NQCG3128 Intensive Care
This module will equip Intensive Care nurses with the knowledge and skills to deliver high quality, evidence based care to patients in critical care environments.
Aims and Objectives
This module will equip Intensive Care nurses with the knowledge and skills to deliver high quality, evidence based care to patients in critical care environments
Having successfully completed this module you will be able to:
- Apply an in depth knowledge of anatomy, physiology and pathology to the techniques employed when caring for patients with critical care needs.
- Critically evaluate the roles and responsibilities of bedside practitioners in the delivery of health care interventions to a broad range of critical care patients.
- Demonstrate competence in assessing, planning, implementing and evaluating the care of critically ill patients
- Critically discuss contemporary issues and developments within the speciality.
- Critically evaluate the evidence underpinning practice.
- Demonstrate an understanding of ethical dilemmas and issues in critical care.
- Demonstrate excellent communication, interpersonal skills and a collaborative approach with patients, their families and the health care team
- Critically analyse the psychological effects of intensive care on patients and their relatives
The syllabus reflects the broad nature of Intensive care practice. The content is continually updated to reflect contemporary practice in the field and the published evidence base. This evidence base is diverse, international and multi-professional. With respect to critical care patients, and using a systems based approach - Assessment } Diagnostics } Interventions } respiratory, cardiovascular, renal, neurological, Acute conditions } gastro-intestinal/endocrine Chronic conditions } End of life care specific to critical care New critical care treatments and current research trials Psychosocial implications and management/communication strategies Ethical dilemmas in critical care Unit management – local and national perspectives Clinical decision making skills
Learning and Teaching
Teaching and learning methods
The learning and teaching methods are underpinned by experiential learning theory ( Eraut, 1994; Boud, 1993), utilising Lectures, Medium Fidelity Simulation Scenarios, Case Studies, Group work and Tutorials. The range of methods is designed to facilitate learning of knowledge , skills and attitudes by students with a range of different learning styles. The module is supported with electronic resources (including subject specific reading lists and eLearning packages) via the Blackboard VLE. References Boud D. Cohen R., Walker D., (eds) (1993) Using Experience for Learning. Open University Press. Eraut M. (1994) Developing Professional Knowledge and Competence. Falmer Press. London
|Wider reading or practice||100|
|Completion of assessment task||30|
|Practical classes and workshops||5|
|Total study time||200|
Resources & Reading list
DEPARTMENT OF HEALTH (2000). The NHS Plan.
BERSTEN A.D., SONI N., (2009). Oh’s Intensive Care Manual.
ADAM, S. & OSBORNE, S., (2005). Critical Care Nursing: Science and Practice.
MORTON P.G., FONTAINE D.K., (2009). Critical Care Nursing: A Holistic Approach.
TORTORA, GJ . & DERRICKSON B.H (2011). Principles of Anatomy and Physiology.
THOMPSON C,., DOWDING D., (2002). Clinical decision making and judgement in nursing.
Critical Care Medicine.
Journal of Advanced Nursing.
DEPARTMENT OF HEALTH (2001). Comprehensive Critical Care.
Intensive and Critical Care Nursing.
RANG, H.P., DALE, M.M. & RITTER, J.M.,FLOWER R., HENDERSON G (2011). Rang and Dale’s Pharmacology.
Nursing in Critical Care.
DILLON, A., LYON, J. & COOMBS, M., (1997). Haemodynamic Profiles and the Critically Ill Patient.
MITCHELL R., KUMAR V., FAUSTO N., ABBAS A.K., ASTER J., ROBBINS S.L. COTRAN R.S. (2012). Pocket Companion to Robbins and Cotran Pathologic Basis of Disease,.