Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Identify and critically discuss influences on clinical decision making in relation to the deteriorating patient.
- Critically discuss the implications of legal, ethical and/or professional issues in practice which influence the care of the deteriorating patient.
- Critically analyse the evidence which underpins the care of the deteriorating patient.
- Critically apply knowledge gained in the module to make recommendations which may improve the care delivered to patients at risk of deterioration.
- Identify and critically discuss a range of factors, including pathophysiology, which place the acutely unwell adult at risk of deterioration
Syllabus
•Context of Care – Why do patients deteriorate?
•Assessing the acutely unwell patient: an ABCDE approach
•4 body systems affected by deterioration:
RESPIRATORY: The breathless patient
CARDIAC: the hypotensive patient
RENAL: the Acute Kidney Injury (AKI) patient
NEUROLOGICAL: the patient with disordered consciousness
•Sepsis
•Fluid Imbalance
•Red Flag for Mental Health deterioration
•Diagnostic Overshadowing in Learning Disabilities
•Ethical Issues
•Patient Safety
•Workshops:
ECGs
ACID BASE BALANCE (Self-directed study)
•Clinical scenarios related to deterioration
•Organisation and Communication Issues (self-directed study via SWAY)
Learning and Teaching
Teaching and learning methods
Learning and Teaching Summary
The teaching and learning methods that will be used to help you achieve the learning outcomes of the module are designed to facilitate a contextual exploration of your clinical experience, whilst linking theory and evidence.
1. Interpersonal learning - through group discussions and interactive lectures
2. Group learning – through group activities and patient scenarios
3. Self-directed and electronic learning - through retrieving, reading and reviewing literature and research (via Microsoft SWAY)
4. Cognitive learning – development of critical reflection, critical analysis and synthesis of information based on a range of knowledge and evidence
5. Module leader/student 1:1 consultations - as required. This includes assignment support from an Academic Integrity Officer (AIO) and Module team members.
6. Self directed and directed study and (optional) homework.
| Type | Hours |
|---|---|
| Lecture | 35 |
| Guided independent study | 215 |
| Total study time | 250 |
Resources & Reading list
Internet Resources
Textbooks
Woodrow, P. (2016). Nursing Acutely Ill Adults. LOndon: Routledge.
Clarke, D. Malecki-Ketchell, A. (2016). NUrsing the acutely ill adult. London: Palgrave-MacMillan.
Assessment
Assessment strategy
Assessment and Feedback Summary Formative MethodContributionOutcomeGroup Work Essay Plan 100 %LO1, LO2, LO3, LO4 LO5No Summative MethodContributionOutcomeGroup Work Assignment (Essay) 100 % LO1, LO2, LO3, LO4 LO5 NoFormative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Essay plan and seminar presentation
- Assessment Type: Formative
- Feedback: Feedback on individual presentation by group and module leader.
- Final Assessment: No
- Group Work: Yes
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Essay | 100% |
Repeat Information
Repeat type: Internal & External