NPCG3124 Complex Care – Dual Field
This module is designed for the final year of the BN Dual field programmes for student nurses studying: Mental Health/Adult, Child/Adult or Child/Mental Health. The Final year students are expected to submit a summative assignment for the module at Level 6. This is a 2500 word essay. The module enables the students to reflect upon decision making in clinical practice in line with NMC competencies from the perspective of their chosen fields of practice. The module comprises of carefully selected sessions to enable students to develop in both fields of practice. These include; taught sessions, clinical skills sessions that relate to decision making as well as Tutor facilitated time that supports level 6 writing, self-awareness, reflection on practice, and practise in presenting. In addition, there is a guided study workbook and a list of suggested additional resources.
Aims and Objectives
This module will enable you to integrate all aspects of your learning in order to demonstrate the knowledge and skills required of a registered practitioner in relation to complex care situations within your chosen field.
Having successfully completed this module you will be able to:
- Demonstrate the interpersonal, clinical reasoning, diagnostic and decision making skills required for the assessment, planning and delivery of care for people with complex care needs within the chosen fields of practice.
- Articulate an in depth knowledge of the aetiology, treatment and care needs of people with a range of conditions requiring complex care in different settings.
- Critically evaluate the evidence base relating to the psychological, sociological and complex therapeutic interventions that can be used to improve the wellbeing of people with complex problems within the chosen fields of practice.
- Demonstrate the communication skills required to care for people and their families/carers in a variety of complex, changing and sensitive health care situations.
- Critically examine the specific issues relating to the safeguarding vulnerable people presenting with complex needs from the chosen field of practice.
These themes will be delivered from the perspective of the chosen fields of practice: The nature of complex care: concepts, definitions, policy and guidance and legislation Policy, quality standards and competencies Caring for people with complex needs in a variety of settings: e.g Primary, secondary and tertiary services and the home. Clinical Decision Making and Theories of Judgement; biomedical ethics and decision making in practice Evidence based assessment, case formulation, goal setting, care planning, treatment intervention and evaluation The application of appropriate models to Biopsychosocial Model and its application to person/family centred care in complex care situations; for example the Biopsychosocial model Psychopharmacology and Medication Management; e.g ADRs and Special Medication Precautions; compliance, concordance and legal issues. Maintaining and promoting physical health, mental health and well-being for people with complex care needs. Emergency and crisis management. Therapeutic communication; e.g family dynamics and communication, therapeutic use of self, therapeutic groups Risk identification, management and positive risk taking; e.g positive risk management which promotes the safety of the service user and others; support services and networks; safeguarding across the age continuum in complex cases, muti-agency and multi-disciplinary working. Managing the power imbalance with service users, families/carers and professionals. Involving service users, families and carers: e.g The Expert patient in Complex care Impact of effective clinical supervision and reflection on leadership and management
Learning and Teaching
Teaching and learning methods
Lectures Small group activities Self-directed study Directed study Simulated practice Technology Enhanced Learning
|Total study time||187.5|
Resources & Reading list
Higgs J and Jones M (2008). Clinical Reasoning in the Health Professions.
Ignativicius DD and Workman ML (2013). Medical-Surgical Nursing: Patient-Centered Collaborative Care.
Safford MM (2015). The Complexity of Complex Patients. Journal of General Internal Medicine. ,30 , pp. 1724-1725.
Hewitt-Taylor J (2008). Children with complex and continuing health care needs.
Cutliffe J and Stevenson C (2008). Care of the Suicidal Person.
Castledine G and Close A (2009). Oxford Handbook of Adult Nursing.
Standing M (2014). Clinical Judgement and Decision Making for Nursing Students.
Prime Minister’s Commission on the Future of Nursing and Midwifery in England (2010). Front Line Care.
Davies J and Hassell L (2007). Children in Intensive Care: A Survival Guide.
Continuing NHS Health Care National Programme (2010). 10 High Impact Changes for Complex Care.
Crouch S, Chapelhow C. Crouch M (2008). Medicines Management a Nursing Perspective.
Carson D and Bain A (2008). Professional Risk and Working with People: Decision-making in Health, Social Care and Criminal Justice.
Pearson H (2013). Science and Intuition: Do Both Have a Place in Clinical Decision Making?. British Journal of Nursing. ,22 , pp. 212-215.
Teare, J (2008). Caring for Children with Complex Needs in the Community.
Lewis SL, Dirksen SR, Heitkemper MM and Bucher L (2014). Medical and Surgical Nursing: Assessment and Management of clinical problems.
French P, Smith J, Shiers D, Reed M and Rayne M (2010). Promoting Recovery in Early Psychosis: A Practice Manual.
Walker S, Carpenter D and Middlewick Y (2015). Clinical Assessment and Decision Making in Mental Health Nursing.
Thompson C and Dowding D (2002). Clinical Decision Making and Judgement in Nursing.
Walker S, Carpenter D and Middlewick Y (2015). Clinical Assessment and Decision Making in Mental Health.
Department of Health (2008). Code of Practice: Mental Health Act 1983.
Grant A (2010). Cognitive behavioural interventions for mental health practitioners.
Lynch J and Trenowth S (2008). Contemporary Issues in Mental Health Nursing.
Puri B and Treasaden I (2008). Emergencies in Psychiatry.
|Essay (2500 words)||100%|
Repeat type: Internal & External