HLTH6143 Acute Care Needs
Aims and Objectives
To develop core assessment, judgement and decision making skills in delivering safe care to acutely ill patients and clients. The primary focus is on your chosen field of practice, although the module will also enable you to develop the essential skills required to provide safe and effective, immediate care to all people irrespective of field focus. You will continue to apply your existing critical appraisal skills to evaluate the evidence which underpins nursing practice. Students studying within the ADULT field of practice will be able to: 3. Articulate an in depth knowledge of the pathophysiology, treatment and care needs of adults with a range of acute conditions including those requiring critical or technologically dependent care 4. Critically examine the skills necessary to undertake a prioritised clinical assessment of the acutely ill adults and identify appropriate evidence based initial interventions in the event of deterioration 5. Select and justify appropriate therapeutic interventions for people with acute care needs 6. Effectively evaluate factors which signal the physiological deterioration of adults across a range of different healthcare environments Students studying within the CHILDREN AND YOUNG PEOPLES’ field of practice will be able to: 3. Articulate an in depth knowledge of the pathophysiology, treatment and care needs of infants, children and young people with a range of conditions including those requiring critical and/or technologically dependent care. 4. Critically examine the skills necessary to undertake a prioritised clinical assessment of neonates, children and young people with acute health and social care needs identify appropriate evidence based initial interventions in the event of deterioration 5. Select and justify appropriate therapeutic interventions for neonates, children and young people with acute care needs 6. Evaluate factors which contribute to the particular vulnerability of infants and young children to rapid physiological deterioration Students studying within the MENTAL HEALTH field of practice will be able to: 3. Debate the contribution of key philosophies which underpin the care of people with acute mental health needs 4. Critically examine the skills necessary for the assessment of people experiencing a range of acute mental health presentations 5. Evaluate collaborative care planning and partnership working for people experiencing acute mental health problems 6. Articulate and justify the use of therapeutic groups to the care of people experiencing mental health problems
Having successfully completed this module you will be able to:
- Examine how effective team working, team communication and the mitigation of ‘human factors’ may minimise risks to people receiving acute health care
- Critically examine the essential assessment and management skills required to deliver safe and immediate care to people in fields other than your own.
For All students: • Principles of assessment of people of all ages with acute illness/conditions, including use of assessment tools and frameworks which enable prioritisation and early indication of deterioration • Recognising signs or normal and deteriorating mental and physical health in people of all ages • Identifying appropriate and timely responses to deteriorating mental and physical health in people of all ages. • Communication in urgent, stressful situations & assertive communication • Preventing infection in acute care o Pathogens of concern o Preventing infection associated with medical devices and invasive procedures • Clinical reasoning to meet both current and future / potential acute care needs • Professional responsibility and accountability in relation to the autonomous management of care. • Risk assessment tools • Team working/communication and human factors as a source of error in acute health care • Management of care, environment, risk and self • Ethical and legal issues relating to acute care • Medicines management including Patient Group Directives • Sudden death • Transfer of care between services. For students studying within the ADULT field of practice: • Recognising early signs of patient deterioration in any setting • Dealing with vulnerable groups with acute health care needs • In hospital basic life support (with airway adjuncts) • Assessment of patients with acute care needs in any setting • Developing clinical reasoning to meet both current and future / potential acute care needs • Common interventions in acute care (e.g. oxygen, fluid therapy, commonly used drugs) • Common acute presentations (to include relevant pathophysiology) • Therapeutic interventions for acute health needs (including pharmacology & medicines management) • Approaches to planning and managing acute health care needs (e.g. care pathways) • Acute care patient trajectories • Psychological considerations for a patient and their family with acute needs • Specific needs of people with learning disabilities, people with mental health problems, maternal health concerns and children and young people with physical health care needs. • Altered homeostasis in adults with a range of acute conditions (including shock) • Assessment and management of patients experiencing physiological deterioration • Technological dependency within primary, secondary and tertiary care For students studying within the CHILDREN AND YOUNG PEOPLES’ field of practice: • Theories and skills associated with acute assessment, and management of neonates, infants’, children and young people with health and social care needs. • Recognition of the acutely deteriorating patient • Care and management of the neonate in a variety of settings • Core Physical and Mental Health assessment skills in the care of children and young people in a variety of settings • Evidence underpinning acute care delivery • Medicines management and related pharmacology • Assessment and management of acute pain in children and young people • Specific needs of people with learning disabilities, people with mental health problems, and adults with physical health care needs. • Disrupted homeostasis in children with a range of conditions, including respiratory failure, sepsis, neurological change, neurological trauma. • Refining of skills required in the assessment and management of an infant, child or young person whose condition is deteriorating. • Technological dependency within primary, secondary and tertiary care For students studying within the MENTAL HEALTH field of practice: • Engagement Strategies for persons experiencing mental health problems • Advanced Therapeutic Communication • Philosophies that underpin mental health practice – The recovery approach including : social inclusion, personalisation agenda) – • Theories of mental illness – social theory , social model , psychotherapeutic models, psychological theory, medical model - • Principles of mental health assessment • Care and interventions for a person experiencing a range of disorders, including psychosis, affective disorders and anxiety disorders • Introduction to the care and interventions for children, adolescents and older persons experiencing mental health problems • Physical assessment and intervention for persons experiencing mental health problems • Principles of therapeutic group management • Psychopharmacology and Medicines Management • Mental Health Act (1983/2007) and the Care Programme Approach (CPA) • Working in Partnership • Decision making and problem solving in mental health practice • Systematic global and specific assessment of needs, case formulation, goal setting, care planning, treatment intervention and evaluation • Reflective Practice and clinical supervision skills. • Specific needs of people with learning disabilities, children, young people and adults with physical health care needs. • Psychiatric emergencies/crisis management • Risk identification and risk management to promote the safety of service users and others
Module has a case based enquiry based/ action learning based structure in addition to lectures. 40% of module is composed of TEL activities.
Learning and Teaching
Teaching and learning methods
Lectures Directed Study activities Self Directed Study Technology enhanced learning Action Learning Groups Simulated practice
|Total study time||250|
Resources & Reading list
National Patient Safety Agency (2007). Recognising and responding appropriately to early signs of deterioration in hospitalised patients.
Glasper, E.A. Aylott, M. Prudhoe, G (2007). Fundamental Aspects of Children’s and Young People’s Nursing Procedures..
Hannon, L. Clift, J. (2011). General Hospital Care for people with a learning disability.
NPSA (2009). Review of Patient Safety for Children and Young People.
Gamble C and Brennan G (2006). Working with serious mental illness: a manual for clinical practice.
Peate I & Dutton H (2012). Acute Nursing Care Recognising and responding to medical emergencies.
NICE (2013). Feverish Illness in Children: assessment and initial management in children younger than 5 years. [Clinical Guideline 160],.
Adam KS & Osbourne S (2005). Critical care nursing science and practice.
Norman I and Ryrie I (2009). The art and science of mental health nursing.
NICE (2007). Head Injury: Triage, assessment, investigation and early management of head injury in infants, children and adults..
Hannon L & Clift J (2011). General Hospital Care for people with a learning disability.
Davies J and Hassell L (2007). Children in Intensive Care: A Survival Guide.
French P, Smith J, Shiers D, Reed M and Rayne M (2010). Promoting Recovery in Early Psychosis: A Practice Manual.
National Institute for Health and Clinical Excellence (2007). Acutely Ill Patients in Hospital: Recognition of and response to acute illness in adults in hospital.
Hannon L & Clift J (2011). General Hospital Care for people with a learning disability.
Peate I, Nair M, Hemming L, & Wild . (2012). LeMones & Burke’s Adult Nursing Acute and Ongoing care.
Watkins P (2007). Recovery: a guide for mental health practitioners.
Dixon, M. Crawford, D. Teasdale, D, Murphy, J. (2009). Nursing the Highly Dependent Child or Infant.
Healy D (2008). Psychiatric drugs explained.
Rogers A and Pilgrim D (2010). A sociology of mental health and illness.
|Exam (90 minutes)||60%|
|Exam (45 minutes)||40%|