Postgraduate Course: Managing Complex Needs (NUST11103)
|School||School of Health in Social Science
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This Level 11 course is a core second year course in the Masters of Nursing with pre-registration (Adult) programme.
The course aims to develop a critical understanding of complexity in healthcare, considering complex health needs across the lifespan. Through exploration of a series of complex health situations, students will debate the challenges of co-morbidity and transition through and between healthcare systems. The role of the nurse in assessment and support of complex healthcare needs will be explicitly considered within the context of interdisciplinary teamworking.
The course aims to develop a critical understanding of complexity in healthcare, considering complex health needs across the lifespan. Through exploration of a series of complex health situations, students will debate the challenges of co-morbidity and transition through and between healthcare systems. The role of the nurse in assessment and support of complex healthcare needs will be explicitly considered within the context of interdisciplinary teamworking. This course builds on learning in the life sciences and brings this knowledge together with learning around professional roles within the wider healthcare context. Transitions between healthcare services and between different phases of health/ill health will be considered within the context of lifespan.
Content is expected to draw from complex healthcare experiences across the lifespan. Examples of material include; autistic spectrum disorders, childhood malignancy, learning disability, sensory impairment, moving between child and adult services, long term conditions; Multiple Sclerosis, Motor Neurone Disease, Parkinson's Disease, kidney disease, thrombophilia & haematological disorders, dementia, ageing, frailty, comprehensive geriatric assessment.
The course will be delivered over 10 weeks with online core content and one face to face flipped classroom session each week. The flipped classroom session will allow us to explore and critique the online learning from the week before using a range of approaches, group work, discussion and scenarios. This variety of approaches aims to support a range of learning styles. Students are also expected to spend time reading supporting material and literature to enhance understanding. Online reading lists will be used to facilitate student engagement with the literature. Seminar sessions will offer an opportunity to engage with specialists in particular conditions and healthcare approaches. This is intended to permit interdisciplinary engagement and provide opportunity for students to questions those with expertise in particular areas of care. NHS partners and colleagues from within the wider University will contribute to teaching in particular areas. Group work will enable to students to explore topics in depth and to present critical explorations of relevant topics.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| All costs associated with placement learning must be met by the student.
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 16,
Seminar/Tutorial Hours 4,
Feedback/Feedforward Hours 2,
Formative Assessment Hours 2,
Summative Assessment Hours 3,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Course paper (70%)«br /»
Presentation of group work (30%)«br /»
||Students will prepare an essay plan and bring this to a facilitated peer review session for feedback.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate a critical awareness of major concepts of complex health needs and care across the lifespan.
- Critically review the assessment of complex health needs.
- Critically analyse and evaluate transitions across care services and transitions in health status.
- Demonstrate extensive critical knowledge of key conditions which contribute to complex health needs e.g. dementia and degenerative neurological conditions
|Manning E. Gagnon M. (2017) The complex patient: A concept clarification. Nursing and Health Sciences 19(1)13-21|
Marmot M. (2005) Social Determinants of Health. The Lancet 365 1099-1104
Bujold M, Pluye P, Légaré F The Participatory Review Team, et al
Decisional needs assessment of patients with complex care needs in primary care: a participatory systematic mixed studies review protocol
BMJ Open 2017;7:e016400. doi: 10.1136/bmjopen-2017-016400
NICE (2016) National Institute For Health And Care Excellence Guideline Social care for older people with multiple long-term conditions, NICE, London
Hjelm, M., Bohman, D. M., Willman, A., Kristensson, J., & Holst, G. (2017). Health and social care staff members¿ experiences of a case management intervention focusing on improving continuity of care for older persons with complex health needs - a qualitative analysis. BMC Nursing, 16, 5. https://doi.org/10.1186/s12912-017-0218-2
Carnevale FA, Teachman G, & Bogossian A. (2017) A Relational Ethics Framework for Advancing Practice with Children with Complex Health Care Needs and Their Parents, Comprehensive Child and Adolescent Nursing, 40:4, 268-284, DOI: 10.1080/24694193.2017.1373162
|Graduate Attributes and Skills
||Creative and critical thinking
Critical writing skills
Team working skills,
Creative learning skills,
Lifelong learning skills
Creative problem solving
Some attributes will be achieved through the associated clinical placements in NHS or other care settings.
|Course organiser||Dr Sarah Rhynas
Tel: (0131 6)50 3882
|Course secretary||Mr David Morris
Tel: (0131 6)51 3969