The module is designed for any health and social care professional who wishes to increase their knowledge and understanding of the complex needs of the highly dependent patient (level 2). It is particularly appropriate for those caring for highly dependent patients in a variety of settings such as; Emergency Department, Anaesthetic and Recovery areas or high acuity and/or acute care wards/units.
Aims and Objectives
Having successfully completed this module you will be able to:
- Critically reflect on the ethical/legal/professional aspects that have influenced the development of your management plan for your high dependency client group.
- Synthesize relevant evidence to develop a management plan to enhance health outcomes for a client group requiring high dependency care.
- Demonstrate insight of this client group's perspectives of a chosen health care issue/challenge
- Critically analyse health care issues/challenges experienced by a client group requiring high dependency car
- Demonstrate achievement of ten core and five specific practice competencies
- Demonstrate a deep and systematic understanding of current evidence/approaches/ concepts in respect of high dependency care
What is High Dependency – levels of critical care
Holistic assessment and monitoring (non-invasive/invasive)
Acute Kidney Injury (AKI)
Communication and psychological factors (inter professional, patients and significant others)
Euthanasia and withdrawal (ethical, legal and professional aspects)
Gastro-intestinal/nutritional issues and their management.
Service user involvement is a valuable and important component taken into account in relevant sessions and summative assessment of this module .
Learning and Teaching
Teaching and learning methods
The teaching and learning methods that will be used to help you achieve the learning outcomes of this module are designed to facilitate a contextual exploration of your clinical experience in relation to the integration of theory and research in order to provide quality care for high dependency patients. Adult learning (Knowles, 1990) is embedded in this module enabling students to participate collaboratively and independently by engaging in a variety of learning methods.
Learning methods in this module will include:
1. Interpersonal learning - through group discussions (verbal) and through discussion of findings with peers.
2. Team and Group learning – through group activities, problem solving and by discussion.
3. Individual learning - through reading, reviewing literature, reflection.
4. Cognitive learning – development of critical reflection, critical analysis and synthesis of information based on a range of knowledge/evidence.
5. Electronic learning - through literature searching and utilisation of databases to retrieve information.
6. Creative learning - Using research/evidence/knowledge to make recommendations in a specific practice area demonstrated through the student’s written assignment.
|Completion of assessment task||30|
|Completion of assessment task||40|
|Practical classes and workshops||15|
|Wider reading or practice||80|
|Preparation for scheduled sessions||20|
|Total study time||250|
Resources & Reading list
Moore, T., & Woodhouse, P., (2009). High Dependency Nursing Care Observation, Intervention and Support for level 2 patients. Routledge, London.
Marieb, E., (2012). Human Anatomy and Physiology. California: Benjamin Cummings & Co.
Crossman A.R. & Neary D (2010). Neuroanatomy: an illustrated colour text. Edinburgh: Churchill Livingstone.
Department of Health (2000). Comprehensive critical care. London: HMSO.
Intensive Care Society (2002). Levels of critical care for adult patients. ICS; UK.
Department of Health (2005). Quality critical care; beyond ‘Comprehensive Critical Care. DoH; UK.
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.Written assignment
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal