麻豆传媒高清版

Overview

The outcome statements from Future Nurse Standards (2018), together with annexes A and B will be used to structure the course content. Content may include but is not limited to: Intelligent kindness, person-centred care, collaborative working (with patient and multidisciplinary team -MDT), health promotion/ promoting self-management. Students will explore the nature of patient care and the role of the nurse.
Harm prevention and risk management approaches. Professional and interprofessional working.

Student achievement level is specific to field, with specific content including but not limited to: Patient care/Fundamentals of care: Person-centred assessment and care planning, patient moving and handling, nutrition, recording and interpretation of clinical observations, begin to undertake symptom management (psychological and physical), assessment of tissue viability. Students will begin to develop skills in person-centred assessment of respiratory care, continence assessment and management, catheterisation, Digital rectal examination and manual evacuation, stoma management.
Students will begin to observe, rehearse and practice (under supervision) venepuncture and cannulation, Nasogastric (NG), percutaneous endoscopic gastrostomy (PEG) insertion and management, Blood glucose measurement (BMs), chest auscultation. Students will develop a range of evidence-based communication and assessment skills and approaches for providing best practice therapeutic interventions and techniques, with particular emphasis on spirituality. These will include: Motivational interviewing techniques,solution focused therapies,reminiscence therapies,talking therapies,de-escalation strategies and techniques, cognitive behavioural therapy techniques, play therapy, distraction and diversion strategies, positive behaviour support approaches. Skills will be developed in patient advocacy/ negotiation resilience, health promotion, assessment techniques and use tools based around local policy (Betsi Cadwaldr University Health Board (BCUHB) assessment booklet, BMs, nutrition/ fluid charts). Students will identify and select harm prevention and risk management techniques: (BCUHB infection prevention level 2 and Aseptic No Touch Technique (ANTT) e-learning to be completed prior to catheterisation training). Students will undertake under supervision wound assessment and care, specimen collection, recognise and respond to forms of abuse, Basic Life Support, Mandatory Life Support, blood transfusion, Electrocardiogram ECG, intravenous management. Engage in professional and inter-professional working: begin to use reflective practice, evidence-based care, contribute to nursing documentation, record keeping, basic drug administration. Students will begin to consider the role of self as a leader. Clinical instruction: Nursing in relation to: general and specialist medicine and surgery, child care and paediatrics, maternity care, mental health and psychiatry, care of the old and geriatrics, home nursing (to meet NMC EU Directive for general nurses).

Assessment Strategy

-threshold -Grades: D- to D+ Understanding of the facts and principles specific to the topics covered in this module and the outcomes being assessed. Students will be required to achieve a minimum of D- grade in the assignment to in order to pass. -good -Good - Grades: C- to C+ Good understanding of the facts and principles specific to the topics covered in this module and the outcomes being assessed. Very Good Grades: B- to B+ A very good understanding of the facts and principles specific to the topics covered in this module and the outcomes being assessed -excellent -Excellent - Grades: A- to A* Excellent understanding of the facts and principles specific to the topics covered in this module and the outcomes being assessed.

Learning Outcomes

• To begin to apply interpersonal and therapeutic skills required to demonstrate effective, evidence-based, patient-centred care

• To begin to develop the knowledge and skills required to become a future practice supervisor, using the appropriate methods of communication and coaching skills.

• To begin to display required theoretical knowledge and psycho-motor skills in the performance of clinical and therapeutic assessments and observations; enabling students to lead prevention of harm and risk management strategies in clinical practice.

• To embody the fundamental communication, clinical and therapeutic skills required for students to demonstrate effective, patient-centred care in clinical practice.