,.Leininger, M.M. 1995. Tran cultural Nursing; concepts, theories, research and practices. 2nded. New York: McGraw-Hill.

Assessment tasks The module assessment will take the form of an individual 20 - 30 minute presentation followed by 15 minutes of group questions and discussion.One area of interest will be identified from the exchange experience as the focus of the presentation. The presentation should include:1. a comparative element between home and host country2. cultural concepts3. professional concepts4. reflection on learning that has taken place.20% of marks will be awarded for the style and competence of the presentation. 80% of marks will be awarded for content, this will be broken down into20% for the comparative element20% for cultural awareness20% for professional issues20% for reflective learningMarks will be aggregated to give a final mark/grade


This modules aims to promote a greater awareness of a culture at a national and processional level, enabling students to see its effect on the organisation of health and welfare and the nature of the professional nursing role. At the same time, it facilitates student acceptance and valuing of cultural differences. This module includes a 2-week placement abroad.


BSc (Hons) Nursing

Module team Kate Law; Lynne Feller; Sue TorkingtonSemester offered Semester 2Timetable slotsSite where delivered EastbourneDate of first approval 18/3/97Date of last revisionDate of approval of this version

4/3/02


N/A


Nursing Optional


BSc(Hons) Nursing Optional


50

MODULE DESCRIPTION

Field name Comments/notesTitle Trans-Cultural Nursing StudiesCode NI261Level TwoCredit rating 10 level two creditsPre-requisites Completion of Common Foundation Programme Type of module Intensive over 2 weeks.Aims To assist students to practice in a fair and anti-discriminatory way, acknowledging

the difference in beliefs and cultural practices if individual and groups. (UKCC2000)


By the end of the module students should be able to: develop an understanding of the nature of culture; understand how notions of culture impact on the health and illness arena; begin to develop the skills, knowledge and attitudes necessary in order to

provide non-discriminatory practice; begin to develop the skills, knowledge and attitudes necessary in order to

provide culturally competent care; explore and begin to critically analyse the notion of transcultural nursing.

Content Notions of culture Cultural diversity in the UK Cultural assessment Models of transcultural nursing and their critiques Health and illness as viewed through the eyes of some of the main cultures of

the world. Essential aspects of care, focusing on communication, personal care, death

and dying.Teaching and learning strategies

Predominantly small discussion groups and seminars. Personal contact with members of ‘minority’ cultures will be facilitated through outside speakers.

Learning support Indicative Reading:Culley, L. and S. Dyson. Eds. 2001. Ethnicity and Nursing Practice. London: Palgrave,.ENB. 2001. Educational Preparation for Transcultural Health Care Practice. London: ENB.Giger, J. N. and R. E. Davidhizar. 1999. Tran cultural Nursing. Assessment and Interventions 3rd ed. St Louis: Mosby. Helman, C. G. 2000. Culture , Health and Illness 4th ed. Butterworth Heinemann, Oxford.Leininger, M. M. 1995. Tran cultural nursing: concepts, theories , research and practices. 2nd ed. New York: McGraw-Hill.Purnell, L. D. and B. J. Paulanka. 1998. Tran cultural Health Care. A Culturally Competent Approach. Philadelphia: Davis.www.doh.gov.uk/ethnicity2001guidance/index.htmwww.doh.gov.uk/nhsequality.htmwww.homeoffice.gov.ukwww.blink.org.ukwww.openup.co.uk

Assessment An assessed seminar, analysing on one of the key themes of the module. A member of the module team must agree seminar title and focus. The seminar will include 20 minutes presentation followed by 20 minutes facilitated discussion. Notions of culture and professional practice must be included.


This module analyses the complex notions of culture and ethnicity and their impact on health and health care delivery. The skills, knowledge and attitudes necessary to provide non-discriminatory practice and culturally competent care will be explored.


BSc (Hons) Nursing

51

http://www.openup.co.uk/

http://www.blink.org.uk/

http://www.homeoffice.gov.uk/

http://www.doh.gov.uk/nhsequality.htm

http://www.doh.gov.uk/ethnicity2001guidance/index.htm

Module team Kate Law; Kay Aranda; Roger NumasSemester offered Delivered in semester 2 year 2 in intensive mode.Date of first approval 18/3/97Date of last revisionDate of approval of this version

4/3/02


NI216


Nursing Compulsory for BSc (Hons) European Nursing.Optional for BSc (Hons) Nursing and Nursing Studies


BSc (Hons) NursingBSc (Hons) European NursingBSc (Hons) Nursing Studies


52

MODULE DESCRIPTION

Field name Comments/notesTitle Ethics in Health CareCode MI203Level TwoCredit rating 10 level two creditsPre-requisites Completion of Common Foundation Programme and semester one year twoType of module Delivered during the 1st semester, Year 2 Extensive ModeAims To equip students with an awareness and acceptance of the rights and

responsibilities of individuals.To introduce students to the skills of reasoned argument, to enable them to make and informed choice in their practice.


By the end of the module the students should be able to: develop an awareness of the influence of personal value systems upon

attitudes and behaviour; understand the use of one framework to enable the sharing of personal

responses to ethical conflicts and issues in professional life; explore the relative definitions of "good" and "right" in relation to health care; discuss issues related to distributive justice and fairness in health care, in order

to reduce judgmental decision making; utilise the principles of respect for autonomy, beneficence, non-malificence

and justice in the moral arguments that arise in health care settings; develop skills of debate and discussion; examine issues of patient/client advocacy and accountability as issues of

individual freedom; explore honesty and truth telling in the context of moral responsibility and

professional relationships.Content This will include:

Value clarification Theories - Utilitarianism, Deontology Principles - autonomy, beneficence, non-malificence, justice Consent Caring Confidentiality Professional Relationships Rights Advocacy Quality of Life Accountability Reproductive Medicine - Assisted Fertility Selective termination Abortion Screening for abnormality


Informal lectures, seminars, worksheets, discussion and debate.Student led case studies and seminarsStudents will be expected to reflect on their personal experiences and practice.The use of a reflective diary will be encouraged.

Learning support Provided by the module leaders and personal tutors.

Indicative Reading:Gaarder, J. 1996. Sophie’s World. PhoenixSeedhouse, D. 1988. The heart of Health Care. London: WileyTschudinv. 1994. Ethics Conflicts of Interest . London: Scutari Press

Assessment tasks Written assignment focusing on population needs assessment (2000 words + / - 10%)

53


This is a second level module, which promotes greater analysis of the reasoning behind actions taken. This module builds on frameworks for ethical decision making, to enable the student to utilise real situations to reflect on moral dilemmas and situations relating to their practice.


INAM

Module team Pam Bennett, Jackie Clark Semester offered Semester 2Timetable slotsSite where delivered EastbourneDate of first approval

19/3/97


4/3/02


N/A




BSc Nursing Dip. Nursing & MidwiferyOptional

Departmental home INAMExternal examiner Rosalind Bluff

54

MODULE DESCRIPTION

Field name Comments/notesTitle Gender Issues and Health CareCode NI215Level TwoCredit rating 12 level two creditsPre-requisites Completion of Common Foundation ProgrammeType of module This is an optional module, to be run in intensive mode, semester 2 year 2.Aims For students to appreciate the impact of gender on health and health care.Learning outcomes/objectives

By the end of the module students should be able to: gain an understanding of the development of gender identity and development; gain an understanding of how gender identity and role impacts on health,

access to health care and health care provision; gain awareness of the gender issues in specific aspects of current health care

provision.Content Defining gender

Development/maintenance of gender and gender roles. The influence of gender on: Diagnosis Access to health care Health care provision Parenting roles Reproductive technology Women's experience of somatic and mental health and illness. Men's experience of somatic and mental health and illness. Gay and lesbian health and parenting issues.


These will include lectures, seminars and group work.

Learning support Lecturer support from contextual studies and sociology and social policy themes, support from media resources.Indicative Reading:Abbot, P. and C. Wallace. 1997. An Introduction to Sociology - Feminist Perspectives, 2nd ed. London: RoutledgeDavey, B. Ed. 1995. Health and Disease. A reader. 3rd ed. Buckingham: Open University PressDavis, D. L. and M. Low. 1989. Gender Health and Illness. New York: Hemisphere PublishersGraham, H. 1993. Hardship and Health in Women's Lives. New York: Harvester.Hudson, L. and B. Jacob. 1991. The Way Men Think. New Haven: Yale University Press. Oakley, A. 1986. The Captured Womb. Basil Blackwood.Roberts, H. 1987. The Patient, Women and their Doctors. London: Pandora PressSpallone, P. 1999. Beyond Conception: the New Politics of Reproduction. Macmillan

Assessment tasks A presentation or collage relating to one aspect of gender and health. Students may choose to use either their work e.g. photographs, videos or use material from the media, following consultation with a member of the module team. A 750-word report of issues highlighted in their presentation.


This module explores the concept of gender, its development and its impact upon health and health care provision.


BSc (Hons) Nursing

Module team Jane Alderton; Kate Law; Sharon Youngs; Don BurnettSemester offered Semester 2Timetable slots

55

Site where delivered EastbourneDate of first approval

19/2/97


19/3/97


N/A




BSc Nursing Dip. Nursing & MidwiferyOptional

Departmental home INaMExternal examiner Bryan Savage

56

MODULE DESCRIPTION

Field name Comments/notesTitle Community HealthCode NI213Level TwoCredit rating 10 level two creditsPre-requisites Completion of Common Foundation Programme and semester one year twoType of module IntensiveAims To provide the opportunity for students to gain an insight into community health

care development, both historically and contemporaneously.Learning outcomes/objectives

Students will gain an understanding of community health care development. They will also have an awareness of the link between government policy and community health care service delivery. Further to this implications of recent developments within community health care will be explored and related to professional development.By the end of the module the students should be able to: demonstrate the importance of promoting equity in patient/client care by

gaining an understanding of the interface between hospital and community health care;

demonstrate an understanding of legislation relevant to nursing practice linked to the NMC Code of Professional Practice;

contribute to identification and facilitation of informed decision making involving patients/clients;

contribute to the enhancing of health and social well being of patients/clients by understanding how to assess health needs; promote health and access appropriate health and social services;

discuss methods or barriers to the boundaries of effective communication and interpersonal skills;

demonstrate sensitivity in interaction with and provision of information to patients/clients;

demonstrate an understanding of the role of others by participating in professional working practice;

acknowledge the importance of seeking supervision to develop safe nursing practice.

Content Definition of community Exploring the shift towards community care Government legislation Internal marked to present day Role of PCG and PCGT’s Identifying need Delivering care Professional issues relating to community practice and delivery Inter-agency working Health alliances Intensive home nursing


Delivery of content will be through lectures, group work and student led debates. The learning outcomes will be achieved through the completion of the modular programme, reflective practice and completion of the assessment.

57

Learning support Students will be given support and guidance throughout the module by the module leader, module team and group/individual tutorials.

Indicative Reading:Barnat, J. et al eds. 1993. Community Care: A Reader. Basingstoke: Macmillan & Open University PressDepartment of Health. 1993. Implementing Community Care: Population needs assessment good practice guide . London: HMSO Meads, G. Ed. 1996. Future Options for General Practice. Oxford: Radcliff Medical Press. Ham, C. 1991. The New National Health Service. Oxford: Radcliffe Medical Press

Assessment tasks Essay (2500 words + /-10%) outline and discuss what you consider to be key developments within community care. Analyse these developments and give your opinion about how these developments will influence the delivery of community health care in the future.

Brief description of module content

This module offers and opportunity for students to understand and explore the complexity and diversity of community health care.


BSc (Hons) nursing

Module team Teresa Stanford; Caroline Vafaes; Jenny ScotlandSemester offered 2Timetable slotsSite where delivered EastbourneDate of first approval 19/2/97Date of last revisionDate of approval of this version

4/3/02


Nursing/MidwiferyOptional


BSc (Hons) Nursing, BSc (Hons) Podiatry, BSc (Hons) Physiotherapy, Dip MidwiferyOptional


58

MODULE DESCRIPTION

Field name Comments/notesTitle Integrative module 2 (Adult Pathway)Code NI209Level TwoCredit rating 30 level two creditsPre-requisites Completion of CFP and semester 1 year 2.Type of module ExtensiveAims To provide the student with in depth, current, research based, flexible knowledge

and skills to enable therapeutic nursing intervention and evaluation care in a variety of clinical settings.


By the end of the module the students should be able to: use knowledge relating to assessment data in order to plan safe, appropriate

and individualised care; formulate and document a plan of nursing care in partnership with and the

consent of patients and where appropriate their carers, setting realistic, achievable and measurable goals/ patient outcomes, in order to facilitate evaluation of care;

provide rationale that is based on current research and evidence based practice to demonstrate sound clinical judgement when selecting appropriate and safe nursing interventions;

recognise the importance of evaluation and begin to explore strategies to evaluate the planned goals / patient outcomes;

recognise the importance of roles of others by participating in multi-professional care;

practice in accordance with a legal and ethical framework and in a fair and anti-discriminatory way;

recognise own abilities and limitations and work in accordance with the NMC Code of Professional conduct.

Content The identification of resources, current knowledge and skills to enable therapeutic intervention and evaluation of nursing care in the following areas: Pain management interventions Rehabilitation strategies Maintenance of skin integrity and wound care Hydrational support Nutritional support Maintenance of oxygenation status. Management of continence Management of patients with cancer Palliative care. Infection control


All day multi-theme study days over 3 weeks prior to clinical placement followed by presentation of student care studies in 3 weeks post clinical placement, to include evaluation of nursing strategies and intervention employed.

Learning support The module leader and team members will give support. There will also be the support from the personal tutors, lecturers who are contributing to the theory content and preceptors who are lending support to these students in the clinical areas.Indicative readingAlexander, M.F. et al. eds. 1994. Nursing Practice, Hospital and Home, The Adult. London: Churchill Livingstone.Beare, P.G. & B. Myers. 1997. Adult Health Nursing 3rd Ed. London: Mosby

59


Brunner, L.S. & D.S. Suddarth. 1990. The Lippincott Manual of Medical-Surgical Nursing. 2nd ed. London: Harper & Row.Heath, H.B. ed. 1995. Potter and Perry's Foundations in Nursing Theory and Practice. London: MosbyJarvis, C. 1996. Physical Examination and Health Assessment. New York: SaundersLong B.C. et al. 1995. Adult Nursing. A Nursing Process Approach. London: Mosby, McCance, K.L. & S.E. Heuther. 1994. Pathophysiology: The biological basis for disease in adults and children. London: MosbyMcFarland, G.K. 1993. Nursing diagnosis and Intervention, Planning for Patient Care. 2nd ed. London: MosbyPorth, C. 1997. Pathophysiology: Concepts of altered health states, London: LippincottRoyal, J.A. & M. Walsh. 1992 Watson's Medical-Surgical Nursing and Related Physiology. London: Balliere Tindall, Rutishauser, S. 1994. Physiology and Anatomy: a basis for nursing and health care. Edinburgh: Churchill LivingstoneTortora G.J. and S. Grabowski. 1995. Principles of Anatomy and Physiology. 8th ed. London: Harper CollinsWalsh, M. 1998. Models and Critical Pathways in Clinical Nursing. 2nd ed. London: Balliere Tindall

Assessment tasks The submission of a 3000 word care study of a patient. The focus for this will be on a particular patient problem that requires a selection of nursing interventions. The student will need to demonstrate that the outcomes of the module have been met.


Planning therapeutic interventions is the logical progression from assessment, which requires integration and application of knowledge from the various disciplines, which inform nursing practice. Such a process is dynamic and inextricably linked to ongoing assessment and evaluation. At this stage of the course the novice needs to demonstrate the development of skills of selection and discrimination relating to when to intervene, what interventions are available and why a certain intervention is more appropriate within a certain context. This module will include current, research based nursing practice to enable the student to practice and evaluate therapeutic intervention.


BSc (Hons) Nursing

Module team Diane Smith, Kathy Martyn; Alison Lane, Carole Cheales; Lynn Feller; Vikki Goddard (Infection control CNS)

Semester offered Semester 3, year 2Timetable slots 3 weeks at the commencement of semester 3 and 1 week at the end of semester 3.Site where delivered EastbourneDate of first approval 18/2/97Date of last revision N/ADate of approval of this versionVersion number 2Replacement for previous moduleField for which module is acceptable and status in that field

Nursing and European Nursing.


Nursing , Adult PathwayMandatory


60

MODULE DESCRIPTION

Field name Comments/notesTitle Integrative module 2

The Practice of Mental health nursingCode NI212Level TwoCredit rating 30 level two creditsPre-requisites Completion of CFP and semester one of year 2Type of module Extensive mode. Aims To clarify further theoretical perspectives in relation to mental health nursing

studies. To critically examine the evidence base for interventions in the care of

individuals in crisis in a variety of care settings.Learning outcomes/objectives

By the end of the module the students should be able to: analyse the relationship between theory and practice in the management of

acute mental health crises; offer a critique of risk assessment models and frameworks in mental health; identify appropriate strategies for supporting individuals in crisis in a variety

of settings.Content Legal and ethical frameworks

User perspectives Stress-vulnerability approaches to crises Interventions and support of individuals in crisis as a result of - drug and /or alcohol misuse - homelessness - acute psychotic episodes - forensic involvement - self-harm - abuse/discrimination


Reflective journalsUser inputSpecialist practitioner input

Learning support The module leader and team members will give support. There will also be the support from the personal tutors, lecturers who are contributing to the theory content and preceptors who are lending support to these students in the clinical areas.

Indicative reading;Alaszewski, A. 2000. Managing risk in community practice. London: Balliere Tindall.Barker, P. and S. Baldwin. Eds. 1998. Ethical issues in Mental Health . London: Chapman and Hall.Beer, D. et al. 2001. Psychiatric Intensive Care. London: Greenwich Medical media LtdBrooke, R .T and J. Repper. 1998. Serious mental health problems in the community. London: Balliere Tindall.Buckley, P. and J. Waddington. 2001. Schizophrenia and Mood Disorders. The new drug therapies in clinical practice. London: HeinemannDimond, B. 1996. Mental Health Law for Nurses. Oxford: Blackwell.Gamble, C and G. Brennan. 2000. Working with serious mental illness. A handbook for practitioners. London: Balliere Tindall.

61


Leudar, I. and P.Thomas. 2000. Voices of Reason ,Voices of Insanity. London: Routledge.Newell, R. and K. Gournay. 1999. Mental health Nursing : An evidence based approach. Edinburgh: Churchill Livingstone.O’Connor, R. and N. Sheehey. 2000. Understanding suicidal behaviour. Leicester: BPSPerkins, R. and J. Repper. 1998. Dilemmas in Community Mental Health Practice—Choice or Control. Oxford: Radcliffe Medical Press.Rogers, A. and D. Pilgrim. 1996. Mental health Policy in Britain : A Critical introduction. Basingstoke: Macmillan.Thompson, T. and P. Mathias. 2000. Lyttle’s Mental Health and Disorder. 3rd ed. London: Balliere Tindall

Assessment tasks Care study relating to a client whose care the student has been involved with and who has an acute need or crisis. Word limit 6000+10%


This module will enable the student to critically analyse and apply relevant theories and concepts to mental health clients in crisis and acute distress. The student will develop insights into the multi-disciplinary care of vulnerable clients requiring interventions in the community and in-patient settings.


BSc (Hons) Nursing

Module team Alison Keen; Jamie Auld; Sharon YoungsSemester offered Year2 semester3Timetable slots 3 weeks at the commencement of semester 3 and 1 week at the end of semester 3Site where delivered EastbourneDate of first approval 18/3/97Date of last revisionDate of approval of this version

4/3/02


BSc (Hons) nursing. Mental Health pathwayMandatory


BSc (Hons) nursing. Mental Health pathwayMandatory


62

MODULE DESCRIPTION

Field name Comments/notesTitle Integrative Module 2 ChildCode NI210Level Two Credit rating 30 level two creditsPre-requisites 6 Level two + one Level Baby with special and additional needsType of module Delivered during the third Semester, Year 2. 3 weeks theory followed by practice

and 1 consolidation week at the end of the semester.Aims To provide the student with in-depth, current, research based, flexible knowledge

and skills to enable therapeutic nursing intervention and evaluation.Learning outcomes/objectives

The appreciation and understanding of appropriate therapeutic nursing intervention and ability to evaluate care delivered to the child and family.

Content The identification of resources, current knowledge and skills to enable therapeutic intervention and evaluation of nursing care in the following areas: Interpersonal Skills Wound Care Pain management Rehabilitation Strategies Maintenance of skin integrity Hydrational support Nutritional support Maintenance of oxygenation status Management of continence Palliative care


All day multi-theme study days in 3 weeks prior to clinical placement followed by presentation of student care studies in the week post clinical placement, to include evaluation of nursing strategies and intervention employed.Total theory time 216 hours, contact time 90 hours.

Learning support The module leader and team members will give support. There will also be the support from the personal tutors, lecturers who are contributing to the theory content and preceptors who are lending support to these students in the clinical areas.

Indicative Reading:Blackburn, C. 1992. Working with Families Parenting & Health. Buckingham: Open University PressCampbell, S. 1995. Whaley & Wong's Childrens Nursing. St Louis: Mosby.Carter, B. 1994. Child and infant pain: principles of nursing care and management. London: Chapman.Department of Health and Department of Education and Employment. 2000. Framework for the assessment of children in need and their families. London: The Stationary Office.Glasper, A. 1992. Child Care Nursing Perspectives The Professional Developer Series. London: Wolfe.Gott, M. and B. Malony. 1994. Child Health a Reader. New York: Radcliffe Medical Press Hall, D.M.B. and P.D. Hill. 1996. The child with a disability. 2nd ed. Oxford: Blackwell Science.Herbert, M. 1998. Clinical child psychology: social learning, development and behaviour. 2nd ed. Chichester: Wiley.Lavert, H. and M. Reet. 2001. Planning care for children in respite settings. London: Jessica Kingsley publishers.Middleton, L. 1999. Disabled children: Challenging Social Exclusion. Oxford: Blackwell Science.

63


Moore, M. et al. 1998. Researching disability issues. Buckingham: OU Press.Müllerm, D.J. et al. 1992. Nursing Children Psychology, Research & Practice. 3rd ed. London: Chapman & Hull.Pountney, T. E. et al 2000. The Chailey approach to postural management. Birmingham: Active Design Ltd.Read, J. and L. Clements. 2001. Disabled children and the law. London: Jessica Kingsley publishers.Varma, V. ed. 1996. Coping with unhappy children. London. Cassell.Varma, V. ed. 1996. Managing children with problems. London: Cassell.Whaley, L. 1999. Nursing Care of Children and Infants. 6th ed. St Louis: Mosby Wong, D.L. et al. 1999. Whaley and Wong's Nursing Care of Infants and Children. 6th ed. St Louis: Mosby.

Assessment tasks Patient/Client (family centred study focusing on the professional role of the nurse/midwife identifying needs and interventions in client care. Rationale for the interventions chosen and evaluation of these interventions must be included. 6000 words +/-10%


This triple module will introduce to the student current, research based nursing practice and enable the student to practice and evaluate therapeutic intervention.


BSc(Hons) Nursing

Module team Jackie Bentley; Celia Marshall; Rosemary Goudoin; Alison MitchellMurial Lloyd

Semester offered Semester 3Timetable slots 3 weeks at the commencement of semester 3 and 1 week at the end of semester 3Site where delivered EastbourneDate of first approval 19/3/97Date of last revision N/ADate of approval of this version

4/3/02


N/A


Nursing - child pathwayMandatory


BSc Nursing Dip. Nursing & Midwifery


64

MODULE DESCRIPTION

Field name Comments/notesTitle Working with Sociological DataCode NI303Level ThreeCredit rating 10 level three creditsPre-requisites Completion of level 1 studies and semester one and two of year 2Type of module Extensive.Aims For students to be introduced to sociological analysis of the professional and

public world in which they live and work. To develop skills of using and analysing a wide range of sociological data.


By the end of the module students should be able to: explore own attitudes and beliefs; offer an analysis/argument using sociological perspectives and sociological

methodologies; compare and contrast perspectives and methodologies; collect and critically analyse social and sociological assessment data; critically analyse practice situations using a sociological gaze.

Content The collection, interpretation and analysis of sociological data, statistics and research.

Ethical issues in relation to data collection. Analysis of the appropriateness of methods of collection and analysis. Exploration of the various sociological perspectives through which the

student will interpret and analyse data. Skills of media analysis; content and discourse analysis. Sociological assessment of patients/clients. Application of previously learnt perspectives and concepts to the students

chosen area of analysis.Teaching and learning strategies

Student led seminars focused around data provided by the students to include:social researchpress cuttingstelevision and radio recordingsclient reports/experiences.

These will be organised by the students and lecturers into topical key issue areas for exploration and analysis. Topic areas for study will be negotiated between student and lecturers.

Initially lectures to introduce skills of data collection and analysis, followed by student presentations and analysis of their research.

Learning support Identified members of the module team and sociology theme will provide support.

Indicative reading:Ackers, L and P. Abbott P. 1996. Social Policy for Nurses and the Caring Professions. Milton Keynes: OU Press.Gilbert, N. ed. 2001. Researching Social Life. 2nd ed. London: Sage.Hallan, J. 2000. Nursing the Image: Media, Culture and Professional. London: Routledge.Jensen, K. B and N.W. Jankowski. 1991. A Handbook of Qualitative Methodologies for Mass Communication Research. London: Routledge.Silverman, d. 2001. Interpreting Data: methods for analysing talk, text and interaction. 2nd ed. London: Sage.Van Zoonen, L. 1994. Feminist Media Studies. London: Sage.Weinberg, D. ed. 2002. Qualitative Research Methods. Oxford: Blackwell.

65

Assessment tasks A written report of one aspect of data analysis, demonstrating application of the sociological perspective(s) and methods utilised, to include a section on what the student gained from this experience. 2000 words +/- 10%.


Nursing, midwifery and health care are significantly influenced by political ideologies and the resulting social policy. One of the principle aspects of social policy is health and the provision of health and social care. In their professional role, nurses and midwives will be affected by, implementing and influencing social policy. A thorough understanding of social policy and how health care professionals and their clients can influence and are affected by social policy initiatives is therefore central to the study of nursing and midwifery.This module will follow a case study approach to analyse topical aspects of health care policy formation and implementation.


BSc (Hons) Nursing

Module team Kate Law; Jane Alderton; Angie HartSemester offered Semester one year 3Timetable slots Thursday 2-4Site where delivered EastbourneDate of first approval 19/3/97Date of last revision N/ADate of approval of this version

4/3/02


Nursing / MidwiferyMandatory


BSc Nursing Dip. Nursing & Midwifery


66

MODULE DESCRIPTION

Field name Comments/notesTitle Human Psychology and Human Relationships in Health CareCode N1332Level ThreeCredit rating 10 level three creditsPre-requisites Completion of level 1 studies and semester one and two of year 2Type of module ExtensiveAims To explore in depth, issues, problems and needs of patients/clients and health

care professionals from a human psychology/human relationships theory base. To facilitate students’ reflection, synthesis and critical evaluation of the

application of applied human psychology and human relationships research findings to practice.


By the end of the module the students should be able to: identify where theory and skills from applied human psychology and human

relationships could enhance practice; reflect critically the extent to which literature from applied human psychology

and human relationships is relevant to practice; work collectively towards addressing learning needs and reflect on the process

learning.Content During the course of the module the students will focus on any 9 of the following

areas: Emotional intelligence/emotional labour Working with families Working with difference and diversity Working with fear and distress Working with mental health Socially constructed psychological issues/problems Psychological testing/assessment Psychology of work Working in a team Issues surrounding health psychology


Problem based learning approach. Introductory workshop, brainstorm sessions, self-directed student preparation of material, student led presentations/discussions. Students will be encouraged to use imaginative ways of presenting material and engaging the group. Groups of no more than 20 students.

Learning support Intranet, small group tutorials, support with providing presentation materials.

Indicative Reading:Arnold, J. C. et al. 1998. Work Psychology: Understanding Human Behaviour in the Workplace. 3rd ed. London: Prentice Hall.Barker, P. 1998. Basic Family Therapy, Blackwell.Brown R., (1998), Group Processes. Oxford: Blackwell.Douglas, T. 1995. Survival in Groups. Oxford: Open University Press.Fineman, S. 1993. Emotion in Organisations. 2nd ed. London: Sage Publications Ltd.Hartley, P. 1999. Group Communication. London: Routledge.Hawton, K. 1996. Cognitive Behaviour Therapy for Psychiatric Problems: a practical guide. Oxford: Oxford University Press.Marks, D. 2000. Health Psychology: theory, research and practice., London: Sage.Roth, A. & P. Fonagy. 1996. What Works for Whom? A Critical Review of Psychotherapy Research. Hove: The Guildford Press.Salmon, P. 2001. The Psychology of Medicine and Surgery. Chichester: Wiley.Stroebe, W. 2000. Social Psychology and Health. 2nd ed. Buckingham: Open University Press.

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Assessment tasks There are three components to assessment: Presentation – (25%). Submission of folder containing details of student’s contribution to three

presentation subject areas – (25%). 1000 word reflective account in which the student will be required to

demonstrate his/her developing critical thinking skills in relation to knowledge, self, and practice, using examples of learning experiences during the module – (50%).

All parts of the assessment must be passed. Marks will be aggregated to give a final mark/grade


Having completed discrete modules in applied human psychology at level one, and in human relationships at level two, this module integrates the theoretical foundations introduced in these initial modules. Using a problem based learning approach, students are provided with the opportunity to link theory directly to practice. The process allows for students to focus on areas that are relevant to their learning needs and provides an opportunity to critically analyse theory and practice within the domains of human psychology and human relationships.


BSc (Hons) Nursing

Module team Carole Cheales; Sue Sully; Sharon Youngs; Martin JordanSemester offered, Semester 1 year 3Timetable slots Thursday 11-1Site where delivered EastbourneDate of first approval 18.2.97Date of last revisionDate of approval of this version

4/3/02


N1302


Nursing and Midwifery


BSc (Hons) nursing & BSc (Hons) European NursingMandatory


68

MODULE DESCRIPTION

Field name Comments/notesTitle Research Studies 3Code MI303Level ThreeCredit rating 10 level three creditsPre-requisites Completion of level 1 studies and semester one and two of year 2Type of module ExtensiveAims To enable the student to develop and apply research skills at honours degree level

through the process of designing a project relevant to their profession. To develop skills of critical analysis or research and the research process, of themselves as researchers and of relevant studies that inform the direction of their lines of enquiry.


By the end of the module the students should be able to: demonstrate an understanding of the process of research in relation to the type

of enquiry being undertaken. and the choice, use and critical evaluation of an appropriate conceptual/theoretical framework in which to couch the research;

demonstrate an appropriate use of method(s) and methodology for the type of enquiry being undertaken;

evaluate the effectiveness and applicability of the chosen approach and findings in relation to their chosen field of professional practice;

provide evidence of a reflective approach to undertaking research and how the research may be used to advance or substantiate their chosen field of professional knowledge.

Content Exploring the role of researchers in relation to the rights and obligations and expectations of patients and clients.Negotiating and defining professional boundaries in relation to research policyInvestigating the interpretation and representation of both qualitative and quantitative data, issues of confidentiality and data protection.Analysing critically the strengths and limitations and issues surrounding: in-depth interviews surveys questionnaires phenomenology ethnography quasi experiential methods inferential statisticsInvestigating issues concerning triangulation.Investigating the appropriate methods of dissemination and sharing of research findings.


The main module concepts will be introduced through keynote lectures, discussion groups and directed study. The application of the research process will be critically analysed through small group tutorial, reflection on practice, student presentations and seminar work.

Learning support Individual student support will be given by identified members of tutorial staff for support for presentations, seminars and assessment.Indicative Reading:Bell, J. 1999. Doing your research project: a guide for first time researchers in education. 3rd ed. Buckingham: Open University Press.Brink, P.J. and M.J. Wood. 1988. Basic Steps in Planning Nursing Research from question to Proposal. 4th ed. London: Jones and BartlettBurnard, P.J and P. Morrison. 1994. Nursing Research In Action. 2nd ed. Basingstoke: MacMillan Press

69


Burns, N. & S.K. Grove. 1997. The Practice of Nursing Research. 3rd.ed. Philadelphia: W B SaundersChenitz, W.C & J.M. Swanson. 1986. From Practice to grounded theory. California: Addison- WesleyDaley, J. et al. ed. 1992. Researching Health Care. London: Routledge.Hammersley, M. & P. Atkinson. 1995. Ethnography: Principles in practice. 2nd Ed. London: RoutledgeHart, E.& M. Bond. 1995. Action Research for Health and Social Care. Buckingham: Open University Press.Hicks, C.M. 1996. Understanding Midwifery Research- A Basic Guide to Design and Analysis, Churchill Livingstone.Holloway, I & Wheeler, S. 1996. Nursing Research for Nurses. Oxford: Blackwell Science Ltd.LoBiono-Wood, G.& Haber,J.1998.Nursing Research: methods, critical appraisal and utilisation. 4th ed. St Louis: MosbyMorse, J.M. & P.A. Field. 1998. Nursing Research-the application of qualitative approaches. 2nd ed. London: ThornesMorse, J.M ed. 1992. Qualitative Health Research. California: Sage Publications.Munhall, P.L. & C.O. Boyd. 1993. Nursing Research 2nd ed. New York: National League for Nursing PressParahoo, K. 1997. Nursing Research: principles, process and issues. London: Macmillan PressPolgar, S. & S.A. Thomas. 2000. Introduction to Research in the Health Sciences. 4th ed. Melbourne: Churchill Livingstone.Polit, D.F. and B.P. Hungler. 1999. Essentials of Nursing Research Methods , Appraisal and Utilisation. 6th ed. New York: JP Lippencott CoRowntree, D. 1991. Statistics without tears: a primer for non-mathematicians. London. Penguin.Snapsford , R. & P. Abbott. 1992. Research Methods for Nurses and the caring professions. Buckingham: Open University Press.Smith, P. ed 1997. Research Mindedness for Practice. London: Churchill Livingstone.Tarling, M & L. Crofts. 1998. The Essential Researchers Handbook for Nurses and Health Care Professionals. London: Balliare Tindall.

Assessment tasks A 2000 word proposal for a small-scale research project.Brief description of module content and/or aims

An introduction, critical appraisal and analysis of the key research methods and methodologies that will give a grounding for further exploration of health, health care and health policy formation.


INaM

Module team Carroll Sui, Tom Lewis, Heidi Mok, Peggy StevensSemester offered Semester 1 year 3Timetable slots Monday 9-11amSite where delivered EastbourneDate of first approval

18/3/97


9/1/02


MI303


Nursing / MidwiferyMandatory

70


BSc (Hons) Nursing, BSc (Hons) European Nursing, BSc MidwiferyMandatory

Departmental home INAMExternal examiner Veronica Killan

71

MODULE DESCRIPTION

Field name Comments/notesTitle Applied Life Sciences 3Code NI317Level 3Credit rating 10 level 3 CAT pointsPre-requisites Completion of level 1 studies and semester one and two of year 2Type of module ExtensiveAims To facilitate selection and discrimination of data gathered within different care

settings / patient situations.To develop an ability to evaluate application of patho-physiological concepts within complex care situations.To be able to apply the skills of critical analysis on data gathered, in order to make clinical judgements upon which to base nursing care.


To demonstrate an understanding of complex patho-physiological concepts related to the systems of the body.To transfer knowledge between care settings / specific patient situations.To critically analyse data gathered and its significance to the patient's underlying patho-physiological state.To integrate all information in order to recognise significance to the planning and prioritising of individualised care.To critically analyse the impact of age in the presentation of illness, disease and subsequent recovery.

Content Impact of acute/chronic multi-system failure will be explored related to:1. Oxygenation status 2. Hydration/nutritional status 3. Protective mechanisms 4. Neurological status 5. Endocrine function Each will draw on examples from practice to illustrate concepts.


Lectures and seminars focused on pathophysiological concepts/ scenarios to explore issuesRecommended practice to facilitate application of theory and completion of assessment.Shared learning between differing professional groups will be facilitated where possible through the development of study sessions on subjects such as diabetes and obesity which are increasingly managed by a multidisciplinary team within health careThe student will be expected to arrange visits to practice settings in order to gain data and apply theoretical concepts from the module to real life situations.

Learning support Indicative ReadingPorth, C. 1994. Pathophysiology. Concepts of altered health status. 4th Ed. St Louis: LippincottThomson, J. et al. 1993. Mosby's Clinical Nursing .3rd Ed. London: MosbyCarpenito, L. 1997. Nursing Diagnosis. Application to Clinical Practice 7th ed Philadelphia: Lippincott.Higgins, S. et al. 1994. Biochemistry for the Medical Sciences, An Integrated Case Approach. In addition students will be expected to complete a thorough literature search on differing subjects using Medline, Cinhal and other internet resources including www.biomednet.com; www.omni.ac.uk

Assessment tasks A critical analysis of a patient's care in relation to interpretation of assessment data and its significance to planning care. (2000 words + 10%)

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http://www.biomednet.com/


This module will facilitate development of patho-physiological concepts and application to increasingly complex patient/client problems within a diversity of settings.


BSc (Hons) Nursing

Module team Kathy Martyn; Shirley Bedding; Di Smith; Terry StubbingsSemester offered Semester 1 Year 3Date of first approval 18/3/97Date of last revisionDate of approval of this version

4/3/02


NI317


Nursing


BSc (Hons) NursingMandatory


73

MODULE DESCRIPTION

Field name Comments/notesTitle Applied Life Sciences 3 - child pathwayCode NI321Level 3Credit rating 10 level 3 CAT pointsPre-requisites Completion of level 1 studies and semester one and two of year 2Type of module ExtensiveAims To facilitate selection and discrimination of data gathered within different care

settings / patient situations.To develop an ability to evaluate application of patho-physiological concepts within complex care situations in children's nursing.To be able to apply the skills of critical analysis on data gathered, in order to make clinical judgements upon which to base nursing care.


To demonstrate an understanding of complex patho-physiological concepts related to the systems of the body.To transfer knowledge between care settings / specific patient situations.To critically analyse data gathered and its significance to the patient's underlying patho-physiological state.To integrate all information in order to recognise significance to the planning and prioritising of individualised care.To critically analyse the impact of age in the presentation of illness, disease and subsequent recovery in children.

Content Impact of acute/chronic multi-system failure will be explored related to:1. Oxygenation status 2. Hydration/nutritional status 3. Protective mechanisms 4. Neurological status 5. Endocrine function Each will draw on examples from practice to illustrate concepts.


Lectures and seminars focused on pathophysiological concepts/ scenarios to explore issuesRecommended practice to facilitate application of theory and completion of assessment.Shared learning between differing professional groups will be facilitated where possible through the development of study sessions on subjects such as diabetes and obesity which are increasingly managed by a multidisciplinary team within health careThe student will be expected to arrange visits to practice settings in order to gain data and apply theoretical concepts from the module to real life situations.

Learning support Indicative ReadingMcCance, K.L. & S.E. Heuther. 1994. Pathophysiology: The biological basis for disease in adults and children. London: Mosby.Rudolf, M.C. J. and M. I. Levene. 1999. Paediatrics and Child Health. Oxford: Blackwell Science.Whaley, L. 1999. Nursing Care of Children and Infants. 6th ed. St Louis: Mosby Wong, D.L. et al. 1999. Whaley and Wong's Nursing Care of Infants and Children. 6th ed. St Louis: Mosby.In addition students will be expected to complete a thorough literature search on differing subjects using Medline, Cinhal and other internet resources including www.biomednet.com; www.omni.ac.ukArchives of Disease in childhood and other journal sources may prove particularly useful.

74

http://www.biomednet.com/

Assessment tasks A critical analysis of a patient's care in relation to interpretation of assessment data and its significance to planning care. (2000 words + 10%)


This module will facilitate development of patho-physiological concepts and application to increasingly complex patient/client problems within a diversity of settings.


BSc (Hons) Nursing

Module team Jackie Bentley, Rosemary Gaudoin, Jill Durrant, Susanne SimonsSemester offered Semester 1 Year 3Date of first approval 18/3/97Date of last revisionDate of approval of this version

4/3/02


NI317


Nursing


BSc (Hons) NursingMandatory

School home INaMExternal examiner Marianne Cowpe

75

MODULE DESCRIPTION

Field name Comments/notesTitle Cultural Issues in Mental Health & Learning Disability Nursing PracticeCode NI318Level ThreeCredit rating 10 level three creditsPre-requisites Completion of level 1 studies and semester one and two of year 2Type of module ExtensiveAims To enable students to develop awareness and sensitivity to cultural factors in

their clinical work To support students in becoming adept at accessing culturally appropriate

information relevant to the unique needs of their clients. To develop an understanding of the effect of disability on the individual and

the skills of anti-discriminatory practice.Learning outcomes/objectives

By the end of the module the students should be able to: draw upon previous knowledge in applying the principles of trans cultural

nursing to particular client groups across a wide range of situations; analyse concepts related to cultural diversity and evaluate aspects of care

provision for multicultural and disabled clients; promote and engage in debates for the achievement of positive alternatives

for minority groups within the health care system.Content The module session titles have been arranged to reflect the following broad areas:

The demographic and policy context of contemporary multicultural Britain Mental Health perspectives pertaining to particular ethnic groups. Cross-cultural aspects of working with minority groups. Organisational aspects of ‘culture appropriate’ services.


Discussions, debates, lectures, group presentations, workshops.

Learning support Indicative Reading:Ahmad, W. ed. 1993. Race and Health in Contemporary Britain. Buckingham, Open University Press.Andrews, M. B. 1995. Trans cultural Concepts in Nursing Care. Philadelphia. Lippincott, Bhugra, D. and Bahl, V. eds. 1998. Ethnicity : An Agenda for Mental Health. Gaskell: Department of Health.Clare, M. 1990. Developing Self-Advocacy Skills with People with Learning Difficulties. London: FEU.Dobbin, S. M. 1991. Trans cultural Nursing. London: Scutari Press.Fernando, S. 1995. Mental health in a Multi-Ethnic Society. London: RKP.Huka, G. 1996. The Sanctuary Project, Ch 10: 207 - 216; in Tomlinson, D. and Carrier, J. eds. Asylum in the Community. London: Routledge.

Learning support Indicative Reading:King, D. 1994. Black Mental Health ; a dialogue for change. Heywood : NHS Executive Mental Health Publications.Kings Fund. 1997. London's Mental Health. London: Kings Fund publishing.Maclaghlan, M. ed 2000. Cultivating Health: Cultural Perspectives on Promoting Health. London: Wiley.Sayce, L. 2000. From Psychiatric Patient to Citizen; overcoming discrimination and social exclusion. Macmillan Press Ltd.

Videos worth viewingSee the Eastbourne Health Sciences Library Mental Health Video Catalogue.

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Assessment tasks Students will be required to provide a report which will:(1) Identify a minority group and highlight the unique cultural characteristics, socio-economic and political factors which might render the group vulnerable to discriminatory pressures in their host community. (2) Drawing on an appropriate literature, discuss the potential problems surrounding access to and the minority group’s experience of mainstream mental health services.(3) Taking into account 1 and 2 above, write an essay making recommendations as to how services might develop a more culture appropriate, anti-discriminatory form of delivery. (2000 words +/- 10%).


Cultural misunderstanding and conflict may bar therapeutic relationships with clients with mental illness and learning disabilities. Therefore the provision of culturally relevant nursing care to a multicultural clientele poses a significant challenge for the practitioner of the future.There is indeed increased awareness of legislation on equal opportunities and much is being publicized about the disadvantage, discrimination and social exclusion experienced by clients both in mental health and learning disability services due in no small measure to issues related to their actual disabilities, perceived differences and vulnerability. Practitioners must be culturally sensitive in order to contribute to the initiation, development and maintenance of a culturally appropriate service in Multicultural Britain beyond the millennium.


BSc (Hons) Nursing

Module team Bill McGowan; Liam Clarke; Roger Numas; Lynn Feller; Raouf OderuthSemester offered 1Timetable slots Thursday 9-11Site where delivered EastbourneDate of first approval 18/2/97Date of last revisionDate of approval of this version

4/3/02


Nursing Mandatory


BSc Nursing - mental health pathwayMandatory


77

MODULE DESCRIPTION

Field name Comments/notesTitle Public health a critical evaluationCode NI304Level 3Credit rating 10 pointsPre-requisites Completion of level 1 studies and semester one and two of year 2Type of module ExtensiveAims For students to interpret and assimilate The relative effectiveness of a variety of

public health developments. These will be explored in relation to clinical governance.


By the end of the module the students should be able to: Critically analyse a public health issue Discuss the role of the nurse within public health Make links between clinical governance/evidence based practice and public

health Understand current legislation and its impact on public health

Content Public Health policies and their effects in maximising health gain.The marketing and selling of health.Evaluation of the effectiveness of current public health strategies.Collating, assessing, critically analysing available resources and research related to public health.The effect of clinical governance on public health.The use of evidence based practice within public health.The impact of the environment on public health.


Lead lectures, group discussion, seminars, and role-play.Reflection related to current experience.Experiential learning leading to lifelong learning.

Learning support Senior Lecturer support in collaboration with community mentors.Indicative reading:Beaglehole, R. & Bonita, R. 1997. Public health at the crossroads. Cambridge: University Press.Department of Health. 1999. The new NHS – modern, dependable. London: HMSO.Draper, P. 1991. Health through public policy – the Greening of Public Health. London: Green print.Mulhall, A. 1996. Epidemiology: Nursing and healthcare. London: Macmillan.Scott, D. & Western, R. ed. 1998. Effectiveness in health indicators and evidence of success. London: Stanley Thornes Ltd

Assessment tasks A written analysis of a public health issue in relation to clinical governance, discussing the public health role of the nurse (2000 words + 10%).


This module will enable the students to explore the role of the nurse relating to public health.This will include the impact of current legislation and include monitoring of clinical effectiveness.


BSc (Hons) -Pre-registration

Module team Deirdre Rostron; Jan Nelmes; Maggie Stewart; Penny Lindley; Mark Sewell.Semester offered Semester 1 year 3Timetable slot Monday 9-11Date of first approval 18/2/97Date of last revision N/A

78


4/3/02


NI304


Nursing / Midwifery


Nursing Mandatory

School home INaMExternal examiner Marianne Cowpe

79

MODULE DESCRIPTION

Field name Comments/notesTitle Scope of Practice (Adult)Code NI313Level ThreeCredit rating 30 level 3 creditsPre-requisites Student is in year 3 of Adult pathway BSc. NursingType of module Intensive over 7 weeksAims To introduce the student to clinical skills which are considered an expansion

and development of their scope of professional practice. To review the role of the professional practitioner within their scope of

professional clinical practice Identify the professional, legal, ethical implications within these practices Identify principles of specialist practice and theory implicit Develop skills and knowledge to support the care of highly dependent

patientsLearning outcomes/objectives

By the end of the module the students should be able to: Understand the implications of the expanding scope of practice in high

dependency nursing; Gain the knowledge and skills necessary to function safely within critical

care areas; Gain the knowledge and skills required to form the basis for further specialist

practice; Develop understanding of the issues surrounding the scope of practice

necessary for their future professional role.Content The role of the nurse in high dependency areas

The scope of practice and modernisation and development of the nurses role Legal, ethical and professional issues surrounding the nurses’ scope of

practice Plus supporting theory for the following skills: Basic Cardiac Monitoring Taking a 12 lead ECG Advanced Life Support Central Venous Pressure Monitoring Insertion of naso-gastric tube Care of endotracheal/trcheostomy tubes Use of equipment in the management of pain relief Venepuncture Peripheral venous canulation Monitoring and management of respiratory problems in critical care settings

i.e. principles and modes of ventilationTeaching and learning strategies

Classroom teaching will consist of theoretical input and demonstrations to support development of the above skills and knowledge related to the nursing outcomesExpert clinical practitioners will be used to deliver the bulk of the content.Strategies will include lectures, group work, videos, demonstration and experiential learning.

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Learning support Libraries, clinical experts, lecturers, practice placement preceptors.Indicative reading:Dowling, et al. 1995. With nurse practitioners, who needs hose officers? British Medical Journal 311: 309-313.Dowling et al. 1996. Nurses taking on junior doctors' work. A confusion of accountability. British Medical Journal. 312: 1211-1214.Finlay, T. 2000. The Scope of Professional Practice: A literature review to determine the documents impact on nurses' role. NT Research 5 (2): 115-125.Garratt, A. 1999. Is the Scope of Practice endangered by lack of vision? Nursing Standard. March 31. 13 (28): 40-42Hunt and Wainright, 1994. eds. Expanding the role of the Nurse. Oxford: Blackwell.Shepard, E. 2001. Skilled nurses need more Scope. Nursing times 97. 29: 33Vaughan, B. 1989. Autonomy and Accountability. Nursing Times 85 (3) 54-55Wright, S. 1995. The role of the nurse: extended or expanded? Nursing Standard. May 10. 9 (33): 25-29

Assessment tasks There are two components of the assessment which reflect the clinical nature of its aims and content:The first component requires the student to submit the completed documentation for at least 7 of the 10 skills listed above. These should be signed by a preceptor, in the CAP document, as evidence that the student has acquired the appropriate competency/knowledge in each skill. Where there are several elements of the skill identified, the student is only required to demonstrate competence in one of them according to what they have encountered in practice.This component also requires the student to write a critical analysis of patient care related to ONE of the skill developed in this module. This should include an analysis of the professional/interprofessional issues involved and a discussion of the implications of the UKCC Scope of practice document, (2000 words + 10%). This represents 30% of the marks.The second component requires the student to complete and submit the Continuous Assessment of Practice portfolio. (70%).All parts of the assessment must be passed. Marks will be aggregated to give a final mark/grade


The module is designed to prepare students to practice in high dependency areas and to develop their awareness of professional issues surrounding the scope of practice.


BSc (Hons) nursing

Module team Christine Watson, Heather Sampson, Di Smith.Semester offered 2Timetable slots FridaySite where delivered EastbourneDate of first approval 19/3/97Date of last revisionDate of approval of this version

4/3/02


NursingMandatory


BSc NursingMandatory


81

MODULE DESCRIPTION

Field name Comments/notesTitle Scope of Professional Practice - Mental Health NursingCode NI316Level ThreeCredit rating 30 level three creditsPre-requisites Student is in year 3 of Mental Health pathway BSc. Nursing.Type of module Delivered during the second Semester, Year 3.Aims To introduce and explore the knowledge and skills involved in a range of

specialist practice. To review and evaluate the merits, limitations and implications of current

clinical practice for mental health professionals and service users.Learning outcomes/objectives

By the end of the module the students should be able to: Select and apply knowledge of skills in order to contribute effectively in an

area of specialist practice; Demonstrate critical understanding of evidence based practice and its

application to client centred, multi disciplinary care; Contribute to the professional debate, which challenges the role of the mental

health nurse in a changing society.Content Typical clinical problem-range, special working methods, philosophies, models

and frameworks associated with specialist practice. E.g. Cognitive Behavioural Therapy Family Therapy Forensic Psychiatry Therapeutic Community Nursing Drug/Alcohol Misuse Child and Adolescent Mental Health


Group Reflections on clinical scenarios. Discussion and debate, seminars, input from specialist practitioners.Reflective journal.Clinical supervision in placement.Personal tutor contact time.

Indicative Reading:Aggleton, P. et al. 2000. Young People and Mental Health. Chichester: WileyBarker, P. 2000. The Tidal Model. Newcastle: University of Newcastle.Beer, D B. et al. 2001. Psychiatric Intensive Care. London: Greenwich Medical Media Ltd.Carr, A. 1999. What works with Children and Adolescents? A critical review of psychological interventions with children, adolescents and their families. London: Routledge.Foster, A. and Roberts, V. Z. 1998. Managing Mental Health in the Community. London: Routledge.Green, J. and Jacobs, B. 1998. In-Patient Child Psychiatry. Modern Practice, Research and the future. London: Routledge.Lask, B. and Bryant, R. eds. 1999. Anorexia Nervosa and related eating disorders in Childhood and Adolescence. 2nd ed. Hove: Psychology Press.Lehman, A. F. et al. 1997. A randomised trial of assertive community treatment for homeless persons with severe mental illness. Archives of General Psychiatry 54,1038-1043Mearns, D. and Thorne, B. 2001. Person-Centred Therapy Today: new frontiers in theory and practice. London: Sage Pubs.

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Indicative Reading cont’:National Service Framework for Mental Health. Modern Standards & Service Models. 1999. London: The Stationery Office.NHS Centre for Reviews and Dissemination. 1997. Brief interventions and alcohol use. Effective health care 3Social Exclusion Unit. 1998. Rough Sleeping. London: Social exclusion Unit. The Sainsbury Centre for Mental Health. 1997. Pulling Together. The future roles and training of mental health staff. London: SCMH.The Sainsbury Centre for Mental Health. 2001. The Capable Practitioner. A framework and list of the practitioner capabilities required to implement the National Service Framework for Mental Health. London: SCMHWebb, D. and Harris, R. 1999. Mentally Disordered Offenders. Managing People Nobody Owns. London: Routledge.Working Party on Drug Misuse and Dependence. 1999. London: Department of Health. Working Group on Nursing in Prisons. 2000. London: Department of Health.

Individual lecturers and practitioners will indicate further specialist reading.Assessment tasks There are two components of the assessment which reflect the clinical nature of its

aims and content:The first component requires the students to submit an essay, which critically examines the evidence base of a nursing intervention of their choice in relation to a particular client group. The word limit is 2000 words (+10%). This represents 30% of the marks.

The second component requires the student to complete and submit the Continuous Assessment of Practice Portfolio (70%)All parts of the assessment must be passed. Marks will be aggregated to give a final mark/grade


This module will provide the students with an opportunity to identify appropriate personal developmental goals monitor and evaluate their professional effectiveness and increase their autonomy in defining realistic limits for themselves in specialist practice.


BSc (Hons) Nursing

Module team Alison Keen Jan Taylor Bill McGowen Alec GrantSemester offered 2Timetable slots FridaySite where delivered EastbourneDate of first approval 18/2/97Date of last revision N/ADate of approval of this version

4/3/02


Nursing


BSc (Hons) Nursing -Mental Health PathwayMandatory


83

MODULE DESCRIPTION

Field name Comments/notesTitle Scope of Professional Practice -ChildCode NI314Level ThreeCredit rating 30 level three creditsPre-requisites Student is in year 3 of BSc nursing, child pathwayType of module Delivered in intensive mode, 2nd semester year threeAims To introduce students to clinical skills which are considered as an expansion and

development of their scope of professional practice and enable facilitation of this practice development.The aims are to: - Review the role of the professional practitioner within their scope of

professional clinical practice; Identify the professional, legal, ethical implications within these practices; Identify principles of practice and theory implicit; Explore the practical aspects; develop skills and knowledge to support these

clinical practices.


By the end of the module the students should be able to: Recognise and reflect upon the of expanding scope of practice in their area; Gain the knowledge and skills necessary to function safely within their

specialist area; Gain the knowledge and skills required to form a basis for further specialist

practice; Develop understanding of the issues surrounding scope of practice necessary

for their future professional role.

Content To further develop knowledge and skills of Intravenous therapy To explore ethical dimension of Intravenous therapy and review professional

accountability of role. Introduction to Venepuncture and peripheral intravenous canulation; care and

management of patients with Central Venous Catheter; Epidural Infusions and Patient Controlled Analgesia; Intravenous, devices and equipment, blood gas analysis.

Cardiac monitoring; advanced resuscitation skills; nurse led administration of drugs.

Care of the ventilated child. Multi-disciplinary team approach to child protection.

Content will reflect change and developments in clinical practice.


Self-directed pre-assessment and learning prior to each taught session held in Clinical Skills Laboratory; demonstration, practical work, experiential learning and reflection through incident analysis; clinical supervision in clinical practice placement

84

Learning support Clinical supervisor/preceptor in clinical placementPre-reading listReflective journal, log or diaryIndicative Reading:Husband, S and E. Trigg. 2000. Practices in children's' nursing: guidelines for hospital and community. Edinburgh: Churchill LivingstonePritchard, P. and J. Mallet. Eds. 1993. The Royal Marsden Hospital Manual of Clinical Nursing Procedures. 3rd ed. Oxford: Blackwell Scientific Publications.Tingle, J. and A. Crib. Eds. 1995. Nursing Law and Ethics. Oxford: Blackwell Scientific Publications.Weinstein, S. ed. 1997. Plumer's Principles and Practice of Intravenous Therapies London: J B Lippincott and Company.Williams, C. and J. Asquith. 2000. Paediatric Intensive Care. Edinburgh: Churchill Livingstone

Assessment tasks There are two components of the assessment which reflect the clinical nature of its aims and content:

The first component requires the student to submit the completed documentation for four of the skills listed above. These should be signed by a mentor, in the skills document, as evidence that the student has acquired the appropriate competency/knowledge in each skill. Where there are several elements of the skill identified, the student is only required to demonstrate competence in one of them according to what they have encountered in practice.This component also requires the student to write a critical analysis of patient care related to ONE of the skill developed in this module. This should include an analysis of the professional/interprofessional issues involved and a discussion of the implications of the UKCC Scope of practice document, (2000 words + 10%). This represents 30% of the marks.

The second component requires the student to complete and submit the Continuous Assessment of Practice portfolio. (70%).All parts of the assessment must be passed. Marks will be aggregated to give a final mark/grade


This module will provide the student with sufficient grounding to function safely within their professional role with respect to their scope of practice and forma basis for further development.


BSc (Hons) Nursing

Module team Jill Darrant Celia Marshall Trudy Ward Susanne SimonsSemester offered 2Timetable slots FridaySite where delivered EastbourneDate of first approval 19/3/97Date of last revisionDate of approval of this version

4/3/02


Compulsory module for BSc (Hons) Nursing –Child pathwayMandatory


BSc Nursing Dip. Nursing & MidwiferyMandatory


85

MODULE DESCRIPTION

Field name Comments/notesTitle Management Issues in HealthcareCode NI301Level ThreeCredit rating 10 level three creditsPre-requisites Student is in year 3 of BSc courseType of module Intensive Aims To critically appraise theories of leadership and management in relation to

contemporary health care. To apply effective management skills in the practice area.


By the end of the module the students should be able to: To understand more about the organisations in which they work and to

critically appraise the management of health care in its wider context; To apply theories of leadership, management and collaborative ways of

working to the practice setting; To understand and apply principles of effective communication; To understand the impact and management of change in relation to personal

professional and organisational issues; To apply and evaluate quality measures in order to continuously improve

service delivery to users.Content Understanding Organisations and Organisational Behaviour.

Within this theme the following components will be explored: The development of the NHS as an organisation with reference to

contemporary health legislation Models for understanding organisations and organisational behaviour Managing information / information technology

Managing People.Within this theme group dynamics and group processes will be explored: The skills required to lead and manage others Effective team working within and across professional boundaries and

organisations Quality and Clinical Governance


Delivery of content will be through a series of keynote lectures, followed by corresponding multi disciplinary break out-group work. Students are offered specific guidelines to enable pre lecture preparation

Learning support Team members/module leader will give students support and guidance throughout the module. Indicative reading is offered in the student handbook.Indicative reading:

Assessment tasks By critiquing key concepts and theories covered in the module, write a 2000 word essay analysing a chosen managerial issue within your profession/organisation. Students are offered key issues to stimulate ideas for this.

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The emphasis on ‘professionals as managers’ is now the norm. Government legislation (Dept of Health, 1997; Dept of Health, 1998) spells out how clinicians are to become increasingly ‘in the driving seat’ in providing health care services for users.

This means that clinical practitioners need to develop management and leadership skills in order to fulfil their roles effectively. The philosophy of this module aims to help practitioners: -

explore their potential role as managers understand more about the organisations in which they workappreciate health care within its wider context


BSc (Hons) Nursing

Module team Frances Basset, Virginia Jenkins, Lynne Caladine, Lesley Dawson, Kate Springett, Jane Butler, Carroll Siu, Janet McInnes, Felicity Baker

Semester offered 2Timetable slots Friday 9-1Site where delivered EastbourneDate of first approval

18/2/97


9/1/02


Nursing/ Midwifery/ Health Professions.Mandatory


Nursing/ Midwifery/ Health Professions.Mandatory


87

MODULE DESCRIPTION

Field name Comments/notesTitle Adult Integrative module 3Code NI309Level ThreeCredit rating 30 level three creditsPre-requisites Student is in year 3 of BSc nursing, Adult pathwayType of module ExtensiveAims To assist the student to critically analyse the teaching, managerial and

professional role of the nurse and support the student in their final evaluative study.


By the end of the module the students should be able to: Integrate and synthesise all previous learning; Critically evaluate theories in action; Apply reflective analysis to practice experienced; Demonstrate a coherent, substantiated argument.

Content Further development of the skills of critical evaluation moving from evaluation of patient care and nursing intervention to the broader issues of health care delivery and provision.

Strategies and models of evaluation Application of evaluative strategies and models to case studies Critical analysis of the applied strategies. 'Work in progress' seminars.


Concepts of critical evaluation will be further developed in lectures/tutorials. Lecturers will provide case studies; the students own care studies produced at level 2 will also be utilised.'Work in progress' seminars will provide the student with support and guidance for the development of the final evaluative study.

Learning support Indicative Reading:Fawcett, J 1995. 3rd ed. Analysis and evaluation of nursing theories. Philadelphia: DaviesBell, J. 1996. Doing your research project. Buckinghamshire: Open University Press.Due to the integrative nature of this module, prior reading will be utilised

Assessment tasks The student will produce an evaluative study of an agreed aspect of care and care provision. The proposal for this study will be produced as the assessment of the level 3 research module. 8000 words +/- 10%


This triple module comprises taught elements focused on the development of skills of critical evaluation. Completion of the final evaluative study forms a major and integral aspect of this module.


BSc (Hons) Nursing

Module team Shirley Bedding; Carroll Siu; Sharon Youngs; Don Burnett; Bill McGowanSemester offered 3Timetable slots First 2 weeks and last week of semester 3Site where delivered Eastbourne

88

Date of first approval 18/2/97Date of last revision N/ADate of approval of this version

4/3/02


N/A


Nursing Mandatory


BSc Nursing Mandatory


89

MODULE DESCRIPTION

Field name Comments/notesTitle Integrative Module 3 - The Practice of Mental Health NursingCode NI312Level 3Credit rating 30 level 3 creditsPre-requisites Student is in year 3 of BSc nursing, Mental Health pathwayType of module ExtensiveAims To support the student in their piece of academic work and to assist them with

debates on the contexts of practice which largely informs their study.To critically review and apply theoretical perspectives from previous modules to nursing practice and service delivery in complex mental health care settings.To transfer existing skills and knowledge to the management of care of clients with complex needs.To consolidate, integrate and balance existing skills and knowledge in relation to the facilitation of innovative nursing practice and to ensure the continuation of personal and professional development.


By the end of the module the students should be able to:To demonstrate the application and integration of theoretical perspectives in a creative way e.g. clinical psychiatry, psychology, sociology, pharmacology to clinical practice.To critically review the research based literature related to mental health nursing practice.To demonstrate a critical awareness of current service provision and their own future role within this.To show a critical understanding of current professional issues such as collaborative working and user involvement.

Content Evaluation strategies and models.Current government legislation. Current legal issues and codes of practice.Organisational theory and management perspectives e.g. clinical governance, benchmarking.Concept analysis e.g. human rights and dignity, decision-making, choice and compliance.Risk –taking in complex situationsEvaluating evidence –based practice.


Reflective sessions, seminar presentations, lectures.

Learning support Module team Dissertation supervisorClinical colleaguesAlaszewski, A. 2000. Managing risk in community Practice. London: Balliere TindallClarke, A.1999. Evaluation research: an introduction to principles, methods and practice. London: SageJohnstone, L 2000. Users and Abusers of Psychiatry. A critical look at Psychiatric Practice. London: Routledge.Miller, M. A. and Babcock, D. E. 1996. Critical thinking applied to nursing. St Louis: Mosby.Perkins, R. and J. Repper. 1998. Dilemmas in Community Mental Health Practice – choice or control. Oxford: Radcliffe Medical Press.Sainsbury Centre for Mental Health. 2001. The Capable Practitioner. London: SCMH.Sidani, S. and C. J. Braden. 1998 Evaluating nursing interventions: a theory driven approach. London: Sage.

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Assessment tasks The assessment for this module is a dissertation focused on the evaluation of an agreed aspect of care provision. The study should take the form of a literature review, which identifies, analyses and synthesises existing evidence in a chosen area of mental health nursing care provision. Word limit is 8000 words [+ 10%]


This module will enable the student to consolidate, integrate and balance previous and existing skills and knowledge. It will also enable them to critically examine the application of skills and knowledge to complex clinical situations. It will also encourage the student to focus on the transition to registered practitioner and their continuing education as a professional.


BSc (Hons) Nursing

Module team Alison Keen; Sharon de Goeas; Alec GrantSemester offered, where appropriate

Year 3 semester 3

Timetable slotsSite where delivered EastbourneDate of first approvalDate of last revision N/ADate of approval of this version

19/3/97


N/A


Mental health nursingMandatory


BSc (Hons) Nursing


91

MODULE DESCRIPTION

Field name Comments/notesTitle Integrative Module 3 ChildCode NI310Level ThreeCredit rating 30 level three creditsPre-requisites Student is in year 3 of BSc nursing, child pathwayType of module ExtensiveAims To prepare the student for the teaching, management and professional role of the

nurse.Learning outcomes/objectives

By the end of the module the students should be able to: Integrate and synthesise all previous learning; Critically evaluate theories in action; Apply reflective analysis to practice experienced; Demonstrate a coherent, substantiated argument.

Content Further development of the skills of critical evaluation moving from evaluation of patient care and nursing intervention to the broader issues of health care delivery and provision.

Strategies and models of evaluation Application of evaluative strategies and models to case studies Critical analysis of the applied strategies. 'Work in progress' seminars.


Concepts of critical evaluation will be further developed in lectures/tutorials. Lecturers will provide case studies; the students own case studies produced at level 2 will also be utilised.'Work in progress' seminars will provide the student with support and guidance for the development of the final evaluative study.

Learning support Indicative Reading:Campbell, S. and E.A. Glasper. 1995 Whaley & Wong's Childrens Nursing. London: Times International Pub. Carter, B. and A.K. Dearmun. Eds. 1995. Child Health Care Nursing: Concepts, theory and practice. Oxford: Blackwell Science.Glasper, A. 1992. Child Care Nursing Perspectives. The Professional Developer Series. London: Wolfe Gott, M. 1994. and B. Malony. Child Health a Reader. New York: Radcliffe Medical Press.Müller, D.J. et al 1992. Nursing Children Psychology, Research & Practice. 2nd ed. London: Chapman & Hull.Speer, K. ed. 1994. Paediatric Nursing NSNA Review Series New York: Delmar Pub. Smith, F. 1995. Children's nursing in practice. The Nottingham model. Oxford: Blackwell Science.Whaley, L. 1999. Nursing Care of Children and Infants. St Louis; Mosby.Wong, D.L et al. 1999. Whaley and Wong's Nursing Care of Infants. 6th ed. St Louis: Mosby.

Assessment tasks The student will produce an evaluative study of an agreed aspect of care and care provision. The proposal for this study will be produced as the assessment of the level 3 research module. 8000 words +/- 10%


This triple module will introduce to the student the value of the process of critical analysis in becoming a reflective practitioner and develop aspects of professionalism.


BSc (Hons) Nursing

92

Module team Jackie Bentley; Celia Marshall; Rosemary Goudoin; Alison LaneSemester offered Semester 3Timetable slotsSite where delivered Eastbourne Date of first approval 18/2/97Date of last revisionDate of approval of this version

4/3/02


N/A


Nursing Mandatory


BSc (Hons) Nursing - child pathwayMandatory


93

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