The University of Southampton
Courses

NPCG3011 Acute Care Needs

Module Overview

This module aims to develop core assessment, judgement and decision making skills in delivering safe care to acutely ill patients and clients within your second field of practice. You will further develop the skills necessary to critically evaluate the evidence which underpins practice, and will also explore the importance of effective team working and communication in managing risk. You will address the field specific learning outcomes for this module.

Aims and Objectives

Module Aims

Those in the Adult field will be able to: 1. Apply knowledge of altered physiology to common acute conditions 2. Examine the skills necessary to undertake a prioritised clinical assessment of the acutely ill adults and identify appropriate initial interventions in the event of deterioration 3. Plan and deliver appropriate therapeutic interventions for people with acute care needs 4. Evaluate factors which signal the physiological deterioration of adults across a range of different healthcare environments 5. Analyse the importance and challenges of working in partnership with people with acute care needs and their families Those in the Children’s field will be able to: (Not currently part of the Dual Field programme in year 3) 1. Apply knowledge of altered physiology to common acute conditions arising in the care of neonates, children and young people 2. Examine the skills necessary to prioritise the assessment of neonates, children and young people with acute health and social care needs in a variety of settings. 3. Plan and deliver appropriate therapeutic interventions for neonates, children and young people with acute care needs 4. Evaluate factors which contribute to the particular vulnerability of infants and young children to rapid physiological deterioration 5. Analyse the importance and challenges of working in partnership with children, young people and their families Those in the Mental Health field will be able to: 1. Analyse the key philosophies underpinning the care of people with acute mental health needs 2. Examine the skills necessary for the assessment of people experiencing a range of acute mental health presentations 3. Evaluate collaborative care planning and partnership working for people experiencing acute mental health problems 4. Explore the importance of therapeutic groups in the care of people experiencing mental health problems 5. Evaluate the use of specific risk assessment tools

Syllabus

ADULT • 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) • 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. CHILD • 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 • Empowering and enabling children and families regarding self care, including health education and health promotion • Communication networks between the child, family, multidisciplinary and multi-professional teams. • Evidence underpinning acute care delivery • Medicines management and related pharmacology • Assessment and management of acute pain in children and young people • Human factors as a source of error in acute child health care/risk assessment • Palliative and end of life care – sudden death • Specific needs of people with learning disabilities, people with mental health problems, and adults with physical health care needs. MENTAL HEALTH • 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 • Collaborative formulation and care planning • 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 • Reflective Practice and clinical supervision skills. • Specific needs of people with learning disabilities, children, young people and adults with physical health care needs.

Special Features

In order to prepare you for peer assessment tasks later in your course, you will undertake a “360°” peer feedback exercise as a learning activity during this module. You will be asked to give feedback on a piece of work which has been undertaken by one of your peers.

Learning and Teaching

Teaching and learning methods

Lectures Directed Study activities Self-Directed Study Simulated Practice Technology enhanced learning Values based enquiry

TypeHours
Lecture35
Seminar3
Completion of assessment task145.5
Supervised time in studio/workshop4
Total study time187.5

Resources & Reading list

Hannon, L. Clift, J. (2011). General Hospital Care for people with a learning disability. 

Rogers A and Pilgrim D (2010). A sociology of mental health and illness. 

Hannon, L. Clift, J. (2011). General Hospital Care for people with a learning disability. 

Hannon, L. Clift, J. (2011). General Hospital Care for people with a learning disability. 

All student’s access to: Spotting the Sick Child 2.

Healy D (2008). Psychiatric drugs explained. 

Feverish Illness in Children: assessment and initial management in children younger than 5 years.. 

Hannon, L. Clift, J. (2011). General Hospital Care for people with a learning disability. 

Dixon, M. Crawford, D. Teasdale, D, Murphy, J. (2009). Nursing the Highly Dependent Child or Infant. 

Gamble C and Brennan G (2006). Working with serious mental illness: a manual for clinical practice. 

Head Injury: Triage, assessment, investigation and early management of head injury in infants, children and adults.. 

Wilson, J. (2006). Infection Control in Clinical Practice. 

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.. 

Review of Patient Safety for Children and Young People.. 

NATIONAL INSTITUTE FOR HEALTH AND CLINICAL EXCELLENCE (2007). Acutely ill patients in hospital: Recognition of and response to acute illness in adults in hospital. 

Watkins P (2007). Recovery: a guide for mental health practitioners. 

Norman I and Ryrie I (2009). The art and science of mental health nursing. 

Sheppard, M. Wright, M (eds) (2006). Principles and Practice of High Dependency Nursing. 

Assessment

Summative

MethodPercentage contribution
Exam  (90 minutes) 100%

Referral

MethodPercentage contribution
Exam  (91 minutes) 100%

Repeat Information

Repeat type: Internal & External

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