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The University of Southampton

NQCG3128 Intensive Care

Module Overview

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

Module Aims

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

Learning Outcomes

Learning Outcomes

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

Completion of assessment task50
Wider reading or practice115
Clinical Practice250
Preparation for scheduled sessions50
Total study time500

Resources & Reading list

Journal of Advanced Nursing. 

Intensive and Critical Care Nursing. 

Critical Care Medicine. 

National Standards for Adult Critical Care Nurse Education version 2.

Marieb E. (2016). Human anatomy & physiology. 

McGloin S. McLeoud L. (2010). Advanced practice in critical care: a case study approach. 

Nursing in Critical Care. 

Bernsten A. (2013). Oh's Intensive Care Manual: Expert Consult. 

Core standards for intensive care units ed 1.



MethodPercentage contribution
Competency document %
Essay 100%


MethodPercentage contribution
Competency document %
Essay 100%

Repeat Information

Repeat type: External

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