Learning Disabiity and Children's Nursing MNurs (Hons) (Integrated Master's)

1. Introduction to the human body across the age continuum; characteristics of life; concept of integration and homeostasis. Levels of structural organisation; systems and cross-system concepts, organs, tissues, cells and chemicals. Geographical navigation of the body; anatomical position and directional terms.   Overview of relevant disciplines. Overview of the biological basis of routine investigations.  
   
   
2. Basic principles of pharmacology and their application; concept of keeping an ongoing personal formulary diary.
   
   
3. The internal environment, fluid and electrolyte balance;  homeostatic control; common disorders; principles of restoring fluid and electrolyte imbalance homeostasis.
   
   
4. Human body systems:
   
   - Integumentary system and cross-system concepts; human microbiome; inflammation, introduction to wound healing; introduction to the physiology of pain; principles of pharmacology/ topical route; common disorders and commonly prescribed medicines.
   
   - Nervous system and cross-system concepts; mental health/learning disability; common disorders; principles of pharmacology and commonly prescribed medicines.
   
   - Endocrine system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Cardiovascular system and cross-system concepts; blood; common disorders and commonly prescribed medicines.
   
   - Lymphatic system and immunity; cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Respiratory system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Gastro Intestinal system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Muscular Skeletal system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Urinary system and cross-system concepts; common disorders and commonly prescribed medicines.
   
   - Reproductive system and cross-system concepts; genetics/ genomics; common disorders and commonly prescribed  medicines.

To demonstrate an understanding of basic human anatomy and physiology, show how these are linked to the biological basis of pharmacology, and subsequently applied in practice.

The cross field content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include application to all service user groups.

1. Define person centred care & holistic care across all fields of nursing; historical context of person centred care; models of person centred care; and factors that influence delivery of person centred care.
2. Public health and influences on health and social care - socio-economic, psychosocial, epidemiology. Health inequalities - addressing vulnerability and abuse; lifestyle; environment including urban and rural perspectives.  
3. Human development across the lifespan; physical & psychological development; theories of development; developments of self-esteem; ACEs (adverse childhood experiences); identification of vulnerable groups; safeguarding.

This module aims to introduce the concept of holistic person centred care of service users across the lifespan with an understanding of human development. Understanding the importance of effective communication with service user, family, MDT across healthcare settings.

The cross field content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include application to all service user groups.

1. Effective verbal and non-verbal communication strategies; communication tools; active listening skills. Individualised person centred care; family centred care; develop and maintain appropriate relationships with service users, families, carers and MDT. Resilience and coping; role modelling; use of the arts & humanities to enhance communication; mental capacity; advocacy; empowerment.
2. Barriers to providing person centred care; safeguarding; cross cultural perspectives, diversity & cultural competence; social policy, environment including urban and rural perspectives.
3. Types, range and strength of evidence used in nursing to provide high quality and safe care, for instance art in health; research, ethics and governance; evidence based practice; links to theory and practice; quality of care; policy.

This module aims to introduce evidence based practice, and the impact on the provision of high quality care. The module will explore the impact of socio-economic and environmental factors on health and well-being across the lifespan.

This cross field module will integrate learning-to-learn and reflection into a series of linked sessions leading to personal and professional development, including the following:

1. The context of nursing as a profession, past, present and future, including enhancing resilience, personal awareness, well-being and self- care strategies.
2. Professional identity, social values and multi-professional working in order to provide creative and collaborative solutions to enhance practice.
3. Preparation for lifelong learning in theory and practice, including active listening, note-taking, note-making, effective reading, portfolio writing including reflection to develop awareness of self and others, academic integrity.
4. The use of current practice guidelines, contemporary evidence and political drivers to inform decision making, urban and rural practice differences.
5. How the Code, ethical and legal frameworks underpin the nursing profession in the 21^st century.

To prepare the student to become an effective nurse for the 21^st century

The cross field content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include application to all service user groups in theory and practice: 

1. Becoming a professional: NMC code, models of practice learning, legal and ethical frameworks, duty of candour. Self-care including reflective practice, reasonable adjustments in practice plan (RAPP), emotional intelligence, resilience, healthy lifestyle choices and clinical supervision. Advocacy and challenging discrimination. Record keeping, confidentiality, privacy and dignity.
2. Safeguarding and escalating concerns. Capacity and consent. Interpreting routine investigations. Holistic assessment across the lifespan. Risk assessments, reasonable adjustments for service users. Developing person centred care plans, the nursing process.
3. Working in partnership with service users, relatives, carers and other professionals. Lived experience connectors. Role modelling. Working with cognitive, behavioural, mental or physical challenges. Communication strategies across the lifespan. Supporting the activities of daily living across the lifespan including sleep, hygiene, nutrition and hydration and skin integrity. Prioritisation of care. Medication administration and management.
4. Technology for health including manual and electronic recording devices. Team working and data sharing. Evaluation of care. First aid and basic life support (BLS), mental health first aid
   (MHFA), moving and handling techniques and equipment. Principles of infection prevention and control. Use of personal protective equipment
   (PPE), barrier and reverser barrier nursing and decontamination practice. Promoting healthy lifestyles in others. Obtaining clinical specimens and interpreting findings.
5. Risk assessment and improvement tools across the fields and life span. Managing a safe environment.
6. Integrated approaches to care, rural and urban perspectives. Promoting independence and recognising challenges for safe nursing care including socio-economic, physical, psychological and socio-cultural differences. Handing of effectively including written, verbal and digital techniques.
7. Medicines management, application in practice of knowledge of pharmacology. Preparation and administration of medications. Accurate documentation for medicines management. Medicines calculations. Recognising and escalating concerns of harm from medication administration and error.

To provide students with practice learning opportunities which provide a range of experiences across fields. The module will introduce cross field and field specific skills for nursing. The learner will develop an understanding of, and be able to demonstrate, the skills required for practice.

1. Understand and apply evidence bases: decision-making and problem solving; hierarchies of knowledge; person centred practice and embedding service user perspectives.
   
   
2. Trans-professional learning development and collaboration: Remit roles and responsibilities; role interfaces; sharing knowledge.
   
   
3. Research: philosophy of research; literature searching; research methodologies; research appraisal and critical thinking; evaluation of research in practice utilising a breadth of evidence bases; ethics and governance.
   
   
4. Service improvement and innovation methodologies:  values, quality and continuous improvement; audit and evaluation in practice; clinical governance; service user co-production.
   
   
5. Drivers influencing practice: policy; socio-political and economic drivers; impact upon health and social care provision; policy determinants; organisational strategies. 

Demonstrate an understanding of the evidence based principles of research, service improvement and innovation in trans-professional practice. 

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

The field content of this module is designed to enable students to meet the needs of service users and carers in their fields of practice and also deliver cross field care all service user groups. 

1. Maintaining self-care including reflective practice, reasonable adjustments in practice plan (RAPP), emotional intelligence, resilience, healthy lifestyle choices and clinical supervision. Advocacy and challenging discrimination. Record keeping, confidentiality, privacy and dignity.
2. Assessing lifestyle factors and supporting others to make informed choices to manage health challenges. Assessing motivation and capacity to promote wellbeing recognising the person’s capacity to be a partner in their care. Recognising and acting upon signs of deterioration in mental health and providing evidence based support and skills. Understanding the family in partnership when considering end of life care and supporting treatment and care preferences. Rural and Urban perspectives.
3. Working in partnership with service users, relatives, carers and other professionals to evaluate and monitor care effectiveness to readjust care plan goals. Using alternative communication strategies such as translator services to be able to provide people, families and carers with accurate information when providing treatment and care. Lived experience connectors. Maintaining clear and legible documentation and using digital technologies in care delivery. Initiate appropriate interventions after making informed judgements on commonly encountered presentations.  
4. Participate in nursing procedures including assessing skin status and hygiene and providing wound care including aseptic technique, product selection and drain management, nutritional assessment and artificial hydration and nutrition including insertion and removal of nasogastric tubes, assessment and promotion of self-management in bladder and bowel continence and removal and insertion of different urinary catheters in all genders, neurological observations and seizure management, supporting mobility and managing falls, respiratory assessment including peak flow, chest auscultation and administration of oxygen via different routes. Nasal and oral Suctioning techniques, blood glucose monitoring, cardiac assessment including ECG and infection prevention and control methods. Social prescribing practice.
5. Interpretation of normal and abnormal blood profiles and venepuncture and cannulation skills. Managing transfusion of blood components, Recognising and treating sepsis, positive risk taking and risk aversion.
6. Safe and effective discharge planning across services and caseloads, negotiation and advocacy of people and making reasonable adjustments to aid assessment, planning and delivery of care. Managing yourself and a team, deescalating conflict and managing concerns and anxieties in others.
7. Medicines management, application in practice of knowledge of pharmacology. Preparation and administration of medications. Accurate documentation for medicines management. Medicines calculations. Recognising and escalating concerns of harm from medication administration and error.

To provide students with practice learning opportunities which provide a range of experiences across fields. The module will build on cross field and field specific skills for nursing. The learner will actively participate in and work towards increasing confidence and competence is able to provide care.

The field content of this module is designed to enable students to meet the needs of service users and carers in their fields of practice and also deliver cross field care all service user groups. 

1. Maintaining self-care including reflective practice, reasonable adjustments in practice (RAPP), emotional intelligence, resilience, healthy lifestyle choices and clinical supervision. Advocacy and challenging discrimination. Record keeping, confidentiality, privacy and dignity.
2. Assessing lifestyle factors and supporting others to make informed choices to manage health challenges. Assessing motivation and capacity to promote wellbeing recognising the person’s capacity to be a partner in their care. Recognising and acting upon signs of deterioration in mental health and providing evidence based support and skills. Understanding the family in partnership when considering end of life care and supporting treatment and care preferences. Health needs assessments, Global practice experience. Rural and Urban Perspectives.
3. Working in partnership with service users, relatives, carers and other professionals to evaluate and monitor care effectiveness to readjust care plan goals. Using alternative communication strategies such as translator services to be able to provide people, families and carers with accurate information when providing treatment and care. Lived experience connectors. Maintaining clear and legible documentation and using digital technologies in care delivery. Initiate appropriate interventions after making informed judgements on commonly encountered presentations.  
4. Participate in nursing procedures including assessing skin status and hygiene and providing wound care including aseptic technique, product selection and drain management, nutritional assessment and artificial hydration and nutrition including insertion and removal of nasogastric tubes, assessment and promotion of self-management in bladder and bowel continence and removal and insertion of different urinary catheters in all genders, neurological observations and seizure management, supporting mobility and managing falls, respiratory assessment including peak flow, chest auscultation and administration of oxygen via different routes. Nasal and oral Suctioning techniques, blood glucose monitoring, cardiac assessment including ECG and infection prevention and control methods. Social prescribing practice.
5. Interpretation of normal and abnormal blood profiles and venepuncture and cannulation skills. Managing transfusion of blood components, Recognising and treating sepsis, positive risk taking and risk aversion.
6. Safe and effective discharge planning across services and caseloads, negotiation and advocacy of people and making reasonable adjustments to aid assessment, planning and delivery of care. Leadership and management in own field of nursing including advanced leadership and political understanding of the context of practice.
7. Medicines management, application in practice of knowledge of pharmacology. Preparation and administration of medications. Accurate documentation for medicines management. Medicines calculations. Recognising and escalating concerns of harm from medication administration and error.

To provide students with practice learning opportunities which provide a range of experiences across fields. The module will build on cross field and field specific skills for nursing. The learner will actively participate in and work towards increasing confidence and competence is able to provide care with minimal guidance.

The field content of this module is designed to enable students to meet the needs of service users and carers in their fields of practice and deliver cross field care to all service user groups. 

1. Communication - developing therapeutic relationships with individuals with a learning disability and their carers; ensuring empowerment; capacity; partnership working and working in teams are considered. The role of the MDT and how it influences the Person Centred Care approach to enhance communication; the documentation; handover & sharing of information. The use of alternative therapies and diverse communication methods such as play, distraction, art & music, education, Makaton and other sign language specific to individuals with learning disabilities which aid communication.
2. Application of public health to field recognising the need for health promotion with children, adults and elderly with learning disabilities. Prevention of ill health for people with learning disabilities; health inequalities; life experiences & choices. Socio-economic factors; impact of spirituality, culture and cultural competence, diversity and the implementing of brief interventions. Rural and urban perspectives.
3. Person centred care; People with learning disabilities and their family require person centred care; integrated care through the use of integrated teams; collaborative working in partnership with the individuals, families, carers and professionals; prioritisation of care; care planning; evidence based practice in relation to providing high quality & safe person centred care for a range of field specific conditions.

This module aims to explore health promotion and prevention of ill health in your chosen field of practice. The aim is to demonstrate understanding of enhanced communication to empower and enable service users, and work effectively across the MDT / range of settings.

The field content of this module is designed to enable students to meet the needs of service users and carers in their fields of practice and deliver cross field care to all service user groups. 

1. Field specific conditions; co-morbidities; coordinating complex care; recognition and management of deteriorating patient; identify appropriate investigations, interventions & escalation.
2. Recognition and management of risk to ensure safe care – Field specific risk assessment tools relevant to learning disability practice within community and In-patient settings; impact of human factors; hierarchy; team work; MDT approach to individual care; complex risk management methods and the use of alternative therapies to aid communication in managing risk; working across different clinical & professional services such as interpreters, cultural and diverse specific agencies.
3. Discharge and transition planning – simple and complex discharge; inter & intra hospital transfer; transfer between teams; rural and urban perspectives; service transition across the lifespan; interagency team work, collaboration and family centred care for the individuals with learning disabilities; accurate communication, documentation and confidentiality.
4. Role modelling and the impact of self on service user and MDT outcomes; emotional intelligence; leadership; motivation; ethical considerations.

This module will focus on learning disability field specific nursing conditions with increasing complexity and service users with co-morbidities. The module will explore identification and management of risk and factors which influence this.

1. Relevant anatomy and physiology, pathophysiology, homeostasis and the application to field specific nursing: field genomics, respiratory, cardiovascular, neurological, MSK, skin, endocrine, gastro intestinal and renal. Epidemiology and demography of field specific manifestations. Altered pathophysiology including signs of deterioration and sepsis. Example LD: Revision of anatomy and physiology of the gastro intestinal tract, explore associated syndromes and disabilities which affect digestion and excretion.
2. Impact of ageing on field specific groups, altered pathophysiology and psychosocial factors affecting homeostasis, including physiological and psychosocial impact of pain, anxiety, stress and discomfort, Example LD: gastro intestinal tract conditions which require management and treatment of pain, anxiety, stress and discomfort such as GORD, Dysphagia and constipation.
3. Advancing pharmacology field specific knowledge, introduction to and the impact of poly pharmacy, medication usage and treatments, continued completion of personal formulary, knowledge of pharmacology and the ability to recognise the effects of medicines, allergies, drug sensitivities, side effects, contra-indications, incompatibilities, adverse reactions, prescribing errors and over the counter medication usage in field specific nursing. Application of mental capacity in medicines management. Example LD: STOMP campaign, compliance and concordance in learning disability and the associated legal aspect
   (MCA).
4. Application of the principles of pharmacology and pharmacokinetics relating to a range of field specific conditions and related to management of interventions as applied to field.

To apply knowledge of human anatomy and physiology, principles of pharmacology and how these are applied in field specific nursing practice.

1. Revision of anatomy and physiology, relevant pathophysiology, homeostasis across field specific nursing and beyond.
2. Consolidate understanding of pharmacological principles in order to become prescribing ready, completion of personal formulary. Use of BNF. Application of how illness affects pharmacology, adverse drug reactions, polypharmacy, Drug Interactions - Pharmacokinetic and Pharmaco-dynamic Interactions, prescribing errors and management of field specific issues which includes the individual variation for people of all ages.
3. Understanding the role of the nurse prescriber, developing consultation skills apply knowledge of pharmacology to the care of people, the role of generic, unlicensed, and off-label prescribing and the potential risks associated with these approaches to prescribing. and consideration to the psychosocial impact. Knowledge of how prescriptions can be generated, consent, concordance, adherence and duty of care in prescribing with consideration to the psychosocial impact. Influences on prescribing including organisational and pharmaceutical companies. Preparation to progress to a prescribing qualification following registration.

To critically explore the complexities of human anatomy and physiology and pharmacology in preparation for registration and prescribing ready.

The cross field content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

1. Continuing professional development and accountability: the role of practice supervisor, practice assessor, academic assessor and practice clinical supervision, delegation, action planning for personal development and principles of lifelong learning.
2. Supporting learning: preparation for a teaching role; learning and teaching strategies; peer supervision; skills of teaching and facilitation; Inter-professional Learning (IPL), coaching.  
3. Developing leadership through an examination of effective leadership traits, intelligent kindness, compassionate leadership, role modelling and reflection. Consideration of delegation and team working.
4. Nurturing the future generation of nurses through compassion, empathy, prevention of burnout, time management, self awareness.

As part of the transition to registration, the module aims to develop the student’s leadership and teaching potential in preparation for twenty first century nursing.  

The cross field content of this module is designed to enable students to meet the needs of service users and carers from all four fields of practice and as such the delivery will include examples and application to all service user groups. 

1. Continuing professional development: Understanding the political drivers for 21^st century healthcare, decision making strategies, types of power used in managing teams.
2. Supporting innovation: preparing the culture for innovation; change theories and models; quality and governance.  
3. Developing leadership potential: Leadership theory and styles, positive and negative leadership traits, using emotional intelligence.
4. Development of service improvement artefact.
5. Developing a business case for innovation, using evidence to support innovation, pitching and rationalising innovation. 

As part of the transition to registration, the module aims to develop the student’s appreciation of the steps involved in developing a proposal for service improvement in order to enhance the delivery of care for the 21^st century.  

The field content of this module is designed to enable students to meet the needs of service users and carers in their fields of practice and also deliver cross field care all service user groups

1. Maintaining self-care including reflective practice, reasonable adjustments in practice plan (RAPP), emotional intelligence, resilience, healthy lifestyle choices and clinical supervision. Advocacy and challenging discrimination. Record keeping, confidentiality, privacy and dignity, promoting professionalism in others. Mentoring and supervising others. Being a professional role model.
2. Completing whole body assessment using different strategies and technologies to assist. Assessing capacity and making reasonable adjustments when a person lacks capacity, Referring to other health and social care professionals and services. Rural and Urban perspectives.
3. Recognising deterioration in mental, physical, and emotional health and recognising vulnerability and reducing harm from others. Keeping accurate and legible records, symptom management with increasing complexity including pain, distress, anxiety and confusion. Working with families in partnership and using digital technologies to assist. Using advanced communication techniques and strategies.    
4. Participate in nursing procedures including assessing skin status and hygiene and providing wound care including aseptic technique, product selection and drain management, nutritional assessment and artificial hydration and nutrition including insertion and removal of nasogastric tubes, assessment and promotion of self-management in bladder and bowel continence and removal and insertion of different urinary catheters in all genders, neurological observations and seizure management, supporting mobility and managing falls, respiratory assessment including peak flow, chest auscultation and administration of oxygen via different routes. Nasal and oral Suctioning techniques, blood glucose monitoring, cardiac assessment including ECG and infection prevention and control methods. Social prescribing practice.
5. Interpretation of normal and abnormal blood profiles and venepuncture and cannulation skills. Managing transfusion of blood components, Recognising and treating sepsis, positive risk taking and risk aversion.
6. Safe and effective discharge planning across services and caseloads, negotiation and advocacy of people and making reasonable adjustments to aid assessment, planning and delivery of care. Leadership and management in own field of nursing including advanced leadership, commissioning and political understanding of the context of practice.
7. Medicines management, application in practice of knowledge of pharmacology. Preparation and administration of medications. Accurate documentation for medicines management. Medicines calculations. Recognising and escalating concerns of harm from medication administration and error.

To provide students with practice learning opportunities which provide a range of experiences across fields. The module will build on cross field and field specific skills for nursing. The learner will actively participate in and work towards increasing confidence and competence is able to provide care with minimal guidance.

The generic learning outcomes in this module will be applied to the students own field of practice through the use of case scenarios and field specific examples and discussion in field specific modules.

1. Application of numeracy including weight, volume, drug calculations, interpretation of measurements and medicines management and administration and other activities related to the standards of proficiency for registered nurses;
2. Use of SNAP numeracy assessment tool which allows students to increase their level of confidence and understanding around clinical numeracy.  Each student will have their own unique SNAP account giving them access to a range of learning resources which include an assessment simulator, online tutorials and podcasts;
3. Class based numeracy tutorials and scenarios, use of SNAP.

This module aims to consolidate previous learning in the Nursing programme related to numeracy and to enable students to achieve the required level of numeracy competency for entry on to the nursing register as required by Nursing and Midwifery Council (NMC) (2018) Standards for pre-registration nursing programmes. Part 3 of Realising professionalism: Standards for education and training section 4.6.

The module will include the baseline skills needed to calculate medicines, measurements and other areas as required by the standards of proficiency for registered nurses (2018).

Master's level writing skills, enhancing intellectual curiosity, forming an argument, drawing conclusions and making recommendations

Critical appraisal of the hierarchy of evidence and the ability to synthesise a range of  viewpoints

Critical decision making; Reflection on practice.

Analysis and evaluation, synthesis.

This module is aimed at students who have not studied at Master's level, particularly those who do not have a good first degree (2:1 or above.) The aims of the module are

1. To facilitate the development of the skills required for Master's level study
2. To enable students to achieve the requirements for assessment at Master's level
3. To encourage the development of a critical reflective approach to experience. 

The field content of this module is designed to enable students to meet the needs of service users and carers in their fields of practice and also deliver cross field care all service user groups.

1. Maintaining self-care including reflective practice, reasonable adjustments in practice (RAPP), emotional intelligence, resilience, healthy lifestyle choices and clinical supervision. Advocacy and challenging discrimination. Record keeping, confidentiality, privacy and dignity, promoting professionalism in others. Mentoring and supervising others. Being a professional role model.
2. Completing whole body assessment using different strategies and technologies to assist. Assessing capacity and making reasonable adjustments when a person lacks capacity. Referring to other health and social care professionals and services.
3. Recognising deterioration in mental, physical, and emotional health and recognising vulnerability and reducing harm from others. Keeping accurate and legible records, symptom management with increasing complexity including pain, distress, anxiety and confusion. Working with families in partnership and using digital technologies to assist. Using advanced communication techniques and strategies.  
4. Participate in nursing procedures including assessing skin status and hygiene and providing wound care including aseptic technique, product selection and drain management, nutritional assessment and artificial hydration and nutrition including insertion and removal of nasogastric tubes, assessment and promotion of self-management in bladder and bowel continence and removal and insertion of different urinary catheters in all genders, neurological observations and seizure management, supporting mobility and managing falls, respiratory assessment including peak flow, chest auscultation and administration of oxygen via different routes. Nasal and oral Suctioning techniques, blood glucose monitoring, cardiac assessment including ECG and infection prevention and control methods. Social prescribing practice.
5. Interpretation of normal and abnormal blood profiles and venepuncture and cannulation skills. Managing transfusion of blood components, Recognising and treating sepsis, positive risk taking and risk aversion.
6. Safe and effective discharge planning across services and caseloads, negotiation and advocacy of people and making reasonable adjustments to aid assessment, planning and delivery of care. Leadership and management in own field of nursing including advanced leadership, commissioning and political understanding of the context of practice.
7. Medicines management, application in practice of knowledge of pharmacology. Preparation and administration of medications. Accurate documentation for medicines management. Medicines calculations. Recognising and escalating concerns of harm from medication administration and errors, reporting adverse events and incidents using appropriate reporting methods.

To provide students with practice learning opportunities which provide a range of experiences across fields. The module will build on cross field and field specific skills for nursing. The learner will actively participate in and work towards increasing confidence and competence is able to provide care with minimal guidance.

1. Relevant anatomy and physiology, pathophysiology, homeostasis and the application to field specific nursing: field genomics, respiratory, cardiovascular, neurological, musculoskeletal, skin, endocrine, gastro intestinal and renal. Epidemiology and demography of field specific manifestations. Altered pathophysiology including signs of deterioration and sepsis. Example child: Revision of anatomy and physiology of the respiratory system, explore the conditions which are specific to neonates, children and young people.
2. Impact of ageing on field specific groups, altered pathophysiology and psychosocial factors affecting homeostasis, including physiological and psychosocial impact of pain, anxiety, stress and discomfort, example: Using family centre care and specific assessments for children and young people to understand the effects of pain, anxiety, stress and discomfort from the conditions outlined.
3. Advancing pharmacology field specific knowledge, introduction to and the impact of poly pharmacy, medication usage and treatments, continued completion of personal formulary, knowledge of pharmacology and the ability to recognise the effects of medicines, allergies, drug sensitivities, side effects, contra-indications, incompatibilities, adverse reactions, prescribing errors and over the counter medication usage in field specific nursing. Application of mental capacity in medicines management. Example: Analyse the specific requirements of licensed and non-licensed drugs with children and young people.
4. Application of the principles of pharmacology and pharmacokinetics relating to a range of field specific conditions and related to management of interventions as applied to field.

To apply knowledge of human anatomy and physiology, principles of pharmacology and how these are applied in field specific nursing practice.

The field content of this module is designed to enable students to meet the needs of service users and carers in their fields of practice and also deliver cross field care all service user groups.

1. Communication – developing therapeutic relationships with infants, children, young people, their families and carers; empower and enable young people to lead & manage their own care; assessing capacity; partnership working with child or young person, family and MDT; working in teams; MDT communication; documentation; handover & sharing of information; the use of play, distraction, art & music, alternative forms of communication and education to enhance communication and understanding in children and young people. Role modelling and the impact of self on service user & MDT outcomes; emotional intelligence; leadership; motivation; ethical considerations.
2. Application of public health and health promotion to children, young people and families. Prevention of ill health; health inequalities; life experiences & choices including impact of family choices on children and young people; risk taking behaviours and suicide prevention in young people. Socio-economic factors; impact of spirituality, culture and cultural competence and brief interventions. Rural and urban perspectives.
3. Person centred care; child & family centred care; integrated care; collaborative working. Prioritisation of care; care planning; evidence based practice in relation to providing high quality & safe person centred care for a range of field specific conditions; therapeutic activities and the use of arts and humanities in children’s nursing.
4. Field specific conditions; co-morbidities; coordinating complex care; recognition and management of deteriorating patient; identify appropriate investigations, interventions & escalation. Recognition and management of risk to ensure safe care – risk assessment tools; impact of human factors; hierarchy; role modelling; team work; communication; working across different clinical & professional services.
5. Discharge and transition planning – simple and complex discharge; inter & intra hospital transfer including paediatric critical care transfer; transfer between teams; rural and urban perspectives; service transition across the lifespan including transition from child and young people’s services to adult services; interagency team work, collaboration and child & family centred care; accurate communication and documentation.

This module will focus on field specific nursing conditions and service users with increasing complexity and co-morbidities.