| CODE | NUR3907 | |||||||||
| TITLE | Implementing Nursing Knowledge related to Practice | |||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 6 | |||||||||
| ECTS CREDITS | 8 | |||||||||
| DEPARTMENT | Nursing | |||||||||
| DESCRIPTION | This study-unit builds on previous and concurrent study-units to guide students towards using higher order critical thinking skills and reflection, in the planning and implementation of nursing care that addresses the needs of patients suffering from specific acute/chronic illness. A problem-solving approach will be adopted and complex patient scenarios will be presented for class discussion. A ‘holistic’ approach to patient care will be advocated through the inclusion of concepts such as mental health, ethics, helplessness and hopelessness amongst others. Furthermore, the students will be instructed in the recognition and effective response to acute patient deterioration. It is envisaged that in addition to the content, the chosen learning and teaching strategies will further fuel the students’ cognitive, affective and psychomotor skills and their ability to plan and implement evidence-based nursing interventions that address the ‘whole’ person, as well as effectively respond to their complex needs. Study-Unit Aims: - To introduce students to complex situations such as: individuals with cognitive impairment, social challenges, patient rights, disaster nursing, bereavement, challenging relationships; - To further develop the students' ability to develop, implement and evaluate nursing care plans for patients with specific acute/chronic illnesses and contexts; - To further foster the students' critical thinking skills and encourage them to reflect on the patients' complex care needs beyond the physical/functional that should guide their clinical reasoning and decision making; - To provide students with an understanding of acute deterioration that would enable its recognition and management; - Assist the students to critically reflect on the benefits and challenges of an interdisciplinary approach to care. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Evaluate concepts and principles related to complex patient care beyond the physical, using a variety of reliable sources of evidence; - Demonstrate knowledge about the patients' respective illnesses to inform 'the nursing process; - Employ critical reflective frameworks to plan and evaluate the implementation of patient care through discussions of case studies and simulated scenarios; - Discuss and evaluate the recognition and adequate response to acute deterioration and severe sudden illness in a simulated setting; - Explain the importance of an interdisciplinary approach to care and describe the roles of the key members. 2. Skills: By the end of the study-unit the student will be able to: - Demonstrate the ability to take a leadership role in comprehensively managing complex care needs in individuals with various illnesses through intra/interprofessional collaboration; - Apply concepts and principles of nursing care to holistically solve problems in patients with acute and chronic illnesses in a simulated environment; - Recognise and adequately respond to patients who are acutely deteriorating. This will take place in a simulated environment; - Apply sound ethical decision-making to promote safe environments, through the identification of potential/actual threats to safe care practices, both on a micro and macro level. Main Text/s and any supplementary readings: Main Texts: - Kantor, D. (2019). Lippincott Visual Nursing : A Guide to Diseases, Skills, and Treatments (3rd ed.). Lippincott Williams & Wilkins. - Hinkle, J.L. and Cheever, K.H. (2018). Brunner & Suddarth's textbook of medical-surgical nursing. 14th edn. Wolters Kluwer. - Grace, P. and Milliken, A. (2022). Clinical Ethics Handbook for Nurses. Dordrecht: Springer Netherlands (The international library of bioethics). - Seedhouse, D. (2017). Thoughtful Health Care: Ethical Awareness and Reflective Practice. London: SAGE Publications, Limited. Supplementary Readings: - Beyea, S., & Slattery, M. (2006). Evidence-based practice in nursing. HCPro Publications. - Powers, R., Daily, E., & World Association for Disaster Emergency Medicine, issuing body. (2010). International disaster nursing. - Sidani, S., & Braden, C. (2021). Nursing and Health Interventions (2nd ed.) Newark: John Wiley & Sons, Incorporated. |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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