THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2023/2024

Timetable information in the Course Catalogue may be subject to change.

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DRPS : Course Catalogue : School of Health in Social Science : Nursing Studies

Undergraduate Course: Nursing people with complex needs: Life Sciences and Nursing Care 3 (NUST10053)

Course Outline
SchoolSchool of Health in Social Science CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 10 (Year 3 Undergraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryThis course is a core course in year 3 of the Bachelor of Nursing with Honours (Adult) programme at level 10. The course aims to develop student understanding of complexity in healthcare, considering complex health needs across the lifespan. Through exploration of a series of complex health situations, students will be introduced to 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.
Course description Academic Description
This course is a core course in year 3 of the Bachelor of Nursing with Honours (Adult) programme at level 10. The course aims to develop student understanding of complexity in healthcare, considering complex health needs across the lifespan. Through exploration of a series of complex health situations, students will be introduced to 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. Students will engage with issues relating to pharmacological treatment and medicines management for people with complex needs, including legal aspects. 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.

Outline Content
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.

Student Learning Experience
The course will be delivered in 8 classroom based teaching sessions and 2 seminar sessions. The classroom based sessions will include some lecture content, group work, facilitated discussion and engagement with digital resources. 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 multidisciplinary 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.

The formative assessment feedback sessions will take place within a teaching session. Summative assessment presentations (30%) will take place in a specifically scheduled session of 3 hours. The presentation specifically is focused on LO4 but will include learning from across the course. All 4 learning outcomes will be assessed through a 'seen' exam allowing students to engage more deeply with topics which are of interest to them and explore literature in order to fully address the learning outcomes. The seen exam format allows students to work in exam conditions, within the examination period, reducing the demand of course work mid-semester and while on placement. The pre-prepared format encourages deeper engagement with the literature than a traditional examination format and is appropriate to the nature of this multifaceted material.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
Pre-requisitesNone
High Demand Course? Yes
Course Delivery Information
Academic year 2023/24, Available to all students (SV1) Quota:  None
Course Start Semester 2
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( 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 169 )
Assessment (Further Info) Written Exam 70 %, Coursework 30 %, Practical Exam 0 %
Additional Information (Assessment) Course Paper (70%)
Presentation of group work (30%)
Feedback Students will write an answer plan and answer for one sample exam question and bring this to a facilitated peer review session for feedback.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Debate major concepts of complex health needs and care across the lifespan.
  2. Critically appraise assessment of complex health needs.
  3. Critically discuss transitions across care services and transitions in health status.
  4. Develop a critical appreciation of key conditions which contribute to complex health needs e.g. dementia and degenerative neurological conditions.
  5. Critically apply the principles of pharmacology and medicines management to the care of people with complex needs
Reading List
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

NICE (2016) National Institute For Health And Care Excellence Guideline Social care for older people with multiple long-term conditions, NICE, London
https://www.nice.org.uk/guidance/qs132

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

Watson, R. , Parr, J. R., Joyce, C. , May, C. and Le Couteur, A. S. (2011), Models of transitional care for young people with complex health needs: a scoping review. Child: Care, Health and Development, 37: 780-791. doi:10.1111/j.1365-2214.2011.01293.x
Additional Information
Graduate Attributes and Skills Critical thinking and critical writing, presentation skills, team working skills, creative learning skills, lifelong learning skills.
KeywordsComplex needs,co-morbidity,transitions
Contacts
Course organiserDr Sarah Rhynas
Tel: (0131 6)50 3882
Email: Sarah.Rhynas@ed.ac.uk
Course secretaryMs Lisa Binder
Tel: (0131 6)51 3969
Email: lisa.binder@ed.ac.uk
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