2017/18 Undergraduate Module Catalogue

HECS2156 Nursing the Acutely Ill Adult

20 creditsClass Size: 220

Module manager: Paula Mayo
Email: p.mayo@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2017/18

Pre-requisite qualifications

Normally 120 credits at level 1

This module is not approved as a discovery module

Module summary

Utilising current evidence. this module will equip students with the appropriate knowledge and understanding required to enable them to promptly carryout an accurate assessment of a critically ill adult which will then inform safe effective management and care for patients presenting with an acute condition

Objectives

The aim of this module is to equip students with the appropriate knowledge and understanding required to enable them to develop skills and competence in prompt, accurate assessment to inform safe effective management and care for patients presenting with an acute condition. It will focus upon the pathophysiological changes associated with several common acute disorders; common symptom presentation and the key principles of acute assessment and management with particular emphasis upon the holistic (bio-psycho-social) needs of service users and carers. It will acknowledge diversity, difference and equality issues and changes across the lifespan including childhood, adolescence, young and older adulthood and recognition of the needs of those with learning difficulties and mental health problems. It seeks to adopt an integrated approach whereby multiple issues and dimensions of acute care including bio-psychosocial concerns, ethics and law, evidence based practice, service user carer perspectives, multi professionalism, equality and diversity issues and policy drivers will be considered. Research led teaching on health information, rehabilitation and secondary prevention will also be considered.

Learning outcomes
On completion of this module students will;
- Know the rationale for undertaking a comprehensive nursing assessment of the acutely ill adult
- Be able to describe in detail the pathophysiological changes associated with a range of acute disorders
- Recognise and interpret common signs and symptoms and significant changes in physiological status and using relevant, up to date evidence suggest appropriate actions for a range of common disorders
- Have explored the psycho-social impact of acute illness upon patient and carer well-being
- Understand the nurse's role in caring for the acutely ill adult
- Demonstrate awareness of the nature and role of inter professional team working with respect to the management and care of acutely ill patients
- Have reflected upon the varied experiences of service user carers of all ages from different ethnic and social backgrounds
- Have explored the research evidence which underpins current national and local clinical guidelines e.g. NICE, NSF recommendations in acute care
- Have an understanding of the epidemiological and demographic issues, diversity of needs and inequalities in access to and suitability of current acute care services

Skills outcomes
This module will introduce learners to more complex skills required in acute care but will not focus upon development of the skill.

Syllabus

The principles of acute assessment

The pathophysiological basis for signs and symptom presentation of a range of disorders: Hypovolaemic Shock; Acute Coronary Syndrome; Acute Stroke; Traumatic Brain Injury; Asthma; Acute Kidney Injury; Oesophageal Varices / Paracetamol Overdose & Acute Liver Failure; Diabetic Hypoglycaemia and Hyperglycaemia; Acute Intestinal Obstruction; Traumatic Bone Injury

Pharmacological, interventional, medical and surgical management of a range of patient problems

Acute care issues from the service user carer perspective

Caring for an older population in acute care

The role and function of the multi-disciplinary team with respect to the management and care of the acutely ill adult

Current national and local policy governing acute care

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	11	2.00	22.00
Seminar	11	2.00	22.00
Independent online learning hours			22.00
Private study hours			134.00
Total Contact hours			44.00
Total hours (100hr per 10 credits)			200.00

Private study

It is anticipated that each taught session will be superseded by approximately 1 to 2 hours of independent online preparatory work. This may include revision of anatomy and physiology and / or introduction to a case scenario which will form the basis of the afternoon session and reference to supporting materials and evidence based reading. Access and completion of online work will be monitored and will form part of the expected course work for the module.

Opportunities for Formative Feedback

Formative feedback is given at the end of each seminar when the students have completed the case study questions and the answers are provided by the teaching staff.

Monitoring of Progress:
A blended learning approach will take the form of some independent online study which will assess prior knowledge, encourage revision of key theoretical principles, provide opportunities to revisit taught content and prepare for future sessions. This will supplement and not substitute face to face taught delivery.
Student progress will also be monitored through the use of weekly case studies presented in the seminars in which students will be required to assess the plan the care of an acutely ill patient. Feedback will be given in the seminars by which students can monitor their progress.
A mock exam paper is also provided on the VLE for students to complete.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
In-course Assessment	FORMATIVE: formative exam paper via the VLE	0.00
Total percentage (Assessment Coursework)		0.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Exams

Exam type	Exam duration	% of formal assessment
Standard exam (closed essays, MCQs etc)	2 hr	100.00
Total percentage (Assessment Exams)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 04/09/2018

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