2024/25 Undergraduate Module Catalogue

HECS2234 Nursing: Promoting Health and Wellbeing in Challenging Situations

40 creditsClass Size: 280

Module manager: Suzanne Monks
Email: s.monks@leeds.ac.uk

Taught: 1 Apr to 31 Aug View Timetable

Year running 2024/25

Pre-requisite qualifications

Normally 120 level 1 credits

This module is not approved as a discovery module

Module summary

You will practice in accordance with the recognised professional, ethical and legal frameworks that guide nursing practice and recognise own limitations. You work effectively with members of the intra- and inter-professional teams, non-statutory agencies, people and their families to provide high quality, safe care across a wide range of integrated care settings. You will critically evaluate the principles of partnership working with hard to reach groups and in challenging situations, including people and their families in shared decision-making. You will critically appraise and evaluate digital and innovative technologies to meet identified needs in protecting and promoting health and wellbeing.

Objectives

Students will develop their knowledge of working with people in hard-to-reach groups and challenging situations, for example those with life-limiting and life-threatening conditions. There is an expectation that students will actively demonstrate partnership working through engagement with other health care professionals, non-statutory agencies and advocacy groups.

This module focuses upon the application of the learning from module 5 by exploration of digital and innovative technologies, designed to protect and promote health and wellbeing.

Students will begin to explore how quality of life can be optimised for individuals with life-limiting and life-threatening conditions, building on concepts of shared-decision making.

Students will complete their third assessed placement demonstrating proficiencies in the holistic assessment, planning, delivery and evaluation of care.

Learning outcomes
On completion of this module students will be able to:
1. Practice in accordance with the recognised professional, ethical and legal frameworks that guide nursing practice and reflect on own limitations.
2. Work effectively with members of the intra- and inter-professional teams, non-statutory agencies, people and their families to provide high quality, safe care across a wide range of integrated care settings.
3. Evaluate the principles of partnership working with hard-to-reach groups and in challenging situations, including people and their families in shared decision-making.
4. Appraise and evaluate digital and innovative technologies to meet identified needs in protecting and promoting health and wellbeing.

Skills outcomes
Please see skills mapping.

Syllabus

Professional Practice:
NMC The Code related to assessment, planning, delivering & evaluating care
Ethics: The ethical practitioner including truth telling, trust & applying the duty of candour, Advance Directives, DNACPR, (Moral) accountability & responsibility, choice & consent to treatment.
Identify & recognise needs of vulnerable people
Teamwork, co-ordination & referral
Decision-making & managing uncertainty in challenging care situations
Safeguarding - coercion, bullying & harassment

Applied Practice:
Interpersonal skills & therapeutic relationships (including motivational, solution-focused, cognitive and behavioural & asset- based interventions) with challenging groups
Pharmacology: concordance, adherence & misuse
Working with people & their families where there is complexity & conflict
Digital & innovative technologies
Application of the nursing process in the assessment, planning, implementation and evaluation of holistic care to promote quality of life
Clinical skills relevant to field and area of practice

Biopsychosocial-spiritual Model of Health & Wellbeing:
Biological: pathophysiology of body systems relevant to individuals with long term health conditions, co-morbidities, life-limiting & life-threatening conditions (will vary between fields)
Psychological: Stress, stressors and coping through life & in challenging situations. Concept of transition.
Social - The meaning of individual professional development/ professional socialisation including conflicting roles, critically appraising the nursing role and concepts of care (teacher, advocate etc & the conflicting expectations from self & others). social prescribing, & isolation & loneliness Bias &consequences for equitable health care.
Spiritual - arts & creativity (reminiscence therapies, dignity therapy, promoting self-expression, therapeutic benefits, expressing what cannot be put into words, connectedness)

Evidence Based practice:
Decision making theories including heuristics & bias
Quantitative & qualitative research with hard to reach groups

Field Specific Content
Adult:
Care of people and their families using a biopsychosocial-spiritual approach focussing on those with common learning disabilities and Autistic Spectrum Disorders & long-term health conditions (including Parkinson’s, CVA, cancer) the link between physical & mental health
Interventions required to care for adults with long term health conditions (pharmacological, psychological, physical)
Facilitators & barriers to shared decision-making
Transition from child to adult services
Palliative & end of life care including hospice care

Child:
Care of children, young people & families using a biopsychosocial-spiritual approach, focussing on those with common learning disabilities & Autistic Spectrum Disorders (including ADHD) & long-term or congenital health conditions (including SMA, Duchenne’s Muscular Dystrophy, juvenile idiopathic arthritis, cancer, cystic fibrosis) & the link between physical & mental health
Interventions required to care for children & young people with long term, congenital and/or life-threatening or life-limiting conditions health conditions (pharmacological, psychological, physical)
Facilitators & barriers to shared decision making with children, young people and families
Transition from child to adult services
Palliative & end of life care including hospice care

Mental Health:
Mental health focused health promotion interventions (including smoking cessation, obesity & diabetes)
Development of emotional well-being
Introduction to clinical supervision
Parenting & Families
Planning interventions: talking therapies
Social prescribing
Psychosocial interventions: including assessing people with psychosis, expressed emotion, working with people hearing voices
Holistic interventions (Ecotherapy)
Carer & family interventions
Group theory & therapeutic groups
Health promotion & health education strategies for working with children, young people & families

Teaching methods

Delivery type	Number	Length hours	Student hours
Clinical Practice	400	1.00	400.00
Lecture	7	1.00	7.00
Practical	4	2.00	8.00
Tutorial	14	2.00	28.00
Independent online learning hours			30.00
Private study hours			77.00
Total Contact hours			443.00
Total hours (100hr per 10 credits)			550.00

Private study

The module will adopt a blended learning approach. Students will be provided with learning resources both to support face to face sessions and promote independent learning and curiosity. A blend of independent and group learning tasks will be undertaken during this module.

Students will be expected to undertake pre-reading and come to sessions, both theoretical and practical, prepared to apply their knowledge to a variety of different scenarios and discussions.

Opportunities for Formative Feedback

Students will work closely with practice supervisors and their assessor during the placement. Here they will receive continual feedback.

Students will receive formative feedback in the academic setting during contact hours and on presentation plans.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Online Assessment	Safeguarding Adults Level 2/ Safeguarding Children Level 2 (Programme requirement) (Pass/Fail)	0.00
In-course Assessment	FORMATIVE: Individual Presentation (peer feedback)	0.00
In-course Assessment	FORMATIVE: Group and individual academic support	0.00
Portfolio	FORMATIVE: Ongoing formative feedback throughout the practice placement (MYEPAD)	0.00
Portfolio	Practice Assessment Document (MYEPAD) (Pass/Fail)	0.00
Presentation	20 minute presentation incorporating rationale, plus 10 minutes questions & conference poster	100.00
Total percentage (Assessment Coursework)		100.00

This module has theoretical and practice components. The rationale for the poster, the presentation and subsequent questioning all form part of one assessment and are not separately weighted and all need to be passed. The Safeguarding Adults Level 2/ Safeguarding Children Level 2 is a programme requirement and must be achieved programme requirement and must be achieved prior to commencing the next practice placement. There is no limit to the number of times the online package can be attempted. All theory and practice components need to be passed and there is no compensation between elements.

Reading list

The reading list is available from the Library website

Last updated: 29/04/2024 16:14:54

Disclaimer

Browse Other Catalogues

• Undergraduate module catalogue
• Taught Postgraduate module catalogue
• Undergraduate programme catalogue
• Taught Postgraduate programme catalogue

Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD