Module Definition Form (MDF)
Module code: MOD005237 Version: 1 Date Amended: 16/Dec/2015
1. Module Title
Promoting Quality in Nursing
2a. Module Leader
Laura Adley
2b. School
School of Nursing and Midwifery - Chelmsford
2c. Faculty
Faculty of Health, Education, Medicine and Social Care
3a. Level
6
3b. Module Type
Theory and practice (fine graded)
4a. Credits
60
4b. Study Hours
600
5. Restrictions
Type Module Code Module Name Condition
Pre-requisites: None
Co-requisites: None
Exclusions: None
Courses to which this module is
LEARNING, TEACHING AND ASSESSMENT INFORMATION 6a. Module Description
This theory / practice module will be delivered in the final year of the course and will enable students from all fields of nursing to make the transition from student to qualified practitioner.
Making the transition from student to qualified practitioner involves adjusting to a new and challenging role, accepting additional and different responsibilities and further developing the complex skills required of a registered nurse. The purpose of this module is to consolidate the knowledge, skills and attitudes already gained in order to demonstrate competence in managing patient care at the point of professional registration.
Understanding the place of clinical governance, standard setting and audit in providing and maintaining quality care for service users is important to all health care professionals. Risk assessment and management are equally as important in supporting patient safety and students will have the opportunity to consider how patient safety may be enhanced through an exploration of human factors and system design.
The module is designed to be accessed through either face-to-face or work-based learning delivery patterns.
During their final practice placement, students will be expected to negotiate an area for service improvement to enhance the patient experience.
Practice competencies will also form the basis for development and assessment in the practice setting. These competencies will be fine graded and students must be able to demonstrate safe and autonomous practice in each of these competencies to be successful in this element of the assessment.
6b. Outline Content
The content of this module has been mapped to the four domains of the NMC (2010) competency framework and the values set out in the 6 Cs:
Professional Values:
Patient safety: CQC domain 2: Clinical and cost effectiveness, CQC domain 3: Governance.
Legal and Ethical Issues: Understanding commissioning and allocation of resources.
NHS Constitution, 6Cs and Professional Values: Review of NMC Code 2015.
Portfolio development / Understanding Re-validation: Reflection on a. personal development, b. professional standards of practice and behaviour as set out in NMC Code 2015, c. feedback from others – including service users, health care professionals, tutors, peers.
Communication and Interpersonal Skills:
Communication: Promoting quality evidence based care amongst colleagues (communication and courage). Promoting independence and teaching patients and carers. Health informatics. Promoting person-centred care through advocacy
Digital literacy: engagement with digital literacy including information literacy, digital communication, content creation, digital safety and problem solving (to be evidenced in portfolio).
Interpersonal and professional skills: Practice assessment document- Interpersonal and professional skills profile.
compassion and communication, organisational skills, infection control, nutrition and fluid management and medicines management.
Science related knowledge / skills: Pharmacology revision and drug calculations. Genomics- what can nurses do?
Public Health: Strategic health promotion and evaluating health promotion.
Sustainability: Becoming an effective networker and facilitator of change. Chaos theory and systems approaches (making small changes can lead to large effects). Innovative and proactive approaches to managing health resources. Continuing a commitment to life-long learning.
Research: Preparing and writing a literature review
Leadership, Management and Team Working:
Integrated Care: Identifying challenges for patients accessing multiple services/ exploring potential solutions to these challenges.
Inter-organisational working: Understanding organisational structures; NHS, Department of Health and Health Education England.
Leadership /Management: Managing resources (competence), quality assurance, clinical governance, standard setting and the role of audit in maintaining standards. Improving the patient experience (care, commitment communication, and
competence), change management, team building. Preparation for ‘sign-off’.
Edward Jenner Leadership Modules: Edward Jenner Leadership Module 4: 4.1: Improving Services: Ensuring Patient Safety 4.2. Improving Services: Critically Evaluating 4.3 Improving Services: Encouraging Improvement and Innovation, 4.4 Improving Services: Facilitating Transformation.
6c. Key Texts/Literature
The reading list to support this module is available at: http://readinglists.anglia.ac.uk/modules/mod005237
6d. Specialist Learning Resources
e-learning packages Virtual learning platform Practice placements
7. Learning Outcomes (threshold standards)
No. Type On successful completion of this module the student will be expected to be able to:
1 Knowledge and Understanding Critically examine the service user experience to establish potential for improvement in a defined aspect of care/ professional practice.
2 Knowledge and Understanding
Interpret and critique information from a variety of sources, drawing conclusions to propose a flexible and creative approach to problem solving.
3 Knowledge and Understanding Demonstrate application of understanding of change management in proposing improvements to care delivery.
4 Intellectual, practical, affective and
transferrable skills Demonstrate a capacity for conceptual, critical and independent thinking.
5 Intellectual, practical, affective and transferrable skills
Demonstrate clinical competence and the ability to act autonomously, taking responsibility for collaborative assessment and planning of care delivery for a group of patients their family/carers, monitoring and evaluating the effectiveness of the care provided.
6 Intellectual, practical, affective and transferrable skills
Apply understanding of the importance of setting and auditing standards in delivering and maintaining quality care.
8a. Module Occurrence to which this MDF Refers
Year Occurrence Period Location Mode of Delivery
2018/9 ZZF Template For Face To
8b. Learning Activities for the above Module Occurrence
Learning Activities Hours Learning Outcomes
Details of Duration, frequency and other comments
Lectures 24 1-6
Normally 2 x 2 hour lectures for 6 weeks during theory weeks
Other teacher managed
learning 45 1-6
Including 6 hours skills, 15 hours facilitated group work, 18 hours developmental review (theory and practice), 6 hours inter-professional, integrated care learning.
Student managed learning 531 1-6
Includes practice learning and directed e-learning. Additional hours required to meet PSRB requirements.
TOTAL: 600
9. Assessment for the above Module Occurrence
Assessment
No. Assessment Method
Learning Outcomes Weighting (%) Fine Grade or Pass/Fail Qualifying Mark (%)
010 Coursework 1-4 50 (%) Fine Grade 40 (%)
Coursework. Written Assignment, 5000 word literature review exploring existing research around aspect of professional practice / patient care identified for service improvement. The review will culminate in an action plan to support potential implementation of service improvement.
Assessment
No. Assessment Method
Learning Outcomes Weighting (%) Fine Grade or Pass/Fail Qualifying Mark (%)
011 Practical 5,6 50 (%) Fine Grade 40 (%)
Practice. Practice competencies as indicated in the ‘Practice Assessment Document’. Additional hours have been incorporated into module to meet PSRB requirements. Assessment is undertaken by a registered mentor in the practice setting. Grade 4 must be achieved in each practice competency. All interpersonal skills must be passed
In order to pass this module, students are required to achieve an overall mark of 40%. In addition, students are required to:
(a) achieve the qualifying mark for each element of fine graded assessment of as specified above (b) pass any pass/fail elements
