40 credits at level HE7
To provide the health care practitioner with the underpinning knowledge and supporting skills to manage patients with long term conditions.
Increase their knowledge and clinical skills in the management of a specific long term condition
Incorporate evidence of higher levels of judgment, discretion and decision making
Demonstrate rigour through locating, evaluating and synthesising evidence related to an identified long term condition including research and other literature
Underpinning knowledge of anatomical structures and physiology of 5 body systems and related pathophysiology
Theory and models relating to communication to enable you to gain the high level knowledge and skills of communication required to develop therapeutic relationships.
History taking, consultation, assessment and clinical examination skills relating to the Respiratory, Cardiovascular, Endocrine, Renal, Muscular skeletal, and reproductive system.
Knowledge and skills relating to clinical examination, relevant diagnostic and interpretation of results
Differential diagnosis and decision making.
Implementation of treatment plans, evaluation and review of interventions.
Referral to other agencies
Learning and Teaching:
The strategies for teaching and learning are consistent with those adopted for the provision of professional education in health and social care. It is recognised that students in this programme of study will build upon their clinical expertise whilst critically analysing and evaluating current and future practices in order to demonstrate a sophisticated understanding of the complexities that underpin the delivery of high quality patient care and best clinical practice. Accordingly the teaching and learning strategies employed aim to provide students with a balanced exposure to subject knowledge, theoretical perspectives and professional / practical skills.
Classroom learning will be structured around a mix of subject specialist lectures, group work and relevant clinical skills workshops. Work based activities will be negotiated and planned in order that learning is meaningful and integrated into the studentsí clinical professional practice.
Student SWOT analysis and negotiated learning contracts will be used as a method to facilitate personal learning needs whilst meeting the module learning outcomes.
Assessment for this module will take the form a series of short anatomy and physiology examinations relating to specified body systems, objective structured clinical examinations (OSCEs) together with course work of an independent inquiry into an aspect of clinical practice.
The 400 hours notional time given to this module will be allocated as follows:
Classroom work: 75 hours - this will include taught sessions, clinical skills workshops, practice for OSCEs and tutorials
The remainder will be used and shared flexibly between work based learning opportunities and self-directed study. This will include preparation for assessed work and library time.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Demonstrate knowledge and understanding of 5 core body systems relating to your clinical field of practice 1.1 Explain in detail the anatomical structures||
1.1 Explain in detail the anatomical structures and applied physiology of specified body systems
1.2 Differentiate between normal and abnormal physiology of specified body systems
1.3 Discuss the related pathophysiology to a diagnosis
|2.||Demonstrate critical awareness and use of higher levels of interpersonal communication skills in the assessment of clients with long term conditions.||
2.1 Critically analyse a variety of models and theories to underpin the assessment consultation
2.2 Demonstrate the utilisation of clinical reasoning based upon the data generated during assessment to make an initial diagnosis.
2.3 Demonstrate patient participation in the decision making process
|3.||Demonstrate clinical expertise in the management of long term conditions||
3.1 Demonstrate competence to undertake a physical examination of the specified body systems
3.2 Provide a robust argument to support your clinical reasoning taking into account differential diagnosis
3.3 Justify the selection of relevant clinical investigations and interpret the significance of results.
|4.||Articulate and assimilate skills of inquiry to develop clinical practice||
4.1 Provide a robust argument for the investigation and itís relevance to the studentís professional practice
4.2 Critically examine different forms of knowledge that can inform your clinical practice
4.3 Provide a well balanced critical review of appropriate literature in relation to the chosen topic
|5.||Articulate a practice development strategy that promotes clinical best practice||
5.1 Critically review and evaluate interventions that promote best practice
5.2 Identify and critically evaluate a range of dissemination strategies
5.3 Formulate a proposal for promoting effective clinical practice
5.4 Critically examine the legal and ethical dimensions of your clinical practice development
|6.||Recognise the scope of your own professional practice||
6.1 Critically reflect on the decisions you have made in response to the evidence presented.
6.2 Consider how your perspective has been transformed in relation to your own professional practice
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||To examine knowledge of anatomy and physiology of specified body systems||Objective Structured Clinical Examination||Independent inquiry of one aspect of clinical practice 6000 words|
There are no prerequisites for this module.
No restrictions apply.
Berg, D. (2004) Advanced clinical skills and physical diagnosis Blackwell Publishing, London
Bickley, L.S. ( 2003) Bates' Guide to Physical Examination and History Taking (8th Ed) Lippincott Williams & Wilkins, London
British Medical Association (2009) Ethics of caring for older people (2nd Ed) Wiley Blackwell Oxford
Clancy, J McVicar A.J. (2002) Physiology and Anatomy: A homeostatic Approach (2nd Ed) Arnold, London
Courtenay, M. Butler, M. (2002) Essential Nurse Prescribing Greenwich Medical Media Ltd., London
Cotterell, S (2005) Critical Thinking Skills: Developing effective analysis and argument Palgrave Macmillan Hampshire
Courtenay, M.(2000) Advanced Nursing Skills: Principles and Practice Greenwich Medical Media Ltd., London
Cox, C. (2004) Physical Assessment for Nurses London; Blackwell Publishing
Duxbury, J.(2000) The Difficult Patient Butterworth Heinemann, Oxford
Egan, G. (1998) The Skilled Helper (6th Ed) Broook Cole, London
Hinchcliffe, S,.M., Rogers, R.(2008) Competencies for advanced nursing practice Hodder Arnold London
Hurley, K.,F. (2005) OSCE and clinical skills handbook Elsevier Saunders Toronto
Humpries, L.J. Green. J. (Eds) (2002) Nurse Prescribing (2nd Ed) Palgrave, Basingstoke
Morrell, C. (1999) Clinical Audit Handbook: Improving the Quality of Health Care Balliere Tindall London
Moullin, M. (2002) Delivering Excellence in Health and Social Care Open University Press Maidenhead
Mulryan, C.(2011) Acute Illness Management Sage London
Sanders, M. (2002) Medical Consultation skill; a clinical Handbook Addison-Wesley, Harrow
Tortora, G.J. Derrickson, B. (2006) Principles of Anatomy and Physiology (11th Ed) John Wiley and Sons Inc., New York
Usherwood, T. (1999) Understanding the Consultation: Evidence Theory and Practice Open University Press, Buckinghamshire
Wakey, G.,Chambers, R (2005) Chronic disease management in primary care: quality and outcomes Radcliffe Oxford
Electronic journals can be accessed via Athens through the learning and support website.
Useful e-portals are:
ProQuest Nursing and Allied Health Source
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