BSc Nursing Practice (CPD) / Course details
Year of entry: 2018
Course unit details:
|Unit level||Cont Education/Prof Developmen|
|Teaching period(s)||Variable teaching patterns|
|Offered by||Nursing & Midwifery|
|Available as a free choice unit?||No|
- Develop student’s understanding of the underpinning pathophysiology of acute and chronic renal diseases and the aetiological factors which may contribute to the development of renal conditions/diseases within local, national and international populations.
- Facilitate students to critically reflect on current practice, identify areas for improvement and apply the evidence base to propose changes to patient care.
- Analyse the complex needs of renal patients within the context of changing healthcare provision and the use of evidence in practice
- Analyse current national and local policy, Government and renal organisation guidelines, frameworks and best practice and their influence in the identification, treatment and management of renal disease.
- Facilitate students to identify, assess and evaluate their own learning needs and to construct an action plan to meet these needs. This will include self-directed learning.
Knowledge and understanding
- Critically discuss the physical, social and psychological needs of patients with renal disease, and analyse how these are being identified and managed in the student’s own practice, including liaison within the multi professional teams.
- Examine/explain the pathophysiology of a range of acute and chronic renal conditions/diseases.
- Critically analyse the ethical, cultural, religious, spiritual and quality of life issues associated with renal disease, and debate how such issues are addressed in day-to-day practice.
- Explain the different treatment options available and patient involvement in shared decision making demonstrating use of educational tools and an understanding of the patient pathway.
- Critically discuss the aetiological factors contributing to the development of acute and chronic renal failure.
- Analyse treatment options and the potential side effects or complications commonly associated with these treatments.
- Critically analyse the concepts of palliative care and end of life care and their place for supporting people with chronic/complex renal disease.
- Provide a rationale for clinical decision-making following critical evaluation of the evidence base.
- Critically examine current clinical practice and develop suggestions, underpinned by evidence, for how practice can be enhanced.
- Critically examine strategies used for the assessment, management and evaluation of care to patients with acute and chronic renal disease to enhance clinical practice.
- Communicate developments in practice to the multidisciplinary team.
Transferable skills and personal qualities
- Develop information technology skills to support lifelong learning.
- Participate in identification of individual learning needs and develop strategies to meet those needs.
- Participate in collaborative learning and peer support.
- Analyse their role in leading and developing practice in relation to the care of renal patients.
- Promote independent learning through critically appraising the evidence that supports practice.
|Written assignment (inc essay)||70%|
Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.
Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.
|Scheduled activity hours|
|Independent study hours|
|Samantha Freeman||Unit coordinator|