Programme Handbook 2012-13 (Old Style)

NURSING STUDIES
The University
of
Edinburgh
Bachelor of Nursing
with Honours
PROGRAMME
HANDBOOK
Session 2012 2013
Programme Director: Dr Jennifer Tocher
Table of Contents
Page No
Introduction
Important Information
Academic Year Dates
People Responsible for Supporting the Delivery of the Programme
Communication Between Staff and Students
Teaching Staff Contact List
Bachelor of Nursing with Honours Programme
Curriculum Model
Teaching and Learning Strategies
11
Outside Courses
12
Four Year Programme Overall Curriculum
13
Allocations of Students to Practice Placements
14
Fitness to Practise
14
Nursing 1
16
Health & Society 1A
22
Health & Society 1B
25
Nursing 2
28
Health & Society 2A
35
Health & Society 2B
38
Entry to Honours
41
Junior Honours
42
Applied Clinical Biology
47
Research & Inquiry in Nursing
49
The Nature of Nursing
51
Pathology and Patient Care
57
Clinical Elective
60
Senior Honours
64
Organisation, Management and Practice of Nursing
67
Management of Transitions Care of the Older Person
70
The Honours Dissertation
75
Final Professional Exam
80
Honours Options
81
Adult Endocrine Nursing
81
Cancer Care
85
Care and Control
88
Caring and Emotional Work
90
Community Nursing
96
Counselling and Health Care
98
Critical Care Nursing
102
Ethical, Legal and Social Issues in Child Health
105
Ethics in Health Care
107
Gastrointestinal Nursing
109
Group Therapy
111
Issues and Developments in the Management of Pain
113
Living with Chronic Illness
117
Loss and Death in Childbearing
120
Spirituality and Health Care
122
The Role of Complementary Therapies in Nursing
125
Transplantation Nursing
127
Statutory Skills
130
Regulation Progression and Appeals
131
Entry to Honours
132
Exit Award: Bachelor of Nursing with Honours, RN Adult Branch
135
Other Exit Routes
137
Information on Re-sitting Examinations and Coursework
138
Important Progression Information
140
Avoidance of Plagiarism
142
Library Resources
145
Academic and Welfare Support Services
146
Appendix 1: NMC Standards of Proficiency
155
INTRODUCTION
We are pleased that you have chosen Nursing Studies at Edinburgh as a basis for your career
development. We hope that you will enjoy the four year programme with us, we have little
doubt that at times you will find it both challenging and rewarding, but hopefully you will
encounter some fun along the way! This Programme Guide is an introduction to the
Bachelor of Nursing with Honours Programme and must be read in conjunction with the
programmes Assessment and Assignment guide and Overall Practice Placement Guide held
in the Nursing Studies Learn pages. The information contained in these documents is a guide
as to what support is available to you and what is expected of you on the Bachelor of
Nursing with Honours programme for this academic year, 2012-13. Please read the
handbook and guides carefully. It will help you to make the most of your time when studying
at the University of Edinburgh. This handbook elaborates on specific arrangements in
Nursing Studies, but does not supersede the Universitys Regulations which you should
familiarise yourself with http://www.drps.ed.ac.uk/12-13/.
An electronic version of this handbook can also be found on the Nursing Studies Learn pages.
A large print version of this Handbook is available on request.
Location of Nursing Studies
Nursing Studies can be found within the School of Health in Social Science in the Medical
School at Teviot Place. You will find Nursing Studies through Doorway 6 of the Medical
School quadrangle. For further information about Nursing Studies please visit:
http://www.health.ed.ac.uk/nursing/.
Nursing as a discipline is located within the School of Health in Social Science, which is
situated within the College of Humanities and Social Science. For valuable information about
the college, see the website:
http://www.hss.ed.ac.uk
The University is configured into three major colleges:
The College of Medicine and Veterinary Medicine
The College of Science and Engineering
The College of Humanities and Social Science
Each college is made up of a number of schools and within each school a number of specific
subject areas. The Head of the College of Humanities and Social Science is Professor Dorothy
Miell. Professor Charlotte Clarke is Head of the School of Health in Social Science and
Professor Pam Smith is the Head of Nursing Studies.
IMPORTANT INFORMATION
The Director for the undergraduate Bachelor of Nursing with Honours programme is Dr
Jennifer Tocher. The Undergraduate Programme Director has responsibility for co-ordinating
the smooth delivery of the nursing programme at undergraduate level in the University of
Edinburgh. The programme has secretarial support from Kirsty Gardner, the BN Honours
Programme Secretary.
Dr Jennifer Tocher
UG Programme Director
Room 2M.4
Medical School, Teviot Place
Sergio Mori
Student Support Assistant
General Office, 1st Floor
Jennifer.Tocher@ed.ac.uk
0131 651 1991
Kirsty Gardner
Programme Secretary
General Office, 1st Floor
Kirsty.Gardner@ed.ac.uk
0131 650 3889
Personal Tutors (PT) and Student Support Assistant (SSA)

Within Nursing Studies we run a system of Personal Tutors (PT) and Student Support
Assistant (SSA). These individuals are there to assist you through your university journey. In
the School of Health in Social Science the SSA provides a supportive role to that of the PT
and is there to help with some of the routine tasks.
All students are allocated a Personal Tutor (PT) at the start of the programme. The PT is an
essential source of academic and pastoral support to you during your undergraduate studies
in nursing. They are your first point of reference with regard to any problems about course
work, or personal concerns. It is your responsibility to inform your PT immediately of any
problems that are interfering with your coursework or progress through the programme,
including any religious or health requirements that might affect your participation in any
aspect of the programme. Students are required to meet with their PT at the beginning of
each academic year to sign a declaration of good health and character. Students MUST
discuss with their PT if they believe they do not meet the criteria to sign the declaration of
good health and character or if there is a change in their health or character status during
the academic year.
Registration for courses
The Student Support Assistant (SSA) can register you onto your outside courses. Year 2
students may need to meet with their Personal Tutor to arrange outside subject choices,
whereas year 3 & 4 students who are confident about their honours course choices may just
register with the SSA. However, each student must meet with their PT every Freshers Week
to sign a declaration of good health and character and to have their attendance confirmed
Absence
If you are absent from classes through illness or other circumstances, you should inform the
SSA and your Personal Tutor as early as possible. A doctors certificate is required only if you
2
are absent for 7 days or more continuously, or have missed a degree or equivalent
examination due to ill health. If a medical certificate is needed it should be submitted to the
SSA.
If you are ill or unable to attend your practice placement for duty you must ensure that you
telephone the area to inform them that you will not be there. You are also required to
inform the SSA before 9.15am, in addition to contacting your Liaison Lecturer. Absence from
clinical practice must be made up for in respect of the relevant placement for you to
progress in the programme.
Change of Details
It is important, that any changes to your name, postal address, email address or telephone
number are reported, in writing, to the SSA. Your details must also be amended online via
the Academic Registry website:
http://www.ed.ac.uk/schools-departments/registry/change-student-record-details
University Regulations
As a student, you are personally responsible for complying with all University Regulations
pertaining to matriculation, assessment and graduation. Please read:
http://www.drps.ed.ac.uk/12-13/regulations/general.php and
http://www.drps.ed.ac.uk/12-13/regulations/chss_undergrad.php
ACADEMIC YEAR DATES 2012/13

Academic Week
Dates
Description
Week 0
10th 14th Sept 2012
Induction / Freshers Week
Weeks 1-5
17th 15th Oct 2012
Semester 1, Block 1 - Study
Weeks 6 11
22nd 30th Nov 2012
Week 12
3rd 7th Dec 2012
Revision
Weeks 13 14
10th 21st Dec 2012
Examinations
Winter Vacation*
24th Dec 11th Jan 2013
Winter Vacation
Weeks 15 - 20
14th Jan 15th Feb 2013
Weeks 21 - 25
25th Feb 29th Mar 2013
Spring Vacation
8th 19th Apr 2013
Spring Vacation
Week 27
22nd 26th Apr 2013
Revision
Weeks 28 31
29th Apr 24th May 2013
Examinations
* Please note, most university buildings, including some libraries, will be closed over winter
vacation.
3
PEOPLE RESPONSIBLE FOR SUPPORTING THE DELIVERY OF THE PROGRAMME

AND CORE COURSES
Head of Subject
Prof Pam Smith
Pam.Smith@ed.ac.uk
School Secretary
Linda Dick
L.Dick@ed.ac.uk
Programme Director
Dr Jennifer Tocher
Jennifer.Tocher@ed.ac.uk
BN Hons Programme Secretary
Kirsty Gardner
Kirsty.Gardner@ed.ac.uk
0131 650 3889
Student Support Assistant
Sergio Mori
Examinations & Assessments

Secretary
Tom Hurst
Thomas.Hurst@ed.ac.uk
0131 650 4697
Course Organisers within the Bachelor of Nursing with Honours Programme

Nursing 2
Dr Elaine Haycock-Stuart (sem 1)

Deborah Ritchie (sem 2)
e.a.haycock-stuart@ed.ac.uk
Deborah.Ritchie@ed.ac.uk
Health & Society 2A
Eddie Donaghy
eddie.donaghy@ed.ac.uk
Health & Society 2B
Dr Elaine Haycock-Stuart
Research & Inquiry
Prof Kath Melia
kath.melia@ed.ac.uk
Nature of Nursing
Maggie Carson
m.n.carson@ed.ac.uk
Dr Graeme Smith
Donna Dalgetty
Graeme.Smith@ed.ac.uk
Donna.Dalgetty@ed.ac.uk
Pathology & Patient Care
Tonks Fawcett
t.fawcett@ed.ac.uk
Clinical Elective
Dr Aisha Holloway
Aisha.Holloway@ed.ac.uk
Organisation Management and

Practice of Nursing
Prof Kath Melia
kath.melia@ed.ac.uk
Management of Transitions
Prof Pam Smith / Dr Sarah Rhynas
Pam.smith@ed.ac.uk
Dissertation
Dr Sheila Rodgers
s.rodgers@ed.ac.uk
The operational responsibility for each of the courses within the overall programme rests
with the Course Organiser. Specific lecturers are responsible for particular academic and/or
practice placement components within the above courses.
COMMUNICATION BETWEEN STAFF AND STUDENTS

E-mail
All students and staff have university email addresses and you are encouraged to use email
for routine communication with staff. If you are having difficulty contacting a staff member,
messages may be left with staff in the General Office (T: 0131 650 3889). Staff will also
contact individual students by email when necessary. Please check your University email
account frequently and respond promptly to requests from staff.
Learn
Learn is the name of the virtual learning platform that is used by all courses in the
university. On Learn you will find lecture notes and various other course materials to support
your learning on any given course. Learn announcements are used by staff to communicate
information to groups of students undertaking a course. It is essential that you login to Learn
to receive these announcements. Learn is now an essential platform for receiving important
course information.
Meeting with Lecturing Staff
Some members of lecturing staff may have office hours on one or two days a week in which
they can meet students without prior appointment. Times will be posted on their office
doors. For most staff, it will be necessary for you to email them and arrange a convenient
time to meet with them. Please be aware that staff have commitments within and beyond
the University and teach on postgraduate programmes as well as undertaking research.
Please do not leave arranging to meet with staff until the last minute, or until your situation
is urgent, as they may be busy. Plan ahead and contact them in advance to arrange meetings
whenever possible!
SMS Text Messaging
The BN Secretary and SSA will occasionally use text messaging to send urgent messages to
students, e.g. room changes, etc. We will ask you to supply your mobile phone number for
this purpose. It is important that you inform the SSA if your number changes to ensure that
you are kept up-to-date with any important, last minute information. However, we stress
that email and Learn are the main methods of routine electronic communication.
Staff-Student Liaison Committee
In Nursing Studies, the Student/Staff Liaison Committee is an active and open forum for
discussion and exchange of views. This committee is convened by one of the student
members and meets at least once a semester to discuss matters related to academic and
professional issues such as curricula, teaching methods, assessment procedures, facilities
and resources, central and local professional policies and procedures, safety procedures and
health and welfare issues.
Each meeting is attended by course representatives, course organisers, and other teaching
staff. There is a pre-circulated agenda and minutes are made available on Learn for all
student groups and staff.
The meetings take place once in each teaching semester. The dates for 2012-13 are as
follows:
Semester one Tuesday 6th November 2012 (provisional)
Semester two Thursday 21st February 2013 (provisional)
The Staff/Student Liaison Committee is an opportunity for students to have their views
represented and any issues and concerns discussed and ideally resolved. However, any
issues that you have, individually or as a group, about a particular course or placement,
should be raised first with the Course Organiser, Liaison Lecturer or Placement Organiser
before it is appropriate for it to be brought to the Staff/Student Liaison meeting. This is only
polite, and the issue may easily and quickly resolved locally.
Class/Course Student Representation
Class Reps are the link between students and staff at course and departmental level. They
play a crucial role in ensuring the University listens to, and learns from, students academic
experiences so that the quality of teaching can be continually monitored and improved.
In the first or second week of teaching, your course organiser will ask for volunteers to take
on the role of class rep, giving details of the number of class rep positions available, and the
way in which you can put your name forward.
Through various methods (such as face-to-face meetings, emails and staff-student liaisons
committees) class reps feed back to the teaching team any issues coming from their peers.
Being a class rep should be a very rewarding experience for students, with plenty of scope to
gain and develop a whole host of skills.
Further information about the class rep system, including a role description and details of
training and support offered to class reps, can be found on the EUSA website or by emailing
class.reps@eusa.ed.ac.uk
http://www.eusa.ed.ac.uk/representation/classreps
Students Complaint Procedure
Should a students concern necessitate a formal complaint the procedure is available on the
web: http://www.aaps.ed.ac.uk/regulations/
TEACHING STAFF CONTACT LIST

Name
Telephone
Room
Email
Dorothy Armstrong
650 3042
4.1
dorothy.armstrong@ed.ac.uk
Maggie Carson
651 3928
2M.1
m.n.carson@ed.ac.uk
Donna Dalgetty
2M.7
donna.dalgetty@ed.ac.uk
Eddie Donaghy
651 6230
2M.7
eddie.donaghy@ed.ac.uk
Jo Dunlevie
650 3882
2.11
jo.dunlevie@ed.ac.uk
Tonks Fawcett
650 3883
2M.8
t.fawcett@ed.ac.uk
650 8442
2M.3
Aisha Holloway
651 1525
1M.03
aisha.holloway@ed.ac.uk
Susanne Kean
651 1983
1M.8
susanne.kean@ed.ac.uk
Prof Rosemary Mander
650 3896
4.1
rosemary.mander@ed.ac.uk
Prof Kath Melia
650 3893
3.60 (WW) kath.melia@ed.ac.uk
Pam Ramsay
651 1425
1M.8
pam.ramsay@ed.ac.uk
Sarah Rhynas
650 3882
2.11
sarah.rhynas@.ed.ac.uk
Deborah Ritchie
650 3894
2M.10
deborah.ritchie@ed.ac.uk
Mr Jim Robinson
james.robinson@luht.scot.nhs.uk
Dr Sheila Rodgers
651 3940
2M.6
s.rodgers@ed.ac.uk
Dr Graeme Smith
650 3901
2M.2
g.d.smith@ed.ac.uk
Prof Pam Smith
651 3921
2M.9
pam.smith@ed.ac.uk
Jillian Taylor
650 3888
2M.6
jilly.taylor@ed.ac.uk
Dr Jennifer Tocher
651 1991
2M.4
jennifer.tocher@ed.ac.uk
Biographies for all staff members are available on our web pages:
http://www.health.ed.ac.uk/nursing/staff/index.htm
Nursing Studies General Office

Enquiries relating to everyday issues in Nursing Studies are taken by the secretarial staff in
the General Office.
Telephone: 650 3889 or 651 3969
Email: nursing@ed.ac.uk
THE BACHELOR OF NURSING WITH HONOURS PROGRAMME

Philosophy
The development of the curriculum was based on the premise that nursing is a practice
based profession that recognises the primacy of patient/client well being and follows the
following principles: Evidence should inform practice, through the integration of relevant knowledge.
Students are actively involved in nursing care delivery under supervision.
The Code of Professional Conduct applies to all practice interventions.
Skills and knowledge are transferable.
The importance of lifelong learning, reflective practice and continuing education is
recognised.
The curriculum is designed along three main themes; the changing context and culture of
care, the development of life long learning and a sound clinical and research basis. The
curriculum fosters integration and transfer of knowledge across subject areas. The
curriculum is developmental in nature, as students are introduced to topics which are then
revisited in later years allowing the adding of layers of complexity and the integration of
knowledge. The curriculum is dynamic and responsive to change as the staff constantly
amend and produce new areas of study based on their current research.
Aims
The main aim of the programme remains therefore to produce graduate nurses who reflect
the philosophy and values underpinning the now Nursing and Midwifery Councils
requirements for registration and:
Demonstrate overtly that the patient/client is the focus of nursing and that the
intrinsic value and uniqueness of the person is central to professional nursing practice.
Demonstrate overt professional competence, fitness to practise.
Recognise the dynamic nature of the health services and the needs of the communities
they serve and demonstrate a commitment to meeting these changing needs, fitness
for purpose.
Demonstrate from the quality and excellence of the Bachelor of Nursing (Honours)
programme undertaken a commitment to lifelong learning and the provision of nursing
of the highest standard, fitness for award and professional standing.
Learning outcomes
Subsumed under these overall aims, the goal of the programme is to provide a learning
environment in which students, as individuals are able to develop their professional
proficiencies and intellectual skills in equal measure and produce graduate nurses who:
Can demonstrate a critical understanding of the principle theories and concepts
underpinning nursing practice.
Can use a scholarly approach to study particular areas of nursing in depth.
Can use research knowledge and skills in nursing practice and in the advancement of
nursing knowledge.
Can identify implications of research for nursing practice.
Possess an appropriate level of knowledge about concepts of health and related
research so that they can participate in health promotion and health education
activities in both community and institutional settings.
Can participate in the examination and discussion of issues related to health care in
the socio-political arena.
Can collaborate constructively with other professionals involved in the delivery of
health care.
Can provide excellence and leadership in clinical practice, and give support and
guidance to others.
Can exercise autonomy and initiative in professional practice.
Are able to identify factors influencing the physical, mental and social well being of
patients and clients and can initiate appropriate action.
Can use their professional knowledge and skills to identify needs and to plan,
implement and co-ordinate the delivery of appropriate nursing care to individuals and
groups in both community and institutional settings.
Can monitor and evaluate the effectiveness and efficiency with which nursing care is
being delivered.
Utilises a sound evidence base in the practice of nursing.
Have an ethical basis to practice founded upon the Professional Code of Conduct and
legislative changes.
Are sensitive to the attitudes, cultural values, beliefs and needs of others.
Are aware of and participate in their own development.
Are aware of their own competencies and limitations, and are able to use appropriate
channels of referrals.
Possess a spirit of enquiry and openness to change.
Develop the ethos of life long learning.
THE CURRICULUM MODEL

The changing demography and political climate of todays health milieu is reflected in the
curriculum content. The programme reflects both a global and UK perspective of health care.
The needs of the elderly and the community focus, evident throughout the programme,
prepares our students to address these complex issues. The transfer between health
environments and the acute primary care interface is key to the understanding the health
needs of the population. The students throughout the entire 4 years of the programme are
introduced to this through health and community placements. Understanding of the forces
that shape the provision of health care with particular reference to social exclusion and the
resultant health needs is a feature of the programme evident in Health and Society 1 & 2
and Management of Transitions. Several of the honours options allow students with a
9
particular interest in this field to explore in depth the changing context of care; Community
Nursing, Power and Control.
An understanding of the ethical basis of care and the ensuring of quality of life encompass
both optional honours courses and required courses reflecting the staffs interests and value
of these subjects.
In order to operate within the changing context of care proficient interpersonal skills are
required. From year 1 and throughout clinical practice interpersonal and communication
skills are taught and developed.
The honours degree programme aims to produce graduate nurses who have highly
developed analytical skills, leadership potential, established clinical competencies and the
ability to work effectively in, and across, various contexts and with other healthcare
professionals. Themes derived from these aims underpin the curriculum and its courses.
The Spiral Curriculum
A spiral curriculum model has been adopted to underpin the curriculum. Bruner (1977)
stated that in areas of knowing, like the social and life sciences, the basic concepts inherent
in the subject must first be understood. It is then incumbent in a spiral curriculum to revisit
the cognate areas at time intervals, at different levels of intensity and with differing
emphases. The aim is to build and develop the cardinal tenets until the student has grasped
the complexity of the concepts and their interrelationships and connections. In a spiral
curriculum, key concepts are continuously reintroduced to the student in greater depth and
complexity (Jones and Oswald 2001). For example the fundamental holistic concepts that
reflect the experience of health and health problems are introduced at the outset of the
programme in a series of problem-based learning scenarios. The initial knowledge acquired
is not simply repeated at a later date in the programme but, with each successive encounter,
the topics, themes and issues are explored in increasing depth and complexity alongside the
concomitant increasing learning expectations from the students performance. This method
serves to reinforce prior learning and promote meaningful retention. From the outset, the
curriculum integrates subject matter derived from the biological, clinical, and behavioural
sciences to facilitate a full comprehension of the profession of nursing and to provide a
foundation for a lifetime of learning by the student. Critically, the ethos of lifelong learning
keeps at its core the essential knowledge, skills and attitudes for the professional practice of
nursing in the 21st century. The abiding and ongoing concern of the curriculum is to develop
in the undergraduate student nurse, the necessary skills and ability to practise safely and
effectively without the need for direct supervision (Fitness for Practice 1999 p 35).
The Social Constructivist Perspective of Learning
The spiral curriculum is a direct outgrowth of a social constructivist perspective of learning
which is at the philosophical heart of the teaching i.e. that the teacher must be able to
identify the particular needs and capacities of the students at any one point in the
curriculum and arrange the conditions to provide subject matter or experiences that satisfy
the needs and develop these capacities. The planning must therefore be flexible enough to
10
permit free play for individual experience and yet firm enough to give direction towards
continuous development (Dewey 1939). In this way students from the outset will be actively
engaged in their learning, collaboratively considering their own explanations for
phenomena, resolutions to problems or formulation of questions (Gagnon and Collay 2000).
The spiral nature of the curriculum and the educational strategies adopted look always to
encourage the students to take an active responsibility for their own learning and also
reflects the significant move in education from knowing all to knowing how. Equally, as
already stated, the spiral curriculum and its social constructivist foundations are founded on
a philosophy of education as a preparation for lifelong learning.
This curriculum model looks to:
Promote and produce a safe, reflective, competent, caring and accountable practitioner
who can assume responsibilities necessary for public protection. As a professional
working in health care, the graduate will have the required knowledge, understanding
and skills and the ability to apply the principles and concepts expected on professional
working in health care working both autonomously and collaboratively within the NMC
Code of Professional Conduct.
Promote and produce a practitioner who demonstrates equity and fairness, a nonjudgmental attitude and a respect and value for diversity.
Promote and produce a practitioner who works in partnership with the community and
multi disciplinary team
Allow for a high level of intellectual development, professional development and the
acquisition of skills necessary for the dynamic world of nursing and health care. The aim
is to produce a graduate nurse with a sound research basis for practice, who can utilise a
wide range of academic methods of enquiry enhancing her/his development as a
competent practitioner eligible for entry to the professional register. To develop into a
life long learner.
Reflect the University's aim to provide a high quality education in a broad range of
academic and professional subjects and to emphasise the development of appropriate
critical, analytical, communication and practical skills in a setting where staff are making
a substantial contribution to the advancement of knowledge.
TEACHING AND LEARNING STRATEGIES

The curriculum utilises a variety of learning experiences and from year 1 students are
introduced to problem based learning and reflective practice. The development of teaching
and learning skills for the student is crucial for the development of a sound basis for
professional practice. Integration of knowledge and life long learning is key parts of the
programme.
11
Examples of teaching strategies are:

Group and on-line discussion
Tutorials
Reflective diaries
Problem based learning/scenario based learning
Skills based group work
Context based teaching
Seminars
Team teaching
Experiential role play
Computer assisted learning
Lectures
E-portfolios
Wikis
Blogs
Practicals
OUTSIDE COURSES
Outside courses are those taken from out with Nursing Studies. They form a significant part
of the ethos of liberal education upheld in the University and are valued by Nursing Studies.
The inclusion of outside courses enables the students to be exposed to many approaches to
education and to undertake shared learning experiences with students from a wide variety
of disciplines. In this way the students perceive themselves, and are perceived by the
institution, to be fully integrated not only into the College of Humanities and Social Science,
but also to wider aspects of a university education. In addition the discipline of Nursing
benefits from being viewed from and interpreted from differing perspectives, the knowledge
gained from outside courses often adding to and enhancing the knowledge base of nursing.
One outside course is taken in each of the first two years of the course. The course in first
year must be a first year course and it is strongly recommended that the student continue
with this course as the outside subject in the second year of the nursing programme. By so
doing, should the student decide not to pursue a degree in nursing, there is an opportunity,
academic performance permitting, to transfer to the outside discipline and follow it to
Honours level. However, although students are so advised, this constitutes a
recommendation only and it is possible to take separate subjects in each of the two years.
The choice of outside courses often reflects the students central concern with health and
social care although the primacy of the nursing programme must, to some extent, restrict the
range of subjects available. While it is possible for students to choose a course out with the
College of Humanities and Social Science, subjects such as Social Work, Business Studies,
History of Science, and History of Medicine, and Anthropology are more popular choices.
12
FOUR YEAR PROGRAMME - OVERALL CURRICULUM, 2012/13

Year
Semester 1
Weeks 1-11
Year 2
Nursing 2 (40 credits)

Health and Society 2A (20 credits)
Year 3
Winter Break
Weeks
12-14
Revision /
Exam
Semester 2
Spring Break
Weeks 15- 26
Weeks 27-31
Hols
Nursing 2
Hols- 2 weeks
3 weeks
Health and Society 2B (20 credits)
Outside Subject 2 (40 credits)
Outside Subject 2
Adult Medical: 11 weeks

th
th
17 Sep 26 Nov
Wed only, plus 2 Fri long-shifts
Community. Mental Health: 6 weeks

th
th
4 Mar 14 Apr
th
Wed 6 Mar: 7.5hr shift
th
th
Wed 13 + Fri 15 Mar: 7.5hr shift
th
nd
Wed 20 + Fri 22 Mar: 7.5hr shift
th
th
Mon 27 Mar Sun 14 Apr: full-time
Nature of Nursing (20 credits)
Pathology and Patient Care (20 credits)

(20 credits)
Revision /
Exam
Hols
3 weeks
Research & Inquiry in Nursing

(20 credits)
Summer Holliday
Chronic Illness: 5 weeks

th
th
14 Jan 17 Feb
Revision / Exam
END OF
FOUNDATION
PROGRAMME
Revision / Exam
Community - 3 weeks
th
th
15 Apr 5 May
Organisation, Management and

Practice of Nursing (20 credits)
Revision /
Exam
Hols
Dissertation
Hols - 1 wk
3 weeks
Management of Transitions (20 credits)
Dissertation 2 wks
Honours Option x 2 @ 20 credits

Dissertation (40 credits)
Care of the older person: 5 weeks

th
th
14 Jan 17 Feb
Pre-registration: 6 weeks
th
th
25 Feb 7 Apr
13
8 wks total
th
st
27 May 21 Jul
Clinical Elective 5 weeks

rd
Intensive Support: 6 weeks

th
th
25 Feb 7 Apr
Revision / Exam
Pre-registration:
6 weeks
th
th
25 Feb 7 Apr
Hols
8 weeks
OPD/Theatre 2 weeks
th
3 Jun 7 Jul
Honours Option x 2 @ 20 credits
Year 4
Adult Surgical:
6 weeks
Hols
11 weeks
ALLOCATION OF STUDENTS TO PRACTICE PLACEMENTS

All NHS placements in Lothian and Borders are co-ordinated through the Lothian Practice
Placements Approvals Committee. This committee includes representatives from all Higher
Education Institutions in Lothian seeking practice placements for pre-registration students in
Lothian and Borders hospitals.
Students are allocated to placements through the central allocation system taking into
account the requirements of their educational programme and the learning outcomes to be
achieved. The NHS Education for Scotland (NES) mapping exercise provides transparency of
student placements across Lothian at any one time. In using this map it is clear where there
are high demands on placement areas and times when the system can accommodate more
students in certain areas. This allows for the three pre-registration programmes in Lothian to
utilise the placements available and to consider this in relation to their theoretical content.
The placements are allocated according to requirements of the programme and the
University EXPECTS to be informed about the students placements, from Allocations, four
weeks in advance of the start date. In the final year of the programme students are offered a
choice for their final, pre-registration placement and their preferences are taken into
account by Allocations in the placing of these students.
In the third year of the programme students have a clinical elective placement outwith the
Allocation system which they plan and organise with the support of a lecturer in Nursing
Studies.
FITNESS TO PRACTISE
All who teach, supervise, counsel, employ or work with nursing students have a
responsibility to protect patients if they have concerns about a student. Where there are
serious concerns about a students performance, health or conduct, it is essential that steps
are taken without delay to establish whether they are well-founded and to protect patients.
The College of Humanities and Social Sciences constitutes a Fitness to Practise committee to
consider fit professional practice issues in individual cases. Nursing Studies also has a Fitness
to Practise committee which considers both individual and wider Fitness to Practise issues in
nursing and relates these to the College committee. Procedures of the Fitness to Practise
Committee operate in conjunction with the University Code of Discipline. For more
information see;
http://www.acaffairs.ed.ac.uk/Administration/Procedures/FitnesstoPractise/index.htm
All nursing students are required to make a signed declaration of good health and character
at the start of each academic year to continue with the course. Students MUST discuss this
14
with their Personal Tutor if they believe they do not meet the criteria to sign the declaration
of good health and character or if there is a change in their health or character status during
the academic year.
More information about practice placements and assessment of placements is available on
the Learn pages.
For more information about nursing registration requirements and professional issues, visit
the Nursing and Midwifery Council website:
http://www.nmc-uk.org/
15
YEAR 1
NURSING 1
Introduction
This is the first level nursing course for the Bachelor of Nursing with Honours programme. The
course complements and builds on the other compulsory courses for first year Nursing
students, Health and Society 1A and 1B.
The format of Nursing 1 is in keeping with first level courses across the College in terms of its
organisation of teaching and learning over the academic year. In addition, Nursing 1
incorporates practice placements as an integral part of the curriculum throughout the
academic year of the Nursing programme, thus establishing the model of practice-centred
learning right from the start. The main practice placement in the first year is in the form of a
continuing attachment of each student to a community health centre. Focussing the students
initial experience in the community underlines the strong orientation of our new curriculum in
keeping with the movement towards primary care-led services in 21st century healthcare
systems.
Nursing 1 contributes substantially to the fulfilment of the Foundation Programme (FP).
Theory and practice are integrated, all four domains of practice are addressed and exposure
to all four branches of nursing is provided. While the concurrent course, Health and Society 1,
provides an understanding of people as social beings (i.e. located in external systems), Nursing
1 concentrates in a complementary way on understanding people in terms of their internal
systems and there is emphasis on the biological perspective in order to provide proper
preparation for the study of ill-health in Nursing 2. The early development and understanding
of the nature of nursing is introduced in Nursing 1. The FP curriculum continues beyond the
first year of the programme to the end of the second year, after which point, the students
commence their chosen Branch programme. Therefore the knowledge and learning skills
acquired in Nursing 1 are carried through into Nursing 2 where they are built upon.
Semester:
Time/day:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1&2
Not running 2012/13
Dr Jennifer Tocher and Jillian Taylor
Kirsty Gardner
40
8
Aims
This course aims to introduce students to the profession and practice of nursing and to begin
developing their understanding of the people who are recipients of nursing care and nursing
services.
Learning Outcomes
basic knowledge of the development and regulation of the nursing profession
16
orientation to person-centred nursing care based on the construct of person as a biopsycho-social-spiritual system
understanding of the concept of evidence-based nursing practice
a clear grasp of the basic principles and process of care delivery and evaluation of care
understanding of nursing within a multi-professional healthcare system
Orientation to the use of information technology within nursing
Course Content
In this curriculum a large proportion of the first semester of Nursing 1 is constructed around a
set of real-life scenarios, adopting the general approach of problem-based learning (PBL). This
introduces students to Nursing in a person-centred and holistic way before proceeding to indepth study of various subjects which, in any curriculum, are necessarily disaggregated before
their reintegration. As this is a spiral curriculum the concepts introduced in the scenarios are
reintroduced throughout the four year programme. A mental health scenario is introduced in
Nursing 2 and Health and Society 2 picks up on the social, health prevention and health
promotion aspects of this problem based learning approach. Students are introduced to
information technology and all students have access to their own personal e-portfolio. The
portfolio will be used throughout the four years of the course. All practice placement
assessment is included within the portfolio.
In the first two semesters students spend one day per week in their community placement. In
the second semester two main lecture themes are introduced: Understanding People and
Nature of Nursing. These two themes are accompanied by directly-related tutorials and
practicals, which also draw on Health and Society 1 and, along with coursework assignments;
they provide the medium for integration of theory and practice.
By the end of Nursing 1 students have completed the Hospital acquired Infection (HAI)
programme, as supported by NES. This programme is supported alongside the students
community experience and then completed during the four-week medical placement. This
support is given in the form of formal teaching sessions; clinical liaison and monitoring of the
students progress through the electronic package.
Problem-Based Learning
As described, the first term is based on our own adaptation of problem-based learning.
Following a series of sessions to develop study skills, the students form into groups (max. 10)
for the remainder of the term. Each group has one staff member from the Nursing 1 teaching
team to support and guide their work. Four scenarios are presented, each to be worked up
and worked on over a period of 2 weeks. The scenarios are authentically-based and reflect the
four domains of practice and branches of nursing, both in terms of the particular
patient/client at the heart of the scenario and the various issues of relevance to nurses and
nursing. The four scenarios centre on (1) a child, (2) an adolescent, (3) an adult and (4) an
older person. Two are health-orientated and two are problem/illness-orientated. Guidance on
the objectives of the work, both individually and in groups, is provided and resources made
available in material form (e.g. readings, films, on-line sources, etc.) as well as in the form of
17
lectures and seminars (to be referred to as resource sessions) on subjects of relevance to the
core issues in each of the four scenarios.
Understanding People
This theme of the course runs throughout the second semester of first year and over the first
semester of second year. Understanding people will be framed within the holistic construct
of persons as complex, but integrated bio-psycho-social-spiritual systems. After analysis of this
construct and its dimensions, this part of the course concentrates on the biological
perspective, working through the various systems and functions of the human body in a
systematic way. It is rounded off by returning to the holistic whole-system perspective in
order to re-emphasise the importance of integration of knowledge in understanding people,
both as individuals and as members of societal groups. Students are encouraged to draw on
their experiences of patients encountered in their practice placements, as well as Health and
Society 1, and the first-term scenarios will be briefly revisited to conclude this theme and the
foundation programme.
Examples of key components in this theme include:
Persons as bio-psycho-social spiritual systems
Cells, systems and homeostasis
Concepts of the mind
Systems of the body (anatomy, physiology and clinical applications)
Pharmacology and drug administration
Risk management (including moving and handling and first aid)
Nature of Nursing
This theme of the course runs in parallel to Understanding People and the accompanying
tutorials, practicals and experiences in practice will support and supplement this introductory
examination of the Nature of Nursing. This part of the course starts with an outline of the
development of the nursing profession and an account of its regulation, thus introducing at an
early stage key concepts and principles (e.g. equity, standards, ethics, rights, responsibilities,
roles and relationships with patients, co-workers and the public). The organisation of health
and social care is covered in Health and Society 1 and so students have a clear understanding
of the nature of nursing within the wider context of a multi-professional, multi-agency
healthcare system. Against this background, frameworks for the organisation and delivery of
nursing care are outlined and the care process analysed (including assessment, planning,
implementation and evaluation). The concepts of person-centred nursing and evidence-based
practice will provide the underpinning framework for this theme. The four branches and the
four domains of practice will feature in a balanced way and specific aspects of this theme will
address the outcomes which are to be achieved in the foundation programme for entry to the
branch programme.
Examples of key components in this theme include:
Development of the nursing profession
Professional practice
18
Communication
Assessment for care
Awareness of hospital acquired infection (HAI)
Planning and evaluating care
Introduction to inter-professional working
Course Planning
Course planning is based upon creating links across the themes of the course, through
practicals, practice experience and tutorials. For example, in understanding people while
students are learning about the cardiovascular system there will be concurrent practicals on
measuring vital signs, practicals in cardiopulmonary resuscitation and concurrent tutorials on
resuscitation dilemmas. Also, the theme of nature of nursing will focus on rights and
responsibilities. Consequently, students are required to focus on ethical dilemmas in their
community practice at this time.
Practice Placements
Each student is based in a community health centre at the start of the year and has 1 day per
week through each of the 2 semesters of the academic year in this placement.
Continuity over a period of time, but with intermittent involvement, reflects appropriately the
nature of care in the community. It also allows for flexible planning for each of the students to
have of a range of relevant experiences with a variety of patients and client groups of all ages
in a variety of settings in the local community and also a variety of contacts with the range of
health and social care professionals and voluntary workers who contribute to care in the
community. Each student has a named nurse as their Mentor and appropriate support will
be provided for both, by the Liaison Lecturer: in this our HV/Lecturer joint appointee plays a
significant role.
During the academic year, the practice focus is directed by the teaching and learning occurring
within the themes of the course. Specific assignments during this community placement will
include: (1) following the care and experiences of a woman through her pregnancy and
childbirth, through to transfer from midwife to HV and (2) visiting a family with young children
to learn about child development, child care and parenting. The students also conduct an
interview with their/a family to find out about health and illness management in the home
and opportunities are currently being set up for our students to compare their findings with
medical students who undertake a similar assignment with input from our HV/Lecturer.
At other times the focus in the placement is on older people, mental health and issues in care
of the adult to ensure that students are exposed to experience in all branches of nursing. To
ensure students experience Learning Disability nursing, alongside a study day specifically
covering practice issues takes place in semester 2. This is community- focused with students
being placed, for example, in day centres and supported accommodation. Students also have
a one-week placement in their community setting to focus on the completion of their
19
community profile. During these short placements students are introduced to moving and
handling skills in dedicated study days run by qualified trainers.
During the summer vacation Nursing 1 has two four-week placements; one a four-week
consolidation period in the community and one in adult medical nursing. Students consolidate
their learning in these placements. Examples of the four-week adult medical placement
include experiences in adult medical and rehabilitation stroke units. Students return to their
medical placement in the second year for one day per week during the first semester to
consolidate and build upon the skills learnt there.
Teaching and Learning Methods
Adoption of problem-based learning approaches over the first semester exposes the students
to almost the full range of methods of learning and teaching, including small-group tutorials,
group work, lectures (i.e. as resource sessions), practicals, library-based investigation, IT
exploitation and self-directed learning of various kinds. A critical, evidence-based approach
will be expected in all teaching and learning activity.
During the second semester there is more formal teaching but also a continuing emphasis on
small group tutorials and self-directed learning. The concepts and learning objectives from the
scenarios, introduced in the first semester, are revisited throughout the four year programme.
Reflection based on diary-keeping and self-managed project work (e.g. community profiling)
are additional methods which will be employed during practice placements.
Assessment and Progression
Practice
The students practical proficiency is assessed throughout and at the end of each placement
by the students mentor and in consultation with her/his liaison lecturer. Assessment
comprises the ongoing formative and summative assessments for achievement of
proficiencies. Students are required to achieve a pass (level 3) in 60% of the proficiencies in
their practice performance assessment at the end of Year 1 in order to progress to the second
year of the programme. Students who fail to achieve the required level will be allowed one
further attempt to achieve the level. Otherwise the student will not be allowed to proceed
and therefore would require to be discontinued from the nursing degree programme.
Students are required to achieve level 3 in ALL learning outcomes by the end of the
Foundation Programme to allow them to progress to the Adult Branch.
Academic
Multimedia presentation from a project within scenario-based learning
Class exam
Practice based assignments:
Reflective diary (childbearing woman / family)
Community profile
Degree examination
Total
20
10%
10%
15%
15%
50%
100%
Students are required to achieve a pass at 40% for the academic assessment at the end of
Year 1 in order to progress to the second year of the programme. Students who fail to achieve
the required level will be allowed one further attempt to achieve the level. Otherwise the
student will not be allowed to proceed and therefore would require to be discontinued from
the nursing degree programme.
All students must have achieved a satisfactory performance in both their academic
assessments and in their clinical placements to progress to the next year of the programme.
Indicative Reading
Alexander, M.F. Fawcett, P.J. Runciman, P.J. (2006) Nursing Practice: Hospital and Home The
Adult (3rd ed.) Churchill Livingstone, Edinburgh.
Hyde, V. (ed.) (2001) Community Nursing and Health Care: Insights and innovations Arnold
London.
Maslin Prothero, S. (2001) Baillieres Study Skills for Nurses Bailliere Tindall London
Montague, S.E., Watson, R. & Herbert, R.A. (2005) Physiology for Nursing Practice (3rd ed.)
Elsevier Edinburgh.
Parahoo, K. (2006) Nursing Research: Principles, Process and Issues (2nd ed.) Palgrave London.
Sines, D. (ed.) (2001) Community health Care Nursing (2nd ed.) Blackwell Science Oxford.
Tortora, G.J., Derrickson. B. (2005) Principles of Anatomy and Physiology (11th ed.) John Wiley
& son Inc New York.
21
YEAR 1
HEALTH AND SOCIETY 1A
Introduction
The course provides an introduction into the social context of nursing practice and
complements the community focus of Nursing 1. It provides students with a theoretical
understanding using an evidence base approach of the social aspects of health that influence
the nurses role in promoting the publics health. It allows development of an understanding
of the health and social care systems in which nurses practice. Furthermore the course
develops understanding of diversity and inequalities in health that are essential for ensuring
an equitable approach to practice.
Semester:
Time/day:
Course Organiser:
Course Secretary:
Credit Points:
SCQF level:
1
Not running 2012/13
Eddie Donaghy
Kirsty Gardner
20
8
Aims
The course aims to:
Explore the main debates in the sociology of health and illness.
Explore the complexity of health and its social determinants and in particular develop
an understanding of inequalities in health.
Develop understanding of the principles and values of health promotion, the models
and theories underpinning health promotion practice.
Explore the health and social care systems in the UK and the relationship with the
provision of welfare.
Learning Outcomes
To identify and discuss different definitions of health.
To explore the factors that influence health.
To identify and discuss contemporary views of the social determinants of health and
disease.
To demonstrate the sociological understanding of health and illness.
To explore the different explanations of inequalities in health.
To understand and discuss the significance of promoting public health.
To reflect on and critically review the students own understanding of promoting health.
Distinguish between, and evaluate, different theories of promoting public health.
Compare and contrast different models and approaches of promoting health
To explore the health and social care systems in the UK.
To identify how the latest reforms of our welfare state influence primary care, prevention
and public health.
22
Course Content
Concepts of Health
This series of four lectures will explore what is health and what does health mean? How do
you define health? The first two lectures introduce the concept of health and some issues
related to health. Lectures three and four explore the social determinants of health.
Sociology of Health and Illness
These six lectures examine the role society plays in shaping health and illness. Health is a
broad concept, which has many meanings ranging from the medical perspective through to
the social and philosophical. These lectures provide an introduction to key contemporary
debates within the sociology of health and illness literature. The lectures will address how an
understanding of the social aspects of health is important. The students explore in depth ideas
about lay perspectives on health; professional/patient relationships, health and illness
behaviour and deviance, sick role and stigma and inequalities in health.
Health Promotion
These four lectures will explore the principles and values underpinning health promotion.
They will also explore the health promotion models that inform current practice.
The Health and Social Care Systems in the UK
These four lectures are designed to give a broad introduction to the health and social care
systems in the UK. Societies in the developed world take on responsibility for their citizens
welfare; this is achieved through organised health and social care. These two aspects of
welfare are interrelated and the latest reforms of our welfare state focus on bringing the two
closer together and emphasising primary care, prevention and public health.
The course is delivered through lectures (21 hours) and tutorials (5 hours) every second week.
The students are provided with self-directed learning activities every second week (5 hours)
and this informs and prepares for the tutorials.
The tutorials provide the students with opportunities for shared learning activities through
debate, critical reading and presentation of peer reviewed research papers.
The course is assessed by a combination of coursework 1 essay confined to 2000-2500 words
(50%) and an examination of 1.5 hours (50%). The exam consists of one paper with a choice of
5 questions from which students are required to answer 2 questions in 1.5 hours. It is a
requirement to submit coursework and exam papers for this course.
Students are required to achieve a pass at 40% in the academic assessment in order to
progress to the second year of the programme. Students who fail to achieve the required level
will be allowed one further attempt to achieve the level. Otherwise the student will not be
allowed to proceed and therefore would require to be discontinued from the nursing degree
programme.
23
Indicative Reading
Baggott, R. (2004) Health and Healthcare in Britain 3rd Edition Palgrave, Hampshire.
Bury, M. and Gabe, J. (2003) The Sociology of Health and Illness: a reader, Routledge, London,
Ewles, L. and Simnet, I. (2003) Promoting Health: A practical guide Fourth Edition Bailliere
Tindall, London.
Graham, H. (eds.) (2000) Understanding health inequalities Buckingham Open University
Press.
Levitt, R., Wall, A. and Appleby, J. (1999) The reorganised National Health Service, (6th ed.)
Stanley Thornes Ltd, Cheltenham.
Naidoo, J. & Wills, J. (2000) Health Promotion: Foundations for Practice (2nd ed.) Bailliere
Tindall, London.
Naidoo, J., Wills, J. (2000) Health Studies an introduction Palgrave, Basingstoke.
Nettleton, S. (1995) The Sociology of Health and Illness Polity Press Oxford.
Nettleton, S. and Gustafsson, U. (2002) (eds.) The Sociology of Health and Illness Reader Polity,
Cambridge.
Scambler, G. (2003) (ed) Sociology as Applied to Medicine (3rd ed.) Saunders London.
Scambler, G. (2003) Sociology as Applied to Medicine. WB Saunders, London.
White, K. (2002) An Introduction to the Sociology of Health and Illness. London: Sage.
24
YEAR 1
HEALTH AND SOCIETY 1B
Introduction
The course aims to introduce students to research in health care and its relationship to
evidence-based practice. It introduces students to basic concepts in the human life cycle in
order to develop their understanding of normal life events. It also aims to introduce the
ethical and legal issues which underpin professional practice in health and social care. The
main themes of the course are life transitions, ethics and health research.
Semester:
Time/day:
Course Organisers:
Course Secretary:
Credit Points:
SCGF Level:
2
Not running 2012/13
Jillian Taylor/ Marion Smith
Kirsty Gardner
20
8
Aims
To introduce the role of social research in the investigation and understanding of health
and healthcare; and to provide a broad foundation for understanding the research
process.
To develop an understanding of the basic concepts in the human life cycle.
To explore the ethical and legal issues which underpin professional practice in health and
social care.
Learning Outcomes
To develop understanding of social research strategies and methods in health and the
generation of reliable information.
To develop understanding of the concepts of reliability and validity within healthcare
research.
To identify changes in families and discuss the influence of the family environment on
child development and health.
To outline the progress of normal childhood development.
To consider the impact of a variety of theorists on how we interpret and understand
aspects of childhood behaviour.
To consider the maturational tasks of adolescence.
To discuss transitions in adult life, being aware of the expected family life cycle, such as
partnerships, birth of a child, parenting, young people leaving home, caring of older
generations and loss.
To describe the changes of ageing and their psychosocial effects.
To be aware of societys perception of the elderly.
To demonstrate understanding of the effects of loss and bereavement.
To outline ethical theories and ethical debate in the context of healthcare.
25
Course Content
Research
This group of 6 lectures will introduce social science research. Content includes: an
introduction to practices and principles in social research, including the need for research,
ethical issues, validity and reliability, researcher involvement, strategies and methods. Lecture
topics will include introduction to questionnaires, interviews, ethnography, action research
and experimental design.
Ethics
This short series of lectures is designed to introduce the main features of ethical debate in
health care. The students will be introduced to ethical theories and explore areas of ethical
controversy within the healthcare system.
Life Transitions
The aim of this part of the course is to introduce and explore the concept of person in the
context of the human life cycle. Aspects of human growth and development through the lifespan, from birth to old age, will be identified. There will be a discussion of the health needs of
children, and of family structure and functioning. The experience of life transitions, both for
the individual and the family will be looked at. There will be a consideration of the main life
transitions being undertaken in adolescence with discussion on changing parental roles and
styles of parenting in the middle years of an individual and family. Concepts of ageing, loss,
dying and bereavement will be explored.
The course is delivered through lectures (22 hours) and tutorials (5 hours) every second week.
The tutorials provide the students with opportunities for shared learning activities through
debate, critical reading and presentation of peer reviewed research papers. In addition the
students develop on-line searching skills and use e-journals.
Nursing Students
Please note that lecture and tutorial hours ALL form part of the NMC requirements for
registration as a nurse. It is VERY IMPORTANT that nursing students attend ALL the lectures
and tutorials to achieve the hours for progression through the programme and for NMC
registration.
Assessment
The course is assessed by a combination of coursework: 1 essay of 2000-2500 words (50%)
and an examination of one and a half hours (50%). The exam consists of one paper with a
choice of 5 questions from which students are required to answer 2 questions in 1.5 hours. It
is a requirement to submit coursework and exam papers for this course.
Students are required to achieve a pass at 40% in the academic assessment in order to
progress to the second year of the programme. Students who fail to achieve the required level
will be allowed one further attempt to achieve the level. Otherwise the student will not be
26
allowed to proceed and therefore would require to be discontinued from the nursing degree
programme.
Indicative Reading
Bowling, A. (1997) Research Methods in Health, Buckingham: Open University Press.
Campbell, A., Gillett, G. and Jones, G. (2001) (3rd ed.) Medical ethics, Oxford University
Press, Oxford.
Coleman, P.G. (2004) Ageing & development: theories & research. London: Arnold
Denscombe, M. (1998, 2003) The Good Research Guide. Buckingham: Open University Press.
Downie, R. S. and Calman, K.C. (2nd ed.) (1994) Healthy Respect: ethics in health care, Faber,
London.
Goldberg, S. (2000) Attachment & development. London: Arnold; New
York: OU Press
McCartney, K. & Phillips, D. (eds) (2006) Blackwell Handbook of Early Childhood
Development. Oxford: Blackwell.
McLean, Sheila, (2003) Legal and ethical aspects of healthcare, Greenwich Medical: London.
Melia, K. M. (1989) Everyday Nursing Ethics Macmillan Education: London.
Parahoo, K. (1997, 2006). Nursing Research: Principles, Process, Issues. Basingstoke: Palgrave
Macmillan
Payne, S., Horne, S. & Relf, M. (1999) Loss and bereavement Buckingham Open University
Press, Routledge, London.
Prior, V. (2006) Understanding attachment & attachment disorders: Theory evidence &
practice. London: Philadelphia Jessica Kingsley.
Robson, C. (2002) Real World Research: A Resource for Social Scientists and PractitionerResearchers. Oxford: Blackwell.
Shucksmith, J. and Hendry, L. (1998) Health issues for adolescents: growing up speaking out,
Routledge, London.
Smith, P. and Cowie, H. and Blades (2003) (4th ed.) Understanding childrens development,
Oxford Basil Blackwell.
Thompson, I. E., Melia, K. M. and Boyd, K.M. (2000) (4th ed.) Nursing Ethics, Churchill
Livingstone, Edinburgh.
Utting, D. (1995) Family and parenthood: supporting families, preventing breakdown Joseph
Rowntree Foundation.
27
YEAR 2
NURSING 2
Introduction
In semester 1 Nursing 2 focuses on the teaching of biological sciences and associated nursing
care and contributes substantially to fulfilment of the Foundation Programme. The key
curricular concepts and practice experience are required for nursing students to successfully
meet the outcomes of the Foundation Programme.
The two core themes of understanding people and nature of nursing, introduced in Nursing 1,
continue throughout Nursing 2. The Nursing 2 content is closely aligned to the content of
Health and Society 2a and 2b; in particular the link between biological science and the
importance of promoting health. In semester 2, the focus is essentially that of communication
skills and mental health and well being.
Entry Requirements
A pass in Nursing 1 and a pass in Health and Society 1
Semester:
Course :
Lectures:
Tutorials:
Skills Session:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
Semesters 1 and 2
Nursing 2
11.10 12.00 Monday, Tuesday & Thursday
12.00 13.00 Thursday
9.00 10.30 Monday & Tuesday
Elaine Haycock-Stuart
Kirsty Gardner
40
8
Aims
The aim of this course is to provide the nursing undergraduates with a sound understanding
of the biological basis of health and illness, to facilitate the development of a caring,
competent practitioner able to respond to the dynamic nature of nursing and to foster the
personal and professional development and communication skills that ensures a high quality
of care delivery in both the adult and mental health contexts of care.
Essential Skills Clusters
The Nursing 2 course has close integration of the theoretical and skills content with the
practice placements. The learning outcomes for Nursing 2 MUST be met to progress to the
adult branch and towards the achievement of the NMC nursing proficiencies for registration.
The NMC Essential Skills Clusters (ESCs) (See separate document on Learn pages) must be
achieved.
The ESCs identify skills to support the NMC outcomes to progress to the branch and the
proficiencies for entry to the register and cover the following headings:
28
Care, compassion and Communication (CCC)

Organisational aspects of care (OAC)
Infection prevention and control (IPC)
Nutrition and fluid maintenance (NFM)
Medicines management (MM)
These ESCs will be identified against the course content and will underpin the levels of
achievement achieved in the each practice placement.
Specific Aims
To build on the knowledge and experiential skills gained in the theoretical and practical
components of the first year of the course.
To explore the key concepts that permeate the patients/clients experience of illness
and varying dependency needs.
To explore the therapeutic nature of nursing and care interventions in relation to
mental health.
Learning Outcomes
Increasing knowledge and experiential skills building on the theoretical and practical
components of the first year of the course.
A developing understanding of biology and biological principles in relation to adult
nursing.
The ability to demonstrate the relevance of homeostasis and homeostatic mechanisms to
nursing care.
The ability to relate the knowledge and understanding of biological systems to the clinical
environment.
An appreciation of a systems approach to biological concepts.
The ability to the patients/clients experience of illness and understand varying
dependency needs in all aspects of living with health problems.
An increasing understanding the therapeutic nature of nursing and care interventions.
The ability to apply the concepts and skills introduced in the first year of the course to the
discrete illness experience with respect to both physical and mental health.
The ability to integrate theoretical and practice-centred learning in relation to the key
concepts of care.
The ability to demonstrate safe, effective and evidence-based practice responsive to the
needs of patient/client groups in adult care and mental health settings.
The key principles of ethical and accountable practice.
The ability to demonstrate reflective practice and professional and personal
development.
Semester 1
Understanding people and the nature of nursing are the themes of this semester. They relate
specifically to the teaching of biological science applied to nursing care. The Nursing 2
programme has close integration of the theoretical content and the students clinical
29
placement experiences. Students are encouraged to draw on their experiences of patients and
families encountered in their Medical and Community placements in first year, as well as from
the academic courses Nursing 1 and Health & Society 1.
Semester 2
Communication and mental health
This part of the course integrates with the nature of nursing and understanding people. The
course explores communication skills and the ethical and professional practice regarding
patient care delivery. The interplay between physical and mental health is explored in this
series of lectures. This lecture series is closely linked to the practice placement with its focus
on community mental health.
Tutorials
Fortnightly tutorials are incorporated in this course. This includes prescribed reading and
student led tutorials. For prescribed tutorials, reading on the topic will be identified in
advance. Students should come to tutorials prepared to discuss/debate the reading and
relate it to their clinical experiences.
Skills Sessions
Tutor Tonks Fawcett
Semester 1
Venue: Clinical Skills Centre in the Chancellors Building RIE.
The skills sessions are: Mondays 9.00 10.30 (Group 1) or Tuesdays 9.00 10.30 (Group 2)
Semester 2
Venue to be confirmed in Semester 2
The skills sessions for all students are on Mondays 9.30 10.45.
The workshops have three aims:
To facilitate an understanding of the communication difficulties that may be
experienced by people with mental health problems.
To facilitate the development of communication skills within the nurse-patient
interaction.
To facilitate the examination of attitudes toward mental illness and how these affect
our interactions with people with mental health problems.
Learning Outcomes: By the end of the series of workshops the students will be have
acquired the ability to:
Describe the impact of mental health problems on the persons ability to
communicate with the nurse.
Describe the skills and qualities that the nurse requires to communicate effectively
and facilitate engagement with patients.
Describe the connection between attitudes toward mental illness and the persons
experience of living with a diagnosis of mental illness.
30
Peer Assisted Learning (PAL)

In Semester 2 your learning outcomes for your adult nursing will also be supported by peer
assisted learning when senior medical and senior nursing students (Final year) from
Edinburgh University act as tutors and teach less experienced medical and nursing students
(second year), running an evening knowledge and skills session on area relevant to both
future professionals.
Practice Placements
Semester 1: Medical Ward Placement
Following closely from the experience and learning outcomes achieved in the students first
placement in year 1 of the programme, students will have 150 hours of placement experience
in the same adult ward setting.
Semester 2: Mental Health Placement
Focusing on meeting the needs of individuals with mental health problems, students will be
based in a community based mental health placement.
Summer Vacation 2013: Surgical Placement
The eight week surgical ward placement commences in the summer vacation and is the first
placement of the adult branch programme. Placements are located within Lothian and
Borders and, alongside working in areas providing pre and post operative nursing care,
students will also experience surgical outpatients departments and theatre nursing. The
placement is supported by five practice based study days.
A variety of teaching methods will be adopted including lectures, seminars and tutorials and
skills-based group work. A variety of e-learning resources including e-portfolios (Pebble pad),
blogs and personal development planning and on-line self assessments will also be used.
Self Directed Study
Students are required to read beyond the specific individual lecture content to provide more
breadth and depth to their knowledge and to address the aims and objectives identified for
each topic/lecture. Students are encouraged to carry out literature searches for themselves
to extend their reading.
Assessment
Semester 1
Clinical course paper 20%
Biological science and Nursing Care degree examination 20%
An Examination paper of 1.5 hours. Two questions to be answered from a choice of
five reflecting the specific content of Semester 1 (December)
Semester 2
Reflective Course Paper
20%
Foundation Examination
40%
31
Practice Assessment
comprises the summative assessment of outcomes for progression to the branch and ongoing
formative and summative assessments for achievement of proficiencies. Students are
required to achieve a pass (level 3) in all proficiencies in their practice performance
assessment at the end of the foundation programme (community mental health placement in
semester 2) in order to enter the Adult Branch Programme. Students who fail to achieve the
required level for entry to the branch will be allowed one further attempt to achieve the level.
Otherwise the student will not be allowed to proceed and therefore would require to be
discontinued from the nursing degree programme.
For the summer surgical placement, the first placement of the Adult Branch, students must
achieve a satisfactory performance in the placement.
Feedback
Feedback will be given on all course papers in the form of a written comment sheet, group
discussion and the opportunity for one to one feedback from the marker. Global course paper
feedback will be available on Learn.
Indicative Reading
Alexander MF Fawcett J(T)N and Runciman PJ (2006) Nursing Practice: Hospital and Home the Adult (3rd ed). Churchill Livingstone Edinburgh
Barker, P., Campbell, P & Davidson, B. (1999) From the Ashes of Experience: Reflections on
Madness, Survival and Growth Whurr Publishers: London
Brooker C Waugh A (eds) (2007) The Foundations of Nursing Practice. Mosby, Edinburgh.
Bernstein B Gould D (2004) Trounces Clinical Pharmacology for Nurses Elsevier London
Castledine G Close A (eds) (2009) Oxford Handbook of Adult Nursing Oxford University Press
Oxford
Childs LL Coles L Majoram B (2009) Essential skills Clusters for Nurses Wiley Blackwell Oxford
Crouch S Chapelhow C (2008) Medicines Management: a nursing perspective Pearson
Education Harlow Essex
Clancy J McVicar A (2002) Physiology & Anatomy: A Homeostatic Approach (2nd Ed). Arnold,
London.
Coleman, R. (2004) Recovery: An Alien Concept P&P Press: Wormit, Fife
Debnath R (2010) Professional Skills in Nursing Sage publications London
Dougherty L Lister S (2008) The Royal Marsden Hospital Manual of Clinical Nursing
procedures Student Edition. (7th ed) Wiley-Blackwell Oxford.
32
Goffman, E. (1961) Asylums Penguin Books Ltd: London

Healy, D. (2002) Psychiatric Drugs Explained Churchill Livingstone: Edinburgh
Johns C Freshwater D. (2005) Transforming Nursing Through Reflective Practice. Blackwell
Publishing, Oxford
Kozier B Erb G Berman A Snyder S Lake R Harvey S (2008) Fundamentals of Nursing: Concepts,
process and practice Pearson Education Harlow
Laurance, J. (2003) Pure Madness: How Fear Drives the Mental Health System Routledge:
London
Lyttle, J. (1986) Mental Disorder: Its Care and Treatment Bailliere-Tindall: London
Marieb EN Hoen K (2006) Human Anatomy and Physiology (7th ed.). Pearson Benjamin
Cummings San Francisco
Montague S E Watson R Herbert RA (2005) Physiology for Nursing Practice (3rd Ed) Elsevier
Edinburgh.
Nolan, P. (1993) A History of Mental Health Nursing Chapman & Hall: London
Parahoo K. (2006) Nursing Research: Principles, Process and Issues (2nd ed.) Palgrave London
Perkins, R. (2006) You need hope to cope in Roberts et al (eds) Enabling Recovery: The
Principles and Practice of Rehabilitation Psychiatry Gaskell: London
Read, J. & Reynolds, J. (2000) Speaking our Minds: An Anthology Palgrave: Basingstoke
Rogers, A & Pilgrim, D. (2005) A Sociology of Mental Health and Illness Open University
Press: Maidenhead
Rowe, D. (1978) The Experience of Depression Wiley: Chichester
Scottish Association for Mental Health (2004) All you need to know?: Scottish Survey of
Peoples experiences of psychiatric drugs www.samh.org.uk
Scottish Recovery Network Journeys of Recovery: Stories of Hope and Recovery from Long
Term Mental Health Problems Scottish Recovery Network: Glasgow
Starkings S Krause L (2010) Passing Calculations Tests for Nursing Students Learning matters
Ltd Exeter
Stoppard, J.M. (2000) Understanding Depression: Feminist Social Constructionist Approaches
Routledge: London
Tadman M Roberts D (2007) Oxford Handbook of Cancer Nursing Oxford University Press
Oxford
Thomas N (2008) Renal Nursing (3rd ed) Elsevier Edinburgh
33
Walker R Whittlesea C (2007) Clinical Pharmacy and Therapeutics (4th ed) Elsevier Edinburgh
Watson R, Fawcett T (2003) Essentials for Nurses, Pathophysiology, Homeostasis and
Nursing. Routledge, London.
Williamson GR Jenkinson T Proctor-Childs T (2008) Nursing in contemporary healthcare
practice Learning Matters ltd Exeter
34
YEAR 2
HEALTH AND SOCIETY 2A
Introduction
Health and Society 2A develops and expands concepts and ideas introduced in Health and
Society 1A as well as drawing on new material. The course complements the clinical focus of
Nursing 2 by addressing the major disciplines, perspectives and methodologies associated
with health and social care. The course examines the core health and social challenges that
face contemporary society, namely; diversity and equity in health and healthcare, ageing and
health care and the New Public Health. The Health and Society 2A, health and health
promotion focus complements the teaching of biological sciences in Nursing 2 for appreciating
how the body functions in relation to maintaining and improving health.
Entry Requirements
Pass in Health and Society 1A
Semester:
Time/Day:
Lectures:
Tutorials:
Course Organiser:
Course Secretary:
Credit Points:
SCQF level:
1
Monday and Tuesday 12.00 13.00
22
5 (Thursday 9.00 10.00 or 10.00 11.00)
Eddie Donaghy
Kirsty Gardner
20
8
Aims
To develop students conceptual understanding of key terms in the study of health
including diversity and equity, and politics of health and health promotion.
To develop students conceptual understanding of the interaction between social, cultural
and structural factors and health.
To promote critical understandings of the causes and effects of this interaction
To promote critical understandings of health and the New Public Health.
To enable students to acquire the basic knowledge, skills and attitudes necessary to plan
implement and evaluate health policies.
Learning Outcomes
To critically consider health and its determinants and the ways in which these can be
evaluated.
To develop an awareness of diversity and equity in health and healthcare.
To develop an understanding of the factors, principles, perspectives and theories which
contribute to and have shaped current public health practice.
To develop an understanding of healthy public policy and the theories of policy making.
35
Course Content
Diversity and Equity in Health Care
This series of 11 lectures explores gender, race, culture, ethnicity, ageing and sexuality in
relation to health needs and health care provision. In addition the needs of the homeless and
refugees are considered. The lectures will explore the geography of health with particular
reference to the disparity of health needs and provision across the developing world.
Public Health
This series of 10 lectures explores public health policy and partnerships for health. The
lectures focus on working with communities and to develop an understanding of the
importance of collaboration; partnerships; participation and empowerment in creating
healthy public policy. Student-led seminars explore alcohol, mental health and sexual health
from a public health perspective.
This course is delivered through lectures (22) and tutorials (5 hours) every second week. A
combination of formal lectures, small group work and student presentation are used and
developed to enhance the learning experience. The early part of the course consists primarily
of lectures with students undertaking some discussion in small groups. Towards the end of the
course there are increased small group work and student presentations.
The course is assessed by a combination of coursework: (50%) involving an assessed poster
AND an examination of one hour and thirty minutes (50%). The exam consists of one paper
with a choice of five questions from which students are required to answer two questions. It
is a requirement to submit and pass coursework and exam papers for this course.
To be eligible to enter honours, students must successfully complete the first two years of the
programme and achieve grade 50% in either Nursing 2 or Health and Society 2A and 2B at first
attempt, in the second year of the course as notified to students at the beginning of second
year
OR
exceptionally be granted exemption from these qualifications by the Head of School.
Indicative Reading
Acheson D (1998) Independent Inquiry into Inequalities and Health: A Report Stationary
Office, London
Baggott R (2004) Chapter 1. Health and Health Care in Britain (3rd edition) Palgrave
Macmillan. Basingstoke
Ewles, L (2005) Key topics in Public Health. Chapter 10 Elsevier Churchill Livingstone,
Edinburgh
Griffiths, S. Hunter, D. (1999) Perspectives in Public Health Radcliffe, Medical Press Abingdon
36
Naidoo J and Wills J (2001) Health Studies: An Introduction. Palgrave, Basingstoke.

Naidoo J and Wills J (2000) Health promotion: Foundations for practice. Balliere Tindall,
Edinburgh
Naidoo J and Wills J (2005) Public Health and Health Promotion Balliere Tindall Edinburgh
Nazroo J (1998) The Health of Britains Ethnic Minorities Policy Studies Institute, London
Scriven, A and Orme, J (ed) (2005) Health Promotion Professional Perspectives (2nd ed)
Palgrave in association with the Open University
Scriven, A(ed) (2005) Health Promoting Practice: the contribution of nurses and allied health
professionals. Palgrave Macmillan, Basingstoke
Scriven, A, Garman,S (2005) Promoting health: global perspectives. Palgrave Macmillan,
Basingstoke
Scottish Executive (1999) Towards a Healthier Scotland: A White Paper on Health. Scottish
Executive
Smith G D (2003) Measuring quality of life in the healthcare setting. Gastrointestinal Nursing
l1 (5) 16-19
Tones K Tilford S (2001) Health Promotion: Effectiveness, Efficiency and Equity 3rd edition
Nelson Thorson Cheltenham
37
YEAR 2
HEALTH AND SOCIETY 2B
Introduction
Health and Society 2B develops and expands concepts and ideas introduced in Health and
Society 1B as well as drawing on new material. The course also complements the clinical focus
of Nursing 2 by addressing the major disciplines, perspectives and methodologies associated
with health and social care, particularly understanding people and communication. The course
explores the impact of new technologies on health and health care and the challenges that
face contemporary society, namely; the use of the internet in relation to health, and the New
Genetics. Approaches to researching health and the health of populations are further
developed and user perspectives of health and social care and quality of life issues are
examined. The course also explores the ethical issues of rationing and professionalisation
within health care. Explorations of these issues complement teaching in Nursing 2 around
developments in communication for both research and caring for people.
Entry Requirements
Pass in Health and Society 1B
Semester:
Time/day:
Lectures:
Tutorials:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
2
12.00 13.00 Monday and Tuesday
22
5 (Thursday 9.00 10.00 or 10.00 11.00)
Kirsty Gardner
20
8
Aims
To develop students conceptual understanding of key terms in the study of health
including the role of new technologies, social research and user perspectives of health.
To introduce aspects of the impact of health technology on health and healthcare.
To promote critical understandings of the New Genetics.
To promote an understanding of the role of social research in the study of health.
To enable students to acquire the basic knowledge, skills and attitudes necessary to
practice in respect of user perspectives of health and social care and quality of life issues.
Learning Outcomes
To demonstrate an understanding of the impact of New Technologies on health and
healthcare.
To explore the different research approaches to the study of health and health care.
To demonstrate an understanding of user perspectives of health and social care.
To explore the different explanations for the concept of Quality of Life.
38
Course Content
New Technology and new genetics
This series of lectures explores the impact of new technology and health. The impact for
health and health services is considered for both patients and health professionals. The
lectures also explore the differing uses of technology and computer technology within the
Health Service (e-health). The lecture series also explores patients expectations of the new
genetics with specific reference to breast cancer.
Research
This series of lectures on social research revisits and builds upon students knowledge of
qualitative and quantitative research methods, and incorporates a practical element. The
lectures develop critical appraisal skills and an appreciation of the value of different
approaches to research.
Quality of Life
This series of lectures explores an understanding of the measurement of health related to
quality of life within clinical application. Emphasis is placed on psychological well-being and
the patients perspective of how illness may affect their quality of life.
User Perspectives and Professionalism
This series of lectures explores the sources of conflict between users and providers
requirements regarding health provision. The lectures explore the methods by which quality
of care is assessed and the impact this has on professionals and users. Rationing and health
care provision between countries and the impact of the pharmaceutical companies is also
explored.
A combination of formal lectures and small group work are used and developed to enhance
the learning experience. The early part of the course consists primarily of lectures with
students undertaking some discussion in small groups. The research teaching requires working
in small group and presenting in small groups.
The course is assessed by a combination of coursework 1 essay confined to 2500-3000 words
(50%) and an examination of 1.5 hours (50%). The exam consists of one paper with a choice of
5 questions from which students are required to answer 2 questions in 1.5 hours. It is a
requirement to submit coursework and exam papers for this course.
programme and achieve grade 50% in either Nursing 2 or Health and Society 2A and 2B at first
attempt, in the second year of the course as notified to students at the beginning of second
year;
OR
39
Indicative reading
Carr, A. J., Gibson, B. A. and Robinson, P.G. (2001) Is quality of life determined by expectations
or experience? British Medical Journal 322: p.p. 1240-3.
Carr, A. J. and Higginson, I. J. (2001) Measuring quality of life: Are quality of life measures
patient centred? British Medical Journal 322: p.p. 1357-1360.
Gabe, J. and Conrad, P. (1999) Social Perspectives on the New Genetics Blackwells, London.
Denscombe, M. (1998). The Good Research Guide. Buckingham: Open University Press.
Fitzpatrick, R., Davey, C., Buxton, M. J. and Jones, D. R. (1998) Evaluating patient-based
outcome measures for use in clinical trials. Health Technology Assessment 2: p.p. 18.
Parahoo, K. (1997). Nursing Research. Basingstoke: Macmillan.
Smith, G. D. (2003) Measuring quality of life in the healthcare setting. Gastrointestinal Nursing
l 1 (5) p.p. 16-19.
40
ENTRY TO HONOURS
To be eligible to enter honours, students must successfully complete the first two years of
the programme and:
a) Ensure entry by achieving grade 50% in either Nursing 2 or Health and Society 2A and
2B at first attempt, in the second year of the course.
b) Gain entry in terms of the particular conditions notified to students at the beginning
of second year.
c) Exceptionally, be granted exemption from these qualifications by the Head of School.
In addition students must have demonstrated satisfactory clinical progress achieving the
required outcomes for entry to the Adult Branch in accordance with the NMC requirements.
41
YEAR 3
JUNIOR HONOURS
Introduction
The major organising theme in the third year of the programme is systems of care. Within this
framework the students knowledge of biology, nursing and illness are developed to facilitate
the understanding of complex clinical situations. In accordance with the spiral curriculum
topics are visited and revisited at time intervals throughout the programme, at different levels
of intensity and with varying emphases. The clinical experiences reflect various stages in the
patients career and health transitions. Proficiency in clinical skills acquired is linked closely
to the core curriculum of knowledge, skills and attitudes and by so doing meets both academic
and professional requirements.
This year comprises four core honours courses and two optional honours courses. The year
culminates with an elective placement when students, at a suitable stage of learning
readiness, organise and follow through a specific area of care reflecting their particular
interest. The chosen area allows students the opportunity to pursue learning objectives
consistent with holistic and in-depth study of adult patients and human diseases and to
explore the complexities of differing social and cultural contexts.
Aims
The overall aim of the junior honours year is to foster the development of a caring, competent
practitioner, able to respond to the dynamic nature of nursing in health services that
continues to respond to the needs of society.
The academic and clinical content of the third year of the programme are designed to:
Build on the knowledge and experiential skills gained in the theoretical and practical
components of the second year of the course.
Develop the key concepts that permeate the patients experiences of illness.
Develop the therapeutic nature of nursing and the care interventions.
Develop knowledge and skills in the cognate areas relevant to the specific (Adult)
branch of nursing care.
Explore in depth issues in nursing adults that emerge from both practice and discrete
cognate areas of learning.
Encourage a critical approach to the literature and to professional practices.
Foster a creative approach to health care problems.
Foster evidence based practice.
Learning Outcomes
Following study within this year students should be able to:
Critically review and consolidate knowledge, skills and practices and apply the
concepts and skills developed in the second year of the course to discrete illness
42
experiences with respect to both physical and psychological well being of patients /
clients.
Demonstrate the integration of theoretical and practice-centred learning in relation to
the major concepts of care.
Demonstrate safe, effective and evidence-based practice, responsive to the needs of
patient / client groups in care settings.
Demonstrate a critical understanding of the principles of ethical and accountable
practice.
Demonstrate the principles of equity and fairness in care delivery.
Demonstrate the development of critical thinking, problem solving and reflective
capacities essential for professional knowledge and practice.
Teaching Methods
A variety of teaching methods are adopted including lectures, scenario-based and problemsolving learning, seminars, tutorials, skills-based group work and contract learning. A range of
e-learning resources including e-portfolios, personal development planning and on-line self
assessments may also be used. The variety of methods encourages different approaches to
learning and addresses different students learning preferences.
Core Courses
This course aims to explore the complexity of the biological basis of health and illness; it
enhances the biological content earlier in the programme, notably in year two, providing
students with a sound understanding of the application of the biological principles to nursing
practice.
Research and Inquiry in Nursing
This course builds on research introduced earlier in the programme and provides an
exploration of research methods which underpin the production of knowledge in nursing and
health care. It develops the skills in evidence based practice expected of an accountable
practitioner. The course explores methodological issues in research design.
As the course builds on research included throughout the previous years of the programme, it
included increased teaching on systematic reviews, the ideology of evidence-based practice
and accountability, which leads into the content of the fourth year course Organisation,
Management and Practice of Nursing.
Nature of Nursing and Pathology and Patient Care
These courses run concurrently and complement each other; one having a focus on pathology
and therapies and the other focusing on nursing management of such patients. The Nature of
Nursing and Pathology and Patient Care are concerned with disorders in physical functioning,
treatment and care, recent advances and developments in health care and nursing
management. The content of these courses build on the foundations provided earlier,
43
especially with respect to the detailed biology and the clinical applications included in the
second year of the programme.
The academic programme is accompanied by ongoing practice placements appropriate to the
theoretical programme. Students have university classes on Wednesdays and attend their
allocated practice placement for clinical experience on four other days of each week. The
teaching programme is integrated with concurrent clinical experiences, in enduring/chronic
illness and intensive support.
The Nature of Nursing
The systems of care framework forms an organising theme for the content of this course. This
reflects the same approach taken with biology and its application in the second year. While
the main focus of this course is on the nursing management of patients with enduring illness
and patients requiring intensive support, related topics are addressed such as ethical issues,
socio-cultural/political issues, and interdisciplinary care. During the first 5 weeks the focus is
on enduring/long-term illness and during the second 6 weeks the focus is on patients
requiring acute/intensive care. In addressing nursing management, the perspectives of the
patient and the family are given significance. The content of this course, with the focus on
patient care and nursing management, is related to the content of Pathology and Patient Care
when the focus is on the underlying pathology and treatment issues. Included is the
application of strategies for health promotion, building on previous learning through the
programme
The systems of care framework also forms an organising theme for the content of this course.
The main focus is on disease conditions commonly experienced by adult patients in the
hospital and community settings. The content includes pathophysiology, aetiology,
epidemiology, diagnostic and therapeutic approaches and related patient care. This course is
designed therefore to foster an assimilation of this material into an exiting cognitive
framework, with a sound knowledge of biology from the earlier years of the programme.
During the first 5 weeks the focus is on the pathology relating to enduring / chronic illnesses.
During the second 6 weeks the focus is on pathology relating to acute forms of illnesses,
particularly patients requiring immediate care and intensive care. This is followed by a three
week community placement to build on previous community experience and that of the
chronic illness hospital placement; to enhance clinical and organisational skills in care and
management of individuals living at home with ongoing health care needs. Where appropriate
the sequencing of content in this course reflects that in Nature of Nursing. Investigations and
treatment options are addressed, taking into account the perspectives of the patient and the
family and a holistic approach to care is adopted.
Optional Courses
Students select two honours courses in the first semester. The following are the options for
2012-13 from which students make their choice:
Cancer Care
Care and Control
44
Community Nursing
Health Promotion Practice
Practice Placements
Practice placements in year three are as follows:
Enduring/ Chronic Illness
first 5 weeks in semester 2
Intensive Support
second 6 weeks in semester 2
Community
3 weeks in Spring Break
Clinical Elective
5 weeks in Summer Vacation
Enduring / Chronic Illness
This placement is concurrent with academic input to the course relating to the Nature of
Nursing and Pathology and Patient Care in relation to patients and clients experiencing
chronic illness
Intensive Support
This placement is concurrent with academic input to the course relating to the Nature of
Nursing and Pathology and Patient care in relation to patients requiring intensive nursing
support.
Community
The community placement, at this point in the course, is designed build on knowledge
developed in Nature of Nursing and to revisit the experience of community to build on skills
and experience. The expectation at this stage is for the students to have much greater
proficiency in their clinical skills compared to the first year. The experience allows them to
utilise and consolidate their experience by participating to a greater extent in planning and
prioritising work, as well as developing their understanding of different approaches to care
from a community, as opposed to a hospital perspective. The nature of the work mainly
involves working with the district nursing service which allows the student to undertake
clinical procedures, engage in health education, promote health promotion and gain an
understanding of the complexity of care in the community.
Clinical Elective
The clinical elective provides an opportunity for students to explore an area of their choice; to
develop initiative and skills in planning and organising a placement and to prepare appropriate
learning outcomes. The placement further encourages students to transfer clinical skills to
other settings and to observe different approaches to patient management from a sociocultural perspective and to reflect on their practice. Having experience out with the range of
placements normally available to the students, encourages them to consider and debate
different theoretical perspectives and practices, to critically evaluate practice in the light of
evidence and resources available, to demonstrate creativity in dealing with professional issues
and to reflect on ethical perspectives and to make reasoned judgements for optimum care.
Students have a Manual Handling up-date in the second semester of the third year.
45
Assessments and Progression

Core Courses
Applied Clinical Biology - Assessed by one course paper (confined to 2500-3000 words)
and one two-hour examination in December
Research and Inquiry in Nursing - Assessed by one course paper. (confined to 40004500 words)
The Nature of Nursing - Assessed by one course paper (confined to 4000-4500 words)
Pathology and Patient Care - Assessed by one three-hour examination
Requirements for Professional Registration
The resulting marks awarded for each of the above courses are included in the profile for
classifying the students degree following the final year of the programme. Should a student
fail any of the above core courses (s)he will be permitted to resit the examination or resubmit
the course work in the second (August) diet, however, the first (fail) mark will still be recorded
in the profile for the degree classification.
The second attempt will be marked against the same marking criteria and moderated by the
external examiner. Should the work still fail to achieve a pass at the August diet, an oral
examination, held by two internal and one external examiner, would be scheduled before the
end of the academic session. If the student, orally assessed against the specific criteria, still
fails to satisfy the examiners, registration with the NMC will not be possible.
Honours Optional Courses
The two honours courses chosen by students will be assessed in the manner identified by the
course organisers and in accordance with the details in the appropriate course handbooks.
The marks for the honours optional courses will also be included in the profile for classifying
the students degree. Failure in any of these courses will be recorded in the profile and there
will be no opportunity to resit the examination or resubmit the course work for these
courses. Six marks are therefore recorded from the third year of the programme, contributing
to the final classification of the students degree.
46
YEAR 3 / JUNIOR HONOURS

APPLIED CLINICAL BIOLOGY
Introduction
One of the pillars on which the theory of nursing rests is composed of a sound knowledge of
biology. The nurse is required to understand the biological basis of nursing care, to know how
deviations from normal limits influence health and to explain rationales behind nursing care.
Entry Requirements
Nursing 1, Health and Society 1A&B, Nursing 2, Health and Society 2A&B
Semester:
Time/day:
Lectures:
Course organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
14.00 - 16.00 Wednesday
20
Dr Graeme Smith / Dr Donna Dalgetty
Kirsty Gardner
20
10
Aims
The aim of this course is to explore the complexity of the biological basis of health and illness.
The course aims also to provide students with a sound understanding of the application of
biological principles to areas of clinical practice.
Learning Outcomes
The learning outcomes are designed to provide students with learning opportunities such that
on completion of the course and associated personal study they will be able to:
Demonstrate an understanding of biology and biological principles applied to the
clinical setting within adult nursing.
Demonstrate the relevance of homeostasis and homeostatic mechanisms to health,
deviation from health, and nursing care.
Demonstrate a critical appreciation of the concept of stress.
Demonstrate a critical appreciation of a systems approach to biological concepts.
Integrate the knowledge and understanding of the identified biological systems with
the clinical reality of health and illness.
Extend knowledge and understanding, via self directed study, to other systems of the
body not addressed in this particular course.
Course Content
The biological concept of homeostasis
Biological components and clinical applications of stress
Nutrients, nutrition and clinical applications
Respiratory and cardiovascular problems
Pharmacokinetics
47
Infection biology
HPV, epidemiology, vaccination and cancer
Cancer biology
Integrating knowledge and understanding of applied clinical biology, in general, to
specific clinical applications

A variety of teaching methods will be employed including lectures, case-based learning and
seminar discussions. Students will be required to engage in personal study to explore the
literature and other sources for the extension of their knowledge beyond formal teaching
sessions. It is expected that students will do their own literature searches in preparation for
the anticipated content and thereby generate lines of enquiry within the sessions. A variety of
e-learning resources including e-portfolios, personal development planning and on-line self
assessments may also be used.
Assessment
The formal assessment of the course will be one course paper of 2500-3000 words and one 2
hour examination (during weeks 12 and 13) in which two questions must be answered from a
choice of six. As this course is a professional core course, should a student fail both, or either,
of the two assessments, although the fail mark will be part of the students honours
classification, the assessments must be resubmitted/retaken and passed for professional
registration.
Indicative reading
Alexander, M. F., Fawcett, J. (T) N. and Runciman, P.J. (2006) Nursing Practice: Hospital and
Home - The Adult (3rd ed) Churchill Livingstone Edinburgh.
Clancy, L. and McVicar, A. J. (2002) Physiology and Anatomy: A homeostatic approach (2nd
ed.) Arnold London.
Corner, J. and Bailley, C. (2000) Cancer Nursing: care in context Blackwell Science Oxford.
Kindlen, S. (2003) Physiology for Health care and Nursing Churchill Livingstone, Edinburgh.
Marieb, E. N. (2004) Human Anatomy and Physiology (6th ed.) Benjamin Cummings Menlo
Park.
Montague, S. E., Watson, R. and Herbert, R. A. (2005) Physiology for Nursing Practice (3rd
ed.) Bailliere Tindall Edinburgh.
Phillips, J., Murray, P. and Kirk, P. (2001) The Biology of Disease Blackwell Oxford.
Tortora, G. J. and Derrickson, B. (2006) Principles of Anatomy and Physiology (11th ed.) John
Wiley and Sons Inc. New York.
Watson, R. and Fawcett, T. N. (2003) Pathophysiology, Homeostasis and Nursing Routledge
London.
48

RESEARCH AND INQUIRY IN NURSING
Introduction
This third year course will contribute to students understanding of research and inquiry in
nursing, and how that relates to accountable practice. It thus contributes towards the general
aims of fitness for practice with regard to adherence to the Code of Professional Conduct,
responsibility and accountability, and ethical and legal obligations. These include knowledge
related to participation in evidence-based health care. The course addresses some aspects of
specific elements of the requirements for registration. This course is designed to enable
students to build on the introduction to research provided in Health and Society 1 & 2.
Entry Requirements
As per degree programme specifications.
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
14.00 16.00 Tuesday
20
Professor Kath Melia
Kirsty Gardner
20
10
Aims
To further develop your understanding of research methods and research design through
lectures, discussion and reading the research methods literature and research papers.
To understand research design and methods in the context of evidence-based practice.
Learning outcomes
Demonstrate understanding of:
Literature review and the logic of meta-analysis and systematic reviews, and their role
and value in evidence-based practice.
Research design and associated methodology and methods.
Main techniques of data collection and data production.
Key concepts relating to analysis of quantitative and qualitative data.
Contemporary ethical issues in research in nursing and health care and their
implications for the evidence base.
Indicative content
Creating the evidence for evidence-based practice
Literature review, systematic reviews and meta-analysis
Research design including: survey, experimental and ethnographic approaches
49
Clinical trials
Data analysis
Research governance and ethical concerns
Teaching methods
Lectures and seminar style discussion.
The course is assessed by one course paper of 4,000 to 4,500 words. The content of this
course will also be subject to examination in the Final Professional Examination at the end of
the fourth and final year.
Indicative Reading
Bryman, A. (2008) Social Research Methods. Oxford University Press
Gerrish, K. and Lacery, A. (2006), (5th ed.) The research process in nursing. Blackwell Publishing.
Greenhalgh T (2006) How to read a paper. Basics of Evidence-Based Medicine BMJ Blackwell
Publishing Oxford
Newell R Burnard P (2006) Vital Notes for Nurses. Research for Evidence-Based Practice
Blackwell Publishing Oxford
Parahoo, K. (2006) Principles, process and issues. MacMillan, London.
Sackett, D.L., Richardson, W.S., Rosenberg, W. and Haynes, R.B. (1997) Evidence-based
practice. Churchill Livingstone, Edinburgh.
Silverman D (2010) Doing Qualitative Research Sage: London
[earlier editions are equally useful]
Watson, R. McKenna, H. Cowman, S. and Kealy, J. (2008) Nursing research: design and
methods. Churchill Livingstone: Edinburgh.
50

THE NATURE OF NURSING
Introduction
The nature of nursing is a theme that is developed through the BN (Hons) programme, notably
in the first three years. In the fourth year this is further developed in Management of
Transitions and the Organisation, Management and Practice of Nursing; courses that complete
the nursing programme and prepare students for professional practice.
The Nature of Nursing course in year three is presented concurrently with Pathology and
Patient Care. The courses are linked in terms of related content allowing the students to study
pathology, treatments, and nursing management through the progression of the two courses.
The content of this course, with the focus on patient care and nursing management both in
the hospital and community, is related to the content of Pathology and Patient Care when the
focus is on the underlying pathology and treatment issues. The systems of care framework
form an organising theme for the content of this course and related clinical practice. This
reflects the same approach taken with biology and its application in the second year. While
the main focus of this course is on the nursing management of patients with chronic illness
and patients requiring intensive support both in the hospital and community settings, related
topics are addressed such as ethical issues, socio-cultural/political issues, and interdisciplinary
care. In addressing nursing management, the perspectives of the patient and the family are
given significance. Included is the application of strategies for health promotion, building on
previous learning through the programme. Clinical experience is concurrent with the
theoretical input through the academic semester; the first 5 weeks with individuals
experiencing chronic illness and the following 6 weeks with patients requiring intensive
support in acute/intensive care. The final 3 week community placement experience allows for
consolidation of knowledge and skills developed.
Entry Requirements
As per degree programme specifications.
Semester:
Time/day:
Class Contact Hours for:
Lectures:
Practicals:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
2
09.00 10.50 Wednesday
20
2 hours per week for 10 weeks
Practice placements for 14 weeks
Maggie Carson
Kirsty Gardner
20
10
Aims
The aims of this course are related to the two sections reflected in the practice placements
concurrent with the course and the community consolidation period. The aim of the first
51
section, linked with a placement in the care of individuals with an chronic health disorder, is to
enhance understanding of the physical and psychosocial consequences for adults with chronic
illness/disability and gives an appreciation of the principles of rehabilitation in terms of the
value to patients well-being and quality of life. Central themes here are the experience of
living with an chronic illness/disability, attaining optimal quality of life, autonomy in managing
and coping with a long-term illness, and challenges to health professionals posed by the
increasing prevalence of chronic illness/disability.
A second aim, related to the placement with patients requiring intensive support, is to
enhance the understanding of the management of patients requiring intensive support and
give an appreciation of the physical and psychosocial consequences for adults in such a
vulnerable position at home and in the hospital setting. Central themes are the occurrence of
a sudden (perhaps life-threatening) condition (accident or illness), intensive monitoring and
observations in patient care, family support and ethical considerations.
Learning Outcomes for the First Section
By the end of this series of lectures, associated acute and community clinical practice and
related personal study students should be able to:
Demonstrate a client/family centred approach to planning care.
Promote independence in self care.
Show an understanding of the nurses role in symptom palliation.
Demonstrate a critical understanding of the principles and approaches to
rehabilitation.
Acknowledge the continuing care needs of clients / families beyond the hospital
context.
Debate ethical and professional issues in the context of chronic illness / disability /
crisis states.
Demonstrate safe, effective and evidence-based practice, responsive to the needs of
patient / client groups in care settings.
Take a critical approach to the literature.
Critically, identify, define, conceptualise and analyse complex professional problems
and issues.
Practice to a standard that demonstrates a critical and intuitive approach to care of
clients and families in the clinical context.
Learning Outcomes for the Second Section
By the end of this series of lectures, associated acute and community clinical practice and
related personal study students should be able to:
Demonstrate knowledge and understanding of the physical and psychological needs of
patients and their families when confronted with a serious illness.
Demonstrate a client / family centred approach to planning and implementing care.
Demonstrate a critical understanding of the priorities in emergency care situations.
Demonstrate a sound understanding of the technical and practical care in patient
management.
52
Debate ethical and professional issues in the context of intensive care and terminal
care.
Show an ability to analyse controversial issues of care and give a reasoned argument
for the position taken.
Demonstrate evidence-based practice.
Take a critical approach to the literature.
Practice to a standard that demonstrates a critical and intuitive approach to care of
clients and families in the clinical context.
Demonstrate the development of critical thinking, problem solving and reflective
capacities essential for professional knowledge and practice.
Course Content
Understanding chronic illness
Coping with a disability
Rehabilitation
Nursing patients with respiratory conditions
Management of Patients with heart failure
Pharmacology related to chronic disorders: nursing role
Chronic fatigue
Steroid therapy
Spirituality in nursing
Fostering hope
Nursing in intensive support areas/ technological environments
Protective Isolation
Management of patients with multi-organ failure
Theatre nursing
Surgical procedures and perspectives of the operating team
Management of patients in accident and emergency units
Invasive monitoring of patients
Management of patients with unstable diabetes
Ethical issues in intensive care
Care of the family
Practice Placement
Throughout this course students have clinical placements experiencing the care of patients
with chronic illnesses (5 weeks) followed by patients requiring intensive support (6 weeks),
then a 3 week community placement. The chronic illness and intensive support placements
are hospital based.
53

Teaching methods include lectures, discussions demonstrations, reflective work groups,
problem-based learning and student presentations. A variety of e-learning resources including
e-portfolios, personal development planning and on-line self assessments may also be used.
The academic content is assessed by means of one course paper (4000-4500 words).
As this course is a professional core course, should a student fail the assessment, although the
fail mark will be part of the students honours classification, the assessment must be
resubmitted/retaken and passed for professional registration. The students practical
proficiency is assessed throughout and at the end of each placement by the students mentor
and in consultation with her/his liaison lecturer. Assessment comprises the ongoing formative
and summative assessments for achievement of proficiencies. Students are required achieve
a pass (level 3) in 60% of the proficiencies in their practice performance assessment at the
end of Year 3 in order to progress to the fourth year of the programme. Students who fail to
achieve the required level will be allowed one further attempt to achieve the level.
Otherwise the student will not be allowed to proceed and therefore would require to be
discontinued from the nursing degree programme.
Indicative Reading
Alabaster ES (2006) The chronically ill person. In Alexander MF, Fawcett TN and Runciman PJ
(eds) Nursing Practice Hospital and Home: The Adult Churchill Livingstone, Edinburgh, pp
1073-1093
Bassett C and Makin L (2000) Caring for the Seriously Ill Patient, Arnold, London
Byrne BM (2006) The patient with cancer. In Alexander MF, Fawcett TN, Runciman PJ (eds.)
Nursing Practice Hospital and Home: The Adult Churchill Livingstone, Edinburgh, pp 1029-1071
Currie GP (ed) (2007) ABC of COPD Blackwell Publishing, Oxford
Denny E and Earle S (eds) (2009) The Sociology of Long Term Conditions and Nursing Practice.
Palgrave Macmillan, Basingstoke, Hampshire, England
Department of Health (2001) The Expert patient: A new Approach to Chronic Disease
Management for the 21st Century. DoH, London
Donnelly R and London NJM (eds) (2009) ABC of Arterial and Venous Disease 2nd ed Blackwell
Publishing Ltd, Oxford
Dougan HAS and Colquhoun NM (2006) The patient receiving palliative care. In Alexander MF,
Fawcett TN, Runciman PJ (eds.) Nursing Practice Hospital and Home: The Adult Churchill
Livingstone, Edinburgh, pp 1095-1115
Esmond G (ed) (2001) Respiratory Nursing Bailliere Tindall, London
54
Houldin, AD (2000) Patients with Cancer: Understanding the Psychological Pain, Lippincott,
Williams and Wilkins, Philadelphia.
Jevon P, Ewens B, Pooni JS (2007) Monitoring the Critically Ill Patient. Blackwell Publishing
Ltd, Oxford
Jowett NI and Thompson DR (2007) Comprehensive Coronary Care 4th ed Bailliere Tindall
Elsevier, Edinburgh
Kinghorn S and Gamlin R (2001) Palliative Nursing: Bringing Comfort and Hope, Balliere
Tindall, Edinburgh
Lawton L (2006) The patient who experiences trauma. In Alexander MF, Fawcett TN,
Runciman PJ (eds) Nursing Practice Hospital and Home The Adult Churchill Livingstone,
Edinburgh, pp 945-964
Lubkin I M and Larsen PD (2002) Chronic Illness Impact and Interventions (5th ed) Jones and
Bartlett, Boston
McArthur-Rouse, Prosser S (2007) Assessing and Managing the Acutely Ill Adult Surgical
Patient. Blackwell Publishing, Oxford
Moore T and Woodrow P (2004) High Dependency Nursing Care: Observation, Intervention
and Support for Level 2 patients. 2nd ed Routledge, Abingdon
Newman S, Steed L and Mulligan K (eds) (2009) Chronic Physical Illness: Self-management and
Behavioural Interventions. McGraw Hill, Maidenhead, Berkshire, England
Payne S, Seymour J and Ingleton C (2004) Palliative Care Nursing Principles and Evidence for
Practice Open University Press, Berkshire
Pellatt G (2006) The patient in need of rehabilitation. In Alexander MF, Fawcett TN and
Runciman PJ (eds) Nursing Practice Hospital and Home: The Adult Churchill Livingstone,
Edinburgh, pp 1117-1130
Scottish Executive (2006) Visible, accessible and integrated care. Report of the review of
nursing in the community in Scotland. Scottish Executive
Scullion JE (ed) (2007) Fundamental Aspects of Nursing Adults with Respiratory Disorders
Quay Books, London
Scriven A (2005) Health Promoting Practice: The contribution of nurses and allied health
professionals. Palgrave, Basingstoke
Seedhouse D (2004) Health Promotion: Philosophy, practice, and prejudice. Wiley, Chichester
Seymour JE (2001) Critical Moments Death and Dying in Intensive Care Open University
Press, Buckingham, Philadelphia
Sines D Appleby F and Raymond E (2001) Community Health Care Nursing 2nd ed Blackwell
Sciences, Oxford
55
Smith CE (2006) The critically ill patient. In Alexander MF, Fawcett TN, Runciman PJ (eds)
Nursing Practice Hospital and Home: The Adult Churchill Livingstone, Edinburgh, pp 9891010
Spiritual Care Matters (2009) An Introductory Resource for all NHS Scotland Staff
http://www.nes.scot.nhs.uk/media/3746/030309spiritualcarematters.pdf
Thomas N (ed) (2004) Advanced Renal Care Blackwell Publishing, Oxford
Walsh M and Kent A (2001) Accident and Emergency Nursing 4th ed ButterworthHeinemann, Oxford
56

PATHOLOGY AND PATIENT CARE
Introduction
The major organising theme in this third year course is systems of care. Within this framework
pathophysiology, medical management and nursing care interventions are addressed. The
main focus is on disease conditions commonly experienced by adult patients in the hospital
and community settings. The content includes pathophysiology, aetiology, epidemiology,
diagnostic and therapeutic approaches and related patient care. Students gain an
understanding of complex clinical situations, complex decision making and the dependence of
patients in vulnerable situations.. The course focuses on identified pathological changes,
investigations, therapeutic interventions that the patients require. In all care, the primacy of
the perspectives of the patient and the family and a holistic approach is recognised as is and
the autonomy of patients when self care is possible This course is designed to foster an
assimilation of this material into sound knowledge of biology and nursing care skills gained
from the earlier years of the programme.
The theoretical and clinical aspects this course is closely linked with the co-running of the
course The Nature of Nursing against which students experience clinical placements in chronic
illness care of (5 weeks), intensive support care (6 weeks) and Community care (3 weeks) Thus
teaching in the first 5 weeks focuses on the pathology relating to the experience of long term
conditions and the subsequent 6 weeks on pathology relating to acute and serious forms of
illnesses, where patients may require immediate and intensive care. Where appropriate the
sequencing of content in this course reflects that in Nature of Nursing.
Entry Requirements
Honours entry requirements
Semester:
Time/day:
Lectures:
Practicals:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
2
11.00 13.00 Wednesday
Practice placement over 11 weeks
Tonks Fawcett
Kirsty Gardner
20
10
Aims
The aim of this course is to enhance understanding of the pathology and the management of
patients diagnosed with a particular disease condition. The course follows a systems
approach addressing the skeletal system, neuromuscular system, respiratory system and the
cardiovascular system. In addition focal issues addressed include trauma, surgical
emergencies, shock, sepsis and organ failure.
57
Learning Outcomes
By the end of the series of lectures, associated acute and community practice and related
personal study the following learning outcomes should be achieved:
An understanding of the pathology of various medical disorders.
An ability to explain how the normal physiology can be altered in disease.
Detailed knowledge of the treatments and discuss the nurse's role in supporting the
patient through medical and surgical procedures.
An appreciation the psychosocial and emotional implications of physical illness for the
patient and family and offer insightful interpretations and solutions to help them cope
with illness.
The ability to prioritise care for patients with different pathology and nursing needs,
and be able to adapt to unpredictability.
A range of skills appropriate to patient care within the specialty.
The ability to critically evaluate and maintain high standards of care.
The ability to practise a patient-centred approach in assessment, implementation and
evaluation of care and therapeutic effects of prescribed treatments.
Sensitivity in providing information to patients regarding their pathology and
prognosis.
The ability to engage in health promotion and patient education.
The ability to foster patient participation / autonomy in health care.
The ability to demonstrate evidence-based practice.
A critical approach to the literature.
A standard of practice that demonstrates a critical and intuitive approach to the care
of patients / clients and families in the clinical context.
The ability to critically appraise policies and standards that underlie practice.
Course Content
The first 5 weeks of the course explores the disorders related to the experience of long term
conditions including respiratory cardiac and neurological and musculo-skeletal disorders. The
subsequent 6 weeks of the course addresses major trauma, medical and surgical emergencies
and conditions requiring intensive care.
Practice Placement
Through out this course students have clinical placements experiencing the care of patients
with long term conditions (5 weeks) followed by patients requiring intensive support (6
weeks) and is followed by 3 weeks returning to community. Hospital based placements for the
first 5 weeks are in areas such as, cardiac rehabilitation, stroke care and cancer care and in
areas such as, intensive care, coronary care unit, Accident & Emergency for the following 6
weeks.
Teaching methods include lectures, group work and skills sessions. A variety of e-learning
resources including on-line formative assessments are also used.
58
Assessment
The academic content is assessed by means of one 3 hour examination in which the students
answer three questions form a choice of six. As this course is a professional core course,
should a student fail the assessment, although the fail mark will be part ofthe students
honours classification, the assessment must be /retaken and passed for professional
registration purposes.
The students clinical proficiency is assessed throughout and at the end of each placement
proficiencies. Students are required achieve a pass (level 3) in 60% of the proficiencies in
their practice performance assessment at the end of Year 3 in order to progress to the
fourth year of the programme. Students who fail to achieve the required level will be
allowed one further attempt to achieve the level. Otherwise the student will not be
allowed to proceed and therefore would require to be discontinued from the nursing
degree programme.
Indicative Reading
Alexander, M.F., Fawcett, T. N. and Runciman, P. J. (Eds.) (2006) Nursing Practice Hospital
and Home The Adult, (2nd ed.) Churchill Livingstone, Edinburgh
Bernstein B Gould D (2004) Trounces Clinical Pharmacology for Nurses Elsevier London
Crouch S Chapelhow C (2008) Medicines Management: a nursing perspective Pearson
Education Harlow Essex
Clancy J McVicar A (2002) Physiology & Anatomy: A Homeostatic Approach (2nd Ed) Arnold
London
Boon NA.Colledge NR Walker BR Hunter JAA (2006) Davidsons Principles and Practice of
Medicine (20th edition) Churchill Livingstone Edinburgh
Hinchliff, S. M., Norman, S. E. and Schober, S. E. (2003) Nursing Practice and Health Care (4th
ed.) Arnold, London.
Dougherty L Lister S (2008) The Royal Marsden Manuel of Clinical Nursing Procedures (7th ed)
Blackwell Science Oxford.
Manley, K. and Bellman, L. (2000) Surgical Nursing: Advancing Practice, Churchill Livingstone,
Edinburgh
Montague S E Watson R Herbert RA (2005) Physiology for Nursing Practice (3rd ed) Elsevier
Edinburgh
Phillips J Murray P Kirk P (2001) The Biology of Disease (2nd ed) Blackwell Science Oxford
59

CLINICAL ELECTIVE
Introduction
The clinical elective experience is seen as an integral and important part of the course that
instils a high degree of personal responsibility on the part of the student. Students have a
five-week period allocated at the end of the third year of the programme for a clinical elective
placement. This gives them the opportunity to obtain experience in an area of particular
interest and to further develop their capacity for self-direction. Students obtain placements
nationally or internationally. In close consultation with staff, students identify a suitable area
for the placement and the learning outcomes to be achieved. The students are allocated a
facilitator with whom they discuss their ideas, preparatory work, plans and learning outcomes.
(See role of the facilitator for further information in the elective course information) The
value of these individual, elective experiences cannot be overstated in terms of the
development of self-management skills and personal development.
Students are responsible, with the appropriate support, for securing any required additional
funding and for negotiating finances required for the placement.
Students are required to have the Evidence of Record of Attendance Form completed by the
mentor. It is a requirement for clinical progression and to enable completion of the
programme that each student completes 187.5 hours over the 5 week period of clinical
practice and that this is recorded and confirmed by the mentor. It is the students
responsibility to obtain this record and supply it to the Course Organiser by the due date.
Selection and Approval Of Placements and Ongoing Support
While facilitators may be able to suggest possibilities for elective placements, students are
encouraged to investigate areas where they can develop their own particular interests within
the broad aims of this part of the course. The students choice of placement is discussed with
the facilitator early in the academic year.
A top priority for students venturing abroad is their own personal safety and they are
encouraged to make arrangements out with the UK with a reputable organisation. Students
are reminded that countries in which there is political unrest are not appropriate for such
placements. If students decide on a placement within Lothian this must be out with the
placements normally used in the BN (Hons) programme and approval is obtained via the
Elective Co-ordinator from the Placement Co-ordinator early in December to ensure that
student numbers in that area are acceptable.
Approval of the placement is dependent on:
The students personal safety.
Being able to achieve the learning outcomes set by the student and agreed with their
placement area and the facilitator.
The allocation of a named mentor for the placement.
60
The name and contact details of the mentor MUST be made known to the facilitating
lecturer in Nursing Studies AND the BN Hons Secretary. The name of the facilitating lecturer
and contact details should also be provided to the mentor or contact person in the placement
area. During the placement students are asked to maintain contact with their facilitator by
email or by telephone as appropriate, to report on the placement experience and to
communicate how well the placement is going. Communication between the mentor and the
facilitator will be maintained as appropriate, to ensure the placement is of value to the
students programme of study.
The elective placement might include:
Working abroad in developed countries in order to examine how a particular client
groups needs are met or how a particular service is delivered.
Working abroad in developing countries in order to acquire an understanding of
different socio-cultural and economic contexts of health and health care.
Working in a specialist health care setting in the UK, either hospital or community, in
order to gain experience not available locally.
Working in an area which allows students to compare needs and service provision in
different contexts, for example an inner-city or rural area.
Working with a particular client group of special interest to the student.
Aims
To enable students to further develop a self directed approach to personal and
professional development and lifelong learning skills.
To promote development of greater autonomy and responsibility in directing and
controlling their own study and in the organisation of a placement as part of their
professional education.
To enable students to focus on an area of care in which they have a particular interest.
To enable students to contrast care delivery in different cultures or localities dependent
on the chosen setting.
To foster the development of core skills and professional attributes essential for nursing
practice, including adaptability, flexibility, self-evaluation and an understanding of
different health beliefs and care contexts.
Learning Outcomes
The specific learning outcomes achieved as a result of this experience vary considerably
depending on the placement area selected by the student and their particular interests as a
focus for their learning. The learning outcomes are discussed and agreed with the placement
area, the facilitator and the student.
There are two, two hour preparatory sessions for the clinical elective in Semester 1 and one
session in semester 2.
61
The first 2 hours provides information about the elective and offers a question and answer
session. The second two hour preparatory session provides the opportunity to hear from the
Senior Honours students their experiences of the clinical elective which took place earlier in
the year and affords the opportunity for discussion, question and answers. The semester 2
session is to discuss issues arising.
During this placement student are expected to utilise the knowledge and skills acquired
through the previous years of the programme and to adapt to different circumstances and
protocols within the context of their particular placement. Experiential learning is expected to
be the primary method of learning associated with this placement although students will also
have instruction specific to the placement needs.
Students participate in direct care and perform skills in which they have been deemed
competent by mentors through the clinical experiences in first, second and third year to the
point of the elective placement. Additional skills and procedures are observed or may be
taught by the mentor in the elective placement. Completion of clinical hours is a
requirement of the course and a record of attendance must be submitted confirmed by the
mentor for 187.5 hours during the 5 week period. It is the students responsibility to obtain
this record and supply it to the Course Organiser by the due date.
Assessment
Record of attendance for 187.5 hours over a 5 week period and this placement is subject to
formative written assessment. Two pieces of written work are required to be submitted as
part of the course work.
Prior to the placement students submit a Pre-placement report in the form of a placement
proposal on their choice of placement and its organisation indicating the learning objectives to
be achieved.
The aims of this exercise are to:
Develop knowledge and skills required for personal organisation and negotiation
involved in the planning of a clinical placement in line with your particular interests.
Cultivate resourcefulness and encourage self-directed learning.
Apply time management skills.
On return from the elective, the students submit an Evaluative Report in writing and some
give a presentation to their class, sharing their experiences with their colleagues.
The aims of this exercise are to:
Demonstrate reflection on their learning outcomes and experiences.
Develop presentational skills selecting appropriate method(s) of delivering such a
presentation to a group.
62
The written Placement Proposal together with the Evaluative Report is formatively assessed
and available to the External Examiner. The Edwina Mountbatten Fund will make a
monetary ward to the student/s whose report is considered the best.
Evaluation
The clinical elective experience is evaluated by the students on their return to the programme.
Students are asked to complete a questionnaire and are invited to make verbal comments on
the value of the elective experience. The assignments written by students and their
presentations further illustrate the value of such placements with respect to the personal and
professional development achieved.
Indicative Reading
Benner, P. (1984) From Novice to Expert. Addison Wesley, California
Bulman, C., Schutz, S. and Burns, S. (2004) Reflective Practice in Nursing: The Growth of the
Professional Practitioner. Blackwell, Oxford
Burnard, P. (1992) Know yourself! Self Awareness Activities for Nurses. Scutari Press, London
Carper, B. A. (1978) Fundamental Patterns of Knowing in Nursing. Advanced Nursing Science,
1, p.p. 13-23
Elliot, M. (2004) Reflective thinking: turning a critical incident into a topic for research.
Professional Nurse, 19(5) p.p. 281-283
Johns, C. (1995) The value of reflective practice for nursing. Journal of Clinical Nursing, 2(4)
p.p. 23-30
Johns, C. (2002) Guided Reflection: Advancing Practice. Blackwell, Oxford
Knowles. M. (1984) Andragogy in Action. Jossey Bass, San Francisco
Lian, J.X. (2001) Reflective practice: a critical incident Contemporary Nurse 10 (3-4) p.p. 217221
Pierson, W. (1998) Reflection and nursing education Journal of Advanced Nursing, 27 (1)
p.p.165-170
Shields, E. (1995) Reflection and learning in student nurses Nurse Education Today. 15 (6)
p.p.452-8
Stockhausen, L. J. (2005) Learning to become a nurse: students' reflections on their clinical
experiences. Australian Journal of Advanced Nursing, 22(3) p.p. 8-14
63
YEAR 4
SENIOR HONOURS
Introduction
In this final part of the programme, students complete their educational programme to fulfil
the standards of proficiency in the four domains of practice identified for entry to the register.
The guiding principles underpinning the programme and specifically highlighted in the final
year courses are fitness for practice, fitness for purpose, fitness for award and fitness for
professional standing.
Aims
The aims of this ultimate part of the programme are to bring together all learning from across
the four years of the programme. The emphasis of this is on the premise that nursing is
practice-based profession, the recognition of the primacy of patient and client and respect for
the individual within the family and community context.
Content is now addressed at its most complex level. This accords with the concept of the
spiral curriculum whereby throughout the programme topics are visited and re-visited at
different levels of complexity and varying emphases.
Specific Aims
To consolidate the knowledge and experiential skills gained in the theoretical and practical
components of the previous years of the course in order that evidence informs practice.
To integrate transferable knowledge and skills.
To acknowledge the primacy of the patient and the client within the family and
community context.
To develop in depth the therapeutic nature of nursing and care interventions in the
particular care setting.
To recognise the importance of lifelong learning and continuing professional development.
To recognise that practice should be underpinned by sound research.
Learning Outcomes
The ability to apply the concepts and skills developed in previous years of the course to
the consolidation period.
An ability to manage nursing care across boundaries and contexts.
The ability to demonstrate the integration of theoretical and practice-based learning.
Safe, effective, responsive and evidence-based practice.
The principles of ethical and accountable practice.
The principles of advocacy.
The principles of equity and fairness in care delivery.
The capacity for critical thinking, problem solving and reflective capacities essential for
professional knowledge and practice.
64
The capacity for, and recognition of, lifelong learning and continuing professional
development.
The ability to interpret, utilise and evaluate the evidence base of nursing practice.
Teaching Methods
Teaching methods include seminar presentation, formal debate, student determined resource
sessions, as well as tutorials, skills sessions and lectures. A range of e-learning resources and
on-line self assessments may also be used. Students will be expected to identify, articulate
and debate topics of professional concern. All teaching is patient/client centred and grounded
in professional practice.
Core Courses
The Organisation, Management and Practice of Nursing
Organisation, Management and Practice of Nursing focuses on the context in which
professional nurses practise. Health care delivery depends upon safe competent practice on
the part of health care professionals. Safe competent practice requires professional
regulation, clinical governance and health policies which enable sound evidence-based
practice to be undertaken by the professionals working in health care, often in
multidisciplinary teams In this course these pre-requisites for effective health care delivery are
examined. Starting with an exploration of clinical governance and the principles involved and
the idea of non-discriminatory practice, the course then examines how health care
professions and health care policy work together to bring about health care delivery which is
true to those principles.
The Management of Transitions the Older Person
This course is supported by a five week placement (weeks 14-18) in Care of the Older person.
The major theme in this fourth year course addresses the management of transitions in the
nursing care of older people. This includes both transitions in the health status of older people
and also the management of their transitional care across contexts and boundaries. Building
on knowledge and skills gained in earlier years of the programme the students are now
exposed to the complexity of multiple ongoing health needs experienced by many older
people.
Pre-registration Management Placement
Students may elect a practice placement but where the choice must depend upon the
placement being able to provide the experience to meet the proficiencies required for entry
to the register.
The Honours Dissertation
The Honours Dissertation takes the form of a research proposal or a critical assessment of an
area of nursing practice. Consistent with the aims of a research led degree, the honours
dissertation seeks to demonstrate the ability of the students independently to present a
research proposal or a critical assessment of an area of nursing practice with the appropriate
level of critical appraisal and knowledge of research and enquiry in the discipline of nursing.
65
Optional Courses
Students select two honours courses in the first semester. The following are the options for
2012-13 from which students make their choice.
Cancer Care
Care and Control
Community Nursing
Health Promotion Practice
Assessment
The Organisation, Management and Practice of Nursing - Assessed by one course paper
confined to 4000 - 4500 words.
The Management of Transitions - Assessed by one course paper confined to 4000 - 4500
words.
Dissertation 8000 to 10,000 words (40 credits)
Adult Professional Nursing The Final Professional Exam
The required professional courses of the four year programme are subject to a three hour
final professional examination, which must be passed for registration and to gain the Honours
degree. The Final Professional examination assesses the students proficiency in the art and
science of nursing required for professional registration. Content knowledge is drawn from
ALL FOUR years of the programme and students will demonstrate the ability to assimilate and
synthesise nursing knowledge and skills from all the professional courses learning outcomes
across all four years of the programme. The final professional examination is 3 hours in length
and the student must answer three questions form a choice of nine.
Optional Courses
The two honours courses chosen by students will be assessed in the manner identified by the
course organisers and in accordance with the details in the appropriate course handbooks.
Five marks are therefore recorded from the fourth year of the programme (Dissertation is
double weighted), contributing to the final classification of the students degree.
Practice Placements
All students must have achieved a satisfactory performance in both their academic
assessments and in their clinical placements to complete the programme. Assessment
comprises the ongoing formative and the final summative assessment of proficiencies
required for entry to the register. By the completion of the pre-registration placement,
students are required to have achieved at least level 3 in all proficiencies. If a student should
fail to achieve this, a further period of practice and reassessment is available during the
summer vacation and graduation would be deferred.
66
YEAR 4 / SENIOR HONOURS

ORGANISATION, MANAGEMENT AND PRACTICE OF NURSING
Introduction
This course focuses on the context in which professional nurses practise. Health care
delivery depends upon safe competent practice on the part of health care professionals.
Safe competent practice requires professional regulation, clinical governance and health
policies which enable sound evidence-based practice to be undertaken by the professionals
working in health care, often in multidisciplinary teams. Legal and ethical concerns are also
important.
In this course we examine these pre-requisites for effective health care delivery. Starting out
with an exploration of the principles of clinical governance and a consideration of the legal
and ethical framework within which health care takes place, we go on to see how health
care professions and health care policy work together to bring about health care delivery
which is true to those principles. The course includes contemporary debates on professions
and the health care workforce.
Entry Requirements
Honours entry
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
14.00 - 15.50 Monday (Semester 1)
20
Prof Kath Melia
Kirsty Gardner
20
10
Aims
This course aims to help the student to understand the professional, legal,
organizational and management aspects of health care delivery
ethical,
Learning Outcomes
To understand that clinical governance and non-discriminatory practice are essential
principles for health care practice.
To understand how policy drives quality in health care.
To understand professional power and its significance for the professional-patient
relationship.
To understand the legal framework governing health care provision.
Course Content
Clinical governance
Ethics, law and practice - an overview
Modernising the National Health Service
67
Professions and professional regulation and risk

Patient centred care and professional power
Health care policy in action
Clinical decision making
Leadership and teamwork
Careers in health care

This course will be delivered through a mixture of lectures and seminar style discussion.
Policy documents will be examined and the Scottish Government Health Department
website will be used extensively.
Course Paper
Assessment is by one course paper of 4,000-4,500 words in which you discuss how health
policies drive sound and safe evidence-based practice. The paper must demonstrate an
understanding of how nursing practice is governed by policy and professional regulation.
Further details about the course paper will be provided during the course and class time will
be devoted to working on the policy documents which provide the main literature base of
the course. This course paper does not require a literature search, rather it is based on the
policy documents and associated literature provided. Discussion of the production of this
paper is an integral part of the course.
Practice Placement
You must have achieved a satisfactory performance in both the academic assessments and in
the clinical placements to complete the programme. Assessment comprises the ongoing
formative and the final summative assessment of proficiencies required for entry to the
register. By the end of your pre-registration placement you are required to have achieved at
least level 3 in all proficiencies. Should you fail to achieve this, a further period of practice
and reassessment is available during the summer vacation and graduation would then be
deferred until later in the year.
Indicative reading
Davies, C (1995) Gender and the professional predicament Milton Keynes: Open University
Press
Dingwall, R (2008) Essays on Professions Aldershot: Ashgate
[also available in electronic form through the library catalogue]
Freidson, E (2001) Professionalism: the third logic Chicago: University of Chicago Press
Gabe, J and Calnan, M [Eds.] (2009) The new sociology of the health service London:
Routledge
Ham, C. (2009). (6th ed) Health Policy in Britain. Basingstoke: Palgrave Macmillan
68
Levitt R Wall A Appleby J (1999) The reorganized National Health Service 6th Edition
Cheltenham Stanley Thornes
Mackay, L, Soothill, K and Melia K M eds. (1998) Classic texts in health care
Oxford: Butterworth-Heinemann [this is a collection of published classics, see the section on
Professions]
Melia, K M (1987) Learning and Working: the occupational socialisation of nurses London:
Tavistock
Morton-Cooper, A Bamford M (1997) Excellence in health care management Oxford
Blackwell Science
Ranade, W (1994) A future for the NHS? Health Care in the 1990s London: London [there is
also a 2nd edition (1997) subtitled health care for the millennium
[Either copy is useful for the this course, both out of print but in the main library]
Scambler G Editor (2008)
Saunders/Elsevier
6th edition Sociology as Applied to Medicine
Edinburgh:
Walshe K Smith J (2006) Healthcare Management Maidenhead :Open University Press

http://www.dh.gov.uk/en/index.htm
http://www.show.scot.nhs.uk
http://www.nes.scot.nhs.uk
69

MANAGEMENT OF TRANSITIONS - CARE OF THE OLDER PERSON
Introduction
The major theme in this fourth year course addresses the management of transitions in the
nursing care of older people. This includes both transitions in the health status of older people
and also the management of transitions in their care across contexts and boundaries. Building
on knowledge and skills gained in earlier years of the programme the students are now
exposed to the complexity of the multiple ongoing health needs experienced by many older
people
The rationale for a placement in the care of older people at the penultimate stage of the
programme is as follows:
A sophisticated, critical and analytical approach is required for understanding the
complex health care needs of older people.
Having developed a sound knowledge base of the interfaces between health and social
care systems and experienced a range of health care contexts in previous courses,
students are now ready to begin to manage transitions of care across contexts and
boundaries.
Students in the later part of the programme with their wider experience of nursing are
better able to interpret care needs and act as advocate patients and families especially
where vulnerable.
Entry Requirements
A pass in Nursing 1, Nursing 2, Health & Society 1A, Health & Society 1B, Health & Society 2A,
Health & Society 2B, Research and Inquiry in Nursing, Applied Clinical Biology, Nature of
Nursing, Pathology and Patient Care.
Semester:
Time/day:
Lectures:
Practicals:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
2
09.00 15.50 Mondays (Wks 14-18 inc.)
20
5 week placement in Care of Older Person wards
Sarah Rhynas / Pam Smith
Kirsty Gardner
20
10
Aims
The aims of this course are to develop the students knowledge and skills for the management
of transitions in the nursing care of older people.
Specific Aims:
To promote a positive attitude to older people and ageing.
70
To promote effective care for older people and to develop in depth knowledge and skills
in the cognate areas relevant to the care of older people.
To develop individual practice that encourages choice and opportunity for older people.
To build on the knowledge and experiential skills gained in the theoretical and practical
components of the previous years of the course.
To develop in depth the major issues in relation to the management of transitions.
To develop in depth the therapeutic nature of nursing and the care interventions for older
people.
Learning Outcomes
Apply the concepts and skills developed in previous years of the course to the care of older
people with respect to changes in health status recognising physical, mental and
emotional aspects of care.
Create and maintain a safe environment of care through risk management strategies.
Demonstrate critical thinking, problem solving and reflective capacities essential for
professional knowledge and practice.
Demonstrate safe, effective and evidence-based practice responsive to the needs of the
older person ensuring that older people have the opportunity to maximise their potential.
Demonstrate an ability to manage nursing care of older people across boundaries and
contexts in conjunction with carers and members of the health and social care team.
Be able to identify needs and desires for health promotion and to deliver appropriate
health promotion, support and education for independent living.
Define and demonstrate the principles of advocacy.
Explore the principles of equity and fairness in care delivery.
Critically appraise the partnership agenda with older people, their carers/advocates and
other health and social care partners.
Manage the complexities arising from ethical and legal dilemmas.
Course Content
Theories of transition and successful ageing are introduced and, thereafter, provide the
backdrop to this varied course. Reflecting the complexity of the nursing care of older people,
Management of Transitions covers a wide range of topics relevant to practice as well as many
theoretical and ethical issues.
Issues relating to the autonomy of older people are covered through workshop sessions,
lectures and debate. These include; protection of vulnerable adults, advocacy, dementia, elder
abuse, and managing challenging behaviour.
Clinical issues focus upon managing depression in older people, management of medication,
promoting nutrition, wound management in older people, moving and handling training and
continence care.
Throughout the course there are opportunities to reflect on practice placement experiences
and to discuss practice issues with the help of outside speakers from a range of workplaces.
71
Practice Placement
Students will be placed in Care of Older Person wards or nursing home care settings for 5
weeks. These might include assessment, rehabilitation and long stay areas for older people
with physical health problems.
A variety of teaching and learning methods will be adopted including lectures, workshops and
seminars. A variety of media including DVD based presentations will be used. Student-led
debate sessions allow practice issues to be discussed. Much of the course relies upon selfdirected learning and all teaching is practice driven. A variety of e-learning resources are also
used.
The academic assessment of this course will be one course paper confined to 4000 4500
words.
As this course is a professional core course, should a student fail the assessment, although the
fail mark will be part of the students honours classification, the assessment must be
resubmitted/retaken and passed for professional registration.
proficiencies. Students are expected to achieve a pass (level 3) in 80% of the proficiencies in
their practice performance assessment at the end of this placement. This is not a progression
requirement but a guide for students, mentors and liaison lecturers.
Indicative Reading
Bennett, G.C.J. and Ebrahim, S. (1995) (2nd ed.) Health Care in Old Age. Arnold, London
Bernard, M. (2000) Promoting Health in Old Age Open University Press, Buckingham
Bernard, M. and Phillips, J. (2000) The challenge of ageing in tomorrow's Britain Ageing and
Society 20. p.p. 33-54
Clarke, J. (2005) Adverse factors and the mental health of older people: implications for social
policy and professional practice Journal of Psychiatric & Mental Health Nursing 12 (3) p.p.290296
Coleman, D. (2005) Medication Compliance in the elderly Journal of Community Nursing 19
(8), p.p. 4-6
Davies, C., Finlay, L. and Bullman, A. (eds.) (2000), Changing Practice in Health and Social Care.
Sage, London in association with The Open University
Declamer, P. and Glendenning, F. (1997) The Mistreatment of Elderly People (2nd ed.) Sage,
London
72
Department of Health (2001) The National Service Framework for Older People. Stationery
Office, London
DiMaria-Ghalili, R. and Amella, E. (2005). Nutrition in Older Adults: Intervention and
assessment can help curb the growing threat of malnutrition American Journal of Nursing 105
(3) p.p. 40-50
Duhl, L. J. (2005). Aging by one who is aging Journal of Epidemiology and Community Health
59, p.p. 816-817
Elaine, J. (2004). Presentation of Illness in Older Adults: If you think you know what you're
looking for, think again American Journal of Nursing 104 (10) p.p. 40-51
Gilleard, C & Higgs P. (2005) Contexts of Ageing Polity Press, Cambridge
Glasby, J. and Littlechild, R. (2004). The Health and Social Care Divide: The Experiences of Older People
(2nd ed.) The Policy Press, Bristol
Holman, C., Roberts, S. and Nicol, M. (2005). Promoting adequate nutrition Nursing Older People 17
(6) p.p. 31-33
Holman, C., Roberts, S. and Nicol, M, (2005). Promoting oral hygiene: updating clinical skills
Nursing Older People 16 (10) p.p. 37-38
Hughes, B. (1995). Older People and Community Care: Critical Theory and Practice Open University Press,
Buckingham
Jacelon, C., Connelly, T., Brown, R., Proulx, K. and Vo, T. ( 2004). A concept analysis of dignity
for older adults Journal of Advanced Nursing 48 (1) p.p. 76-83
Klinkenberg, M., Visser, G., van Groenou, M., van der Wal, G., Deeg, D. and Willems, D. (2005).
The last 3 months of life: care, transitions and the place of death of older people Health &
Social Care in the Community 13 (5) p.p. 420-430
Koch T, Turner R, Hutnik N and Smith P (2010) Storty telling reveals the active, postive lives of
centenarians, Nursing Older People, 22, 8, 31-36
Kohn, M., Donley, C. and Wear, D. (1992) Literature & Aging: an anthology Kent University Press,
Ohio
Kralik D, Visentin K and van Loon A (2006) Transition: a literature review, Journal of Advanced
Nursing, 55, 3, 320-329
Mallet, J., Dougherty, L. (2000). The Royal Marsden Manual of Clinical Nursing Procedures (5th
ed.) Blackwell Science, Oxford
McDonald, C. (2004). Older people and community care in Scotland a review of recent
research Scottish Executive Social Research, Edinburgh
Mold, F., Fitzpatrick, J. and Roberts, J. (2005). Minority ethnic elders in care homes: a review
of the literature Age and Ageing 34: p.p. 107-113
73
Nolan, M. (ed.) (2001) Working with Older People and Their Families: Key Issues in Policy and Practice Open
University Press, Buckingham
Park, E. and Song, E. (2005) Communication barriers perceived by older patients and nurses
International Journal of Nursing Studies 42 (2) p.p.159-166
Phillipson, C. (1998). Reconstructing Old Age. Sage, London
Redfern, S. J. and Ross, F.M. (2006) Nursing Older Peopl, Churchill Livingstone, London
Robinson, J. (2000). Managing urinary incontinence in the nursing home: residents'
perspectives Journal of Advanced Nursing 31 (1) p.p. 68-78
Ryan, A. Chambers, M. and Assumpta, A. (2000). Medication management and older patients:
an individualized and systematic approach Journal of Clinical Nursing 9 (5) p.p.732-742
Scottish Executive. (2002). Adding life to years. Report of the expert group on health care of
older people Scottish Executive, Edinburgh
SNMAC (Standing Nursing and Midwifery Advisory Committee) (2001). Caring for Older
People: a nursing priority DoH, London
Sofaer, B., Moore, A., Holloway, I. , Lamberty, J., Thorp, T. and O Dwyer, J. (2005). Chronic
pain as perceived by older people: a qualitative study Age and Ageing 34. p.p. 462-466
Traynor, V. (2005). Understanding the lives of older women. Nursing Standard 19 (44) p.p. 4148
Tutton, E. (2005). Patient participation on a ward for frail older people Journal of Advanced
Nursing 50 (2) p.p. 143-152
Wood, R. and Bain, M. (2001). The Health and Well-being of Older People in Scotland: insights
from national data ISD, Edinburgh
74

HONOURS DISSERTATION
Introduction
This is a required course for the Bachelor of Nursing with Honours degree. Students must
submit a dissertation of between 8,000 and 10,000. The choice of topic should be agreed with
the Course/Dissertation Organiser. The dissertation constitutes two of the twelve courses
which are counted towards the classification of the Honours degree.
The Honours Dissertation takes the form of a research proposal (Option 1) or a critical
assessment of an area of nursing practice (Option 2). Consistent with the aims of a research
led degree, the Honours dissertation seeks to demonstrate the ability of the students
independently to present a research proposal or a critical assessment of an area of nursing
practice with the appropriate level of critical appraisal and knowledge of research and
enquiry in the discipline of nursing.
Entry Requirements
Honours Entry requirements
Semester:
Time/day:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1 and 2
14.00 16.00 Tuesdays (Wks 1-2)
Sheila Rodgers
Kirsty Gardner
40
10
Summary of Important Dates

th
2-4pm, Tuesday 18 September 2012

2-4pm, Tuesday 25th September 2012
Friday 28th September 2012
Monday 8th October 2012
Monday 11th March 2013
Midday, Wednesday 10th April 2013
8th 19th April 2013
Taught session on dissertations

Taught session on dissertations
Submit chosen topic to Course Organiser
Supervisors allocated
Any first draft to supervisor
Submission of dissertation
Spring break
Aim
The Honours dissertation aims to prepare students to undertake an extended piece of
independent work which critically appraises practice-based issues through the application of
research.
75
Learning Outcomes
Demonstrate general and specific subject related knowledge, skills, and understanding
of the art and science of nursing.
Demonstrate the ability to prepare a clearly structured research proposal or critical
assessment of nursing practice.
Demonstrate the ability to review critically the relevant literature and research in the
chosen area of nursing.
Demonstrate the ability to address practice issues through research or application of
research to practice.
Demonstrate awareness of ethical issues that may arise in the course of their studies of
nursing practice/issues.
Discuss critically the potential implications for nursing practice, and the advancement of
nursing knowledge.
The dissertation can be completed in one of two ways, as either a research proposal or as a
critical assessment of practice. In the research proposal, the dissertation takes the form of
proposal for a research project, consisting of a review of relevant literature and a research
plan, the aims and methods of which are clearly linked with and logically derived from the
preceding discussion. NB - Field work and the actual collection of data must not be carried
out. For the critical assessment of practice the student will be required to identify an issue in
practice, review the literature in the field, and to provide a reflective and critical account of
their current observations in the practice area that is informed by the evidence base for
practice
Choice of Topic
The subject of the dissertation should be within the research interests and expertise of the
lecturing staff within Nursing Studies so that an appropriate academic supervisor for the
chosen topic can be found and that the focus of the dissertation is clearly nursing. Students
choosing the critical assessment of nursing practice (Option 2) may be offered issues of
nursing practice and practice links in the healthcare setting. Other topics may be possible
dependent on the ability to negotiate service partner access and support.
If a student chooses a topic not immediately related to research interests and expertise of the
nursing studies staff, discussion will be necessary with the Course Organiser and other staff
members as appropriate.
The student's choice of subject will only be limited by the restrictions mentioned above.
Ideally, it should reflect the student's clinical experience where relevant.
Format of Dissertations
Dissertations should be of 8,000 10,000 words in length (not more than 10,000 words).
Word length does not include the listed references and bibliography, figures, boxes or tables,
or an abstract or preface (should one be included). Dissertations must display an accurate
word count on the front page. The word count will also be subject to electronic checking
76
Supervision
Two taught sessions on the dissertation are planned for Tuesday 18th September 2013 and
Tuesday 25th September 2013. These sessions will introduce the remit of the dissertation and
explain format, layout and referencing.
Students are required to submit their chosen topic to the Course Organiser by the end of
Week 2 of Semester 1, Friday 28th September 2012. Supervisors will then be allocated and
their name made available to the student by Week 4 of Semester 1. You are strongly
encouraged to make early progress with your dissertation to take advantage of available
supervision.
You will have at least three opportunities to meet formally with your supervisor, which
approximate to 6 hours. These are intended to guide your review work and provide comment
on your ongoing work. Normally there would be:
An initial meeting in October for preliminary discussion. The emphasis in this
discussion will be on:
Clarification of the subject area.
Negotiating the personal programme of supervision between the individual
student and supervisor for the production of the dissertation.
A meeting when work is underway in December/January. Students are strongly advised

to complete their literature review and be clear in their minds as to the substantive
content of the proposed work by the end of Semester 1.
A meeting to give feedback after submission of a first draft (March 2013)
Other appointments will be with the mutual agreement of both student and supervisor. For
the student to obtain optimal feedback from their supervisor, it is recommended that a first
draft of their dissertation is submitted to the supervisor for review. Should a student wish to
do this, the first draft has to be submitted to the supervisor by Monday 11th March 2012.
Submission of Dissertations
Students are required to submit their completed dissertations by midday on Wednesday 10th
April 2013 to the General Office. Submission must be accompanied by a properly considered
declaration of own work form. There will be no extensions granted for this work unless,
under exceptional circumstances, by the Personal Tutor. If a student feels they are behind
their agreed schedule, this should be discussed with the supervisor at the earliest opportunity.
Dissertations submitted after the submission date, without a formal extension given by the
Personal Tutor, will have 5% per day deducted from the mark; those submitted more than 5
days after the submission date will not be accepted for marking.
Two copies of the dissertation should be submitted in suitable binders. One must be soft and
ring-bound, the other may also be ring-bound or may be in a snap back hard binder
77
(obtainable from the university shop). A copy of the dissertation must also be submitted
electronically by email to the examinations secretary.
All dissertations should be word processed and double or one and half spaced, using one side
of the (numbered) paper only. Dissertations should bear examination numbers only and, as
indicated above, include the usual declaration of own work (See appropriate form). It should
be noted that dissertations will be subject to scanning for plagiarism and poor scholarly
practice.
All marks, including penalties for submission of late work and over-length work, will be subject
to the discretion of the Board of Examiners.
Assessment and Assignment guidelines give advice as to the marking criteria for all written
work. The dissertation is read and marked independently by two members of staff and
moderated by the external examiner. Should a student fail the assessment, the fail mark will
be part of the students honours classification; the assessment CANNOT be
resubmitted/retaken.
Students are prepared for their dissertation work with two interactive, problem solving
sessions and the role of the dissertation established. The dissertation supervisor supports
the student in the form of one to one supervision sessions totalling 4 to 6 hours over the two
semesters in the planning, outlining and developing their research argument. In addition,
feedback is offered on draft chapters. They are available to address any questions and
concerns the student may have about their progress and ensure that they are on track. All
supervision meetings are documented and retained by the supervisor.
Indicative Reading
Clay G (2003) Assignment writing skills Nursing Standard, 17(20) 47-52
Gimenez J (2007) Writing for Nursing and Midwifery Students PalgraveMacmillan, Hampshire
Gopee N (2002) Demonstrating critical analysis in academic assignments. Nursing Standard,
16(35) 45-52
Greenhalgh T (1997) How to read a paper: Assessing the methodological quality of published
papers. British Medical Journal, 315, 305-308
Greenhalgh T Taylor R (2001) How to read a paper: the basics of evidence based medicine
BMJ books London
Hart C ((1998) Doing a Literature Review Sage, London
Hart C (2001) Doing a Literature Search Sage London
Hendry C (1998) Reviewing the literature: a guide for students, Nursing Standard 12 (44) 466
78
Hill A, Spittlehouse C (2003) What is Critical Appraisal? Evidence-based Medicine 3(2) 1-8
http://www.whatisseries.co.uk/whatis/pdfs/What_is_crit_appr.pdf
Miser WF (1999) Critical Appraisal of the Literature Journal of the American Board of Family
Practice 12(4):315-333)
Price A (2004) Encouraging reflection and critical thinking in practice. Nursing Standard.18
(47) 46-52
Timmins F, McCabe C (2005) How to conduct an effective literature search. Nursing
Standard, 20(11) 41-47
Williamson J, Williamson C (1995) How to conduct a literature review, Nursing Standard 10
(9) 28-30
Younger P (2004) Using the internet to conduct a literature search. Nursing Standard, 19(6)
45-51
79
FINAL PROFFESSIONAL EXAM
Introduction
The final professional exam is an assessment of the students acquired knowledge and its
potential application across the four years of the Bachelor of Nursing Honours programme.
The examination is linked to the themes which underpin the whole BN with honours
programme.
Themes
It examines the following themes:
Ethical practice
The application of clinical skills/care delivery
Accountability/advocacy/equity
Professional issues
Health promotion
Research methods
Clinical Knowledge
Knowledge is also expected to be drawn from the students clinical placements to support
and illustrate these themes.
Assessment
This is a three hour exam and contains questions which have been set by all Nursing Studies
staff members who have had input into the undergraduate programme.
80
HONOURS OPTION
ADULT ENDOCRINE NURSING
Introduction
Although endocrine conditions are not common, apart from diabetes mellitus (not covered
in this option) and thyroid disorders, the wide ranging effects of endocrine dysfunction and
the fact that endocrine disease can affect every system in the body make it important that
all nurses have at least a general understanding of this field.
For endocrine patients the path to diagnosis can be a lengthy one and these patients require
a lot of psychological support not only at this time but throughout their treatment which in
some cases is life-long and requires long term follow-up. Some endocrine conditions, such
as acromegaly, can result in disfigurement and a change in body image. These patients
require a lot of psychological support either as a direct result of their condition or because of
their reaction to it. Some conditions, if undiagnosed or untreated can pose a serious threat
to life. It is a vital role of the nurse to ensure that patients with endocrine disease and their
families are educated as to the importance of their medication and informed of what to do
in the event of any emergency.
Entry Requirements
Undergraduate students must have completed Nursing 1 and 2 and Health and Society 1A
and 1B and 2A and 2B with eligibility for Honours.
Semester:
Date/time:
Class Contact Hours:
Lectures:
Course organiser:
Course Secretary:
Credit Points:
SCQF level
1
Not available 2012/13
20
20
Maggie Carson
Kirsty Gardner
20
10
Aims
The aim of this course is to engage with the student to foster an in-depth knowledge and
understanding of the complexity of adult endocrine nursing.
Learning Outcomes
The learning outcomes are designed to provide students with education opportunities such
that on completion of the course and associated personal study they will be able to:
Demonstrate a clear understanding of the anatomy and physiology of the endocrine
system and how it is regulated.
Develop an understanding of the complexity of various endocrine conditions and the
impact these can have on a patient and their family.
81
Develop an awareness of the importance of patient education and support and the
vital role nurses can play.
Develop critical thinking in the evaluation of nursing practice.
Develop a critical understanding of concepts such as quality of life and be familiar
with validated assessment tools used in endocrinology.
Engage with and be able to critique studies looking at different treatment options for
specific endocrine conditions.
Critically examine concepts such as compliance, concordance and understand how
this can impact on a patients willingness to take their medications.
Develop an understanding of the role of patient support groups.
Consider ways in which patient support groups can provide additional help to
patients out-with the remit of the health professions and the tensions that can result.
Explore the importance of communication skills between health care professionals
and patients.
Critically explore the difference levels and types of support needed by patients with
acute versus chronic conditions.
Demonstrate understanding of the challenges faced by nurses and the skills required
when discussing sensitive topics.
Develop a critical awareness of the role of the specialist nurse by charting the
evolution of the endocrine specialist nurse in the UK.
Critically examine the role and remit of nurse-led clinics.
Course Content
The course will consist of 20 teaching hours and will be divided into 10 sessions of two
hours. Content will include:
Introduction to the endocrine system
The role of the endocrine specialist nurse
Hypopituitarism
Acromegaly
Growth hormone deficiency
Quality of life
Disorders of the thyroid gland
Endocrine biochemistry
Disorders of the adrenal glands
Surgery and radiotherapy
Reproduction
Male hypogonadism
Nurse led clinics
Medication and compliance issues
Monitoring of patients through disease specific Registers
The interface between primary and secondary care
Tthe role of patient support groups
82
Practice Placement
There are no specific practice placement objectives for this Honours option but it is believed
that the knowledge gained in this area will undoubtedly benefit students when caring for
endocrine patients with complex physiological and emotional needs whom they may
encounter in many different locations. There may be opportunities to attend an endocrine
outpatient clinic at the RIE, WGH, Roodlands or St Johns hospital. Please speak to the
Course Organiser at the start of this option if you would like to arrange this.
Teaching and learning will consist of part lectures with additional group work, discussion,
reflection, clinical skill sessions and/or workshops. Visiting lecturers will be invited to share
their knowledge and clinical expertise. The range of teaching and learning styles is intended
to allow students to engage with the complex theoretical issues in a variety of ways. In
addition, students will be expected to engage in personal study to explore the literature and
other resources to extend their knowledge beyond that introduced in formal teaching
sessions. Recommended books and journal articles referred will be available either in the
University or NHS Trust libraries or online.
Assessment
The formal assessment of the option will be one three hour exam.
Indicative Reading
Allen S, Chapman Y, OConnor M and Francis K (2007) The Importance of Language for
Nursing: Does it Convey Commonality of Meaning and is it Important to do so. Australian
Journal of Advanced Nursing 24(4): 47-51
Austin L, Luker K and Ronald M. (2006) Clinical Nurse Specialists as entrepreneurs:
constrained or liberated. Journal of Clinical Nursing 15(12): 1365-2702
Benggtsson B, Johannsson G, Shalet S M, Simpson H and Sonsken P H (2000) Treatment of
Growth hormone Deficiency in Adults. The Journal of Clinical Endocrinology and Metabolism
85(3): 933-942
Brooke A M and Monson J P (2003) Adult growth hormone deficiency. Clinical Medicine 3:
15-19
Carson MN (2006) Raising testosterone levels in men with hypogonadism. Independent
Nurse 5th June: 28-29
Carson MN (2006) Acromegaly Mims Pocket Guide for Nurses Pfizer, Surrey
Carson M N (2011) Nursing Patients with Endocrine and Metabolic Disorders, Chapter 5 in
Alexanders Nursing Practice 4th edition. Brooker C and Nicol M (eds) Elsevier Churchill
Livingstone, Edinburgh
Carson M N (2009) Assessment and management of patients with hypothyroidism. Nursing
Standard 23(18): 48-56
83
Cutilli C C (2006) Do Your Patients Understand?

Information. Orthopaedic Nursing; Jan/Feb 25, 1.
How to Write Effective Healthcare
Elliott B (2000) Diagnosing and treating hypothyroidism. The Nurse Practitioner 25(3): 92-105
Hinson J, Raven P and Chew S (2010) The Endocrine System Basic Science and Clinical
Conditions 2nd ed, Churchill Livingstone Elsevier, Edinburgh
Holcomb SS (2002) Thyroid disease: a primer for the critical care nurse. Dimensions of
Critical Care 21(4): 127-133
Jordan S (2005) Prescription drugs: uses and effects. Thyroid disorders: symptom control.
Nursing Standard 19(23): 16-22
Ladenson P W (2002) Psychological wellbeing in patients. Clinical Endocrinology 57(5): 575576
Lloyd Jones M (2005) Role development and effective practice in specialist and advanced
practice roles in acute hospital settings: systematic review and meta-synthesis. Journal of
Advanced Nursing 49(2): 191209
Nachtigall L, Delgado A, Swearingen B, Lee H, Zerikly R and Klibansji A (2008) Extensive
Clinical Experience: Changing Patterns in Diagnosis and Therapy of Acromegaly over Two
Decades. Journal of Clinical Endocrinology and Metabolism 93(6):20352041
Reid T J, Post K D, Bruce J N, Kanibir M N, Reyes-Vidal C M and Freda P U (2010)
Features at diagnosis of 324 patients with acromegaly did not change from 1981 to 2006:
acromegaly remains under-recognized and under-diagnosed. Clinical Endocrinology 72(2):
203208
Sachse D (2001) Acromegaly American Journal of Nursing 101(11): 69-74
Strachan MWJ and Walker BR (2010) Endocrine Disease (Chapter 20) in Davidsons Principles
and Practice of Medicine 21st ed Colledge NR, Walker BR and Ralston SH (eds), Churchill
Livingstone Elsevier, Edinburgh pp731-794
Turner HE and Wass JH (2002) Oxford Handbook of Endocrinology and Diabetes Oxford
University Press, Oxford
Recommended Web Sites
www.adshg.org.uk (Addisons disease)
www.cushingsacth.co.uk
www.cah.org.uk
www.pituitary.org.uk
http://www.btf-thyroid.org
http://www.medinfo.co.uk/conditions/thyrotoxicosis/htm
http://www.hyperthyroidcat.co.uk/what.htm
84
HONOURS OPTION
CANCER CARE
Introduction
Cancer is a major health problem and nurses experience individuals diagnosed with cancer in
a variety of health care settings. There is therefore a need for all nurses to appreciate the
needs of such patients and to be cognisant of the care they require. This includes e.g. health
promotion, screening, treatment, acute and long-term care and care at the end of life. The
significance of cancer to the health and welfare of our society is acknowledged by the United
Kingdom (UK) government with a commitment to The Cancer Plan. The government
recognises that improvement in cancer services requires increasing the number of doctors,
nurses and other staff as well as providing more equipment for cancer care. (Department of
Health 2001).
Inevitably, undergraduate student nurses meet patients with cancer in a variety of contexts
and this option allows students to explore cancer care in more depth.
Entry Requirements
As per degree programme specifications. This course is open to both junior and senior
honours students, as one of their options in year three or four of the programme.
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
9.00 11.00 Thursday
Tonks Fawcett
Kirsty Gardner
20
10
Aims
The aim of this course is to explore the complexity of the cancer experience and provide
students with a sound understanding of the principles and practice of cancer nursing in a
variety of contexts.
Learning Outcomes
The learning outcomes are designed to provide students with learning opportunities such that
on completion of the course and associated personal study they will be able to:
Demonstrate sound and detailed understanding of the biology of cancer and
carcinogenesis.
Critically discuss factors relevant in the epidemiology of cancer.
Debate the value of screening techniques and other preventative measures and discuss
the nurses role in health awareness.
Demonstrate detailed knowledge of different forms of treatment employed for cancer.
85
Show a critical awareness of the impact of a cancer diagnosis on the individual and their
family.
Critically explore the influences of poverty and geographical location on the quality of
care.
Conceptualise holistic care as a means of addressing the needs of patients and their
families.
Show a critical awareness of the potential implications for individuals living with cancer
and possible coping mechanisms.
Demonstrate detailed knowledge of the innovations and the developments in the
understanding of the cancer process and its management.
Demonstrate an critical understanding of the concept of palliative care and the importance
of symptom management.
Critically discuss ways of fostering hope.
Show an insightful appreciation of interpersonal communication in cancer care.
Demonstrate a critical appreciation of the emotional nature of cancer care for the carers.
Integrate knowledge and understanding of cancer, in general, to specific types of cancer
and extend their knowledge and understanding in accordance with their individual
interests.
Interpret, utilise and evaluate research to contribute to debates in cancer care.
Course Content
The course explores the epidemiology and the biology of cancer. The impact of a cancer
diagnosis on the individual and their family and the concept of holistic care for patients and
their family are also discussed. Cancer can be viewed as a long term illness requiring palliative
care and symptom management. Treatment options and new developments in cancer care
are explored. Themes that are explored are fostering hope, interpersonal communication and
coping mechanisms associated with cancer. The course aims to integrate knowledge and
understanding of cancer, in general, to specific types of cancer in accordance with students
interests.
Practice Placement
No placement is directly linked with this course. However, throughout the course, students
are expected to draw on their own experiences in nursing patients with cancer and all their
prior experiences with patients, their relatives and the multidisciplinary team.
A variety of teaching methods will be employed including lectures, case based learning and
seminar discussions. Students are guided in self directed study. Student presentations
encourage them to be articulate with regard to arguing their point of view; skills required for
discussing nursing issues with professional colleagues as well as with patients and their
relatives. Students are required to engage in personal study to explore the literature and
other sources for the extension of their knowledge beyond formal teaching sessions and
prepare and present seminar material for discussion and debate. A variety of e-learning
methods such as portfolios, online discussions may be utilised.
86
Assessment
The course is assessed by one course paper confined to 2500-3000 words and one 2 hour
examination.
Indicative reading
Blows, W.T. (2005) The Biological Basis of Nursing: Cancer, Routledge London
Byrne, B. (2006) The Patient Experience in Cancer In Alexander. M.F, Fawcett, J.N., Runciman
PJ, (eds.) Nursing Practice Hospital and Home. The Adult. (3rded.) Churchill Livingstone,
Edinburgh
Corner, J. and Bailley, C. (2000) Cancer Nursing: care in context. Blackwell Science, Oxford
Clark, D., Flanagan, J., Kendrick, K. (eds.) (2002) Advancing Nursing Practice in Cancer and
Palliative Care. Palgrave Macmillan, Houndmills Hampshire
Department of Health (2001) The NHS Cancer Plan: a plan for investment, a plan for reform.
DoH, London
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuid
ance/DH_4009609 (accessed 07/12)
Fallowfield, L. (1990) The Quality of Life: The Missing Measurement in Health Care. Souvenir
Press, London
Fallowfield, L., Saul, J. and Gilligan, B. (2001) Teaching senior nurses how to teach
communication skills in oncology, Cancer Nursing 24 (3)185-91
Kearney, N., Richardson, A. and Di Giulio, P. (eds.) (2000) Cancer Nursing Practice: a textbook
for the specialist nurse. Churchill Livingstone, Edinburgh
Kinghorn, S. and Gamlin, R. (eds.) (2001) Palliative Nursing: Bringing comfort and hope.
Bailliere Tindall, Edinburgh
Souhami, R. and Tobias, J. (2005) Cancer and its Management (5th ed.) Blackwell, Oxford
Wilkinson, S. (1999) Schering Plough clinical lecture communication: it makes a difference
Cancer Nursing, 22 (1) 17-20
Yarbro, C. H. (2000) Cancer Nursing: principles and practice. Jones and Bartlett, London
87
HONOURS OPTION
CARE AND CONTROL
Introduction
Childbearing in general and midwifery in particular provide good examples of certain
control-related issues which are relevant to the practice of nurses and others working in
health care.
Entry Requirements
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
20
Rosemary Mander
Kirsty Gardner
20
10
Aims
To enable the student to understand that various factors and factions may affect the
control in a clinical or organisational situation.
To critically appraise the strategies used by the various participants in clinical and
organisational situations to assume control over others.
To debate the control exerted by the participants in clinical and other situations.
Learning Outcomes
The learning outcomes are designed to provide students with learning opportunities so that
on completion of the course, and with associated personal study, they will be able to:
Identify and analyse the sources of control in given clinical and other situations.
Analyse the implications of control.
Critically discuss the factors that influence control.
Demonstrate knowledge of control within specific clinical areas.
Discuss the theory of control and decision making.
Course Content
The course explores the theory of control and decision making as applied to specific clinical
and organisational situations. In particular maternity care, including an international
perspective, is used as an exemplar to explore issues of control. The topics include
breastfeeding promotion, the role of men, pain control, caesareans and neonatal end of life
decision-making. The course utilises current research into support in child-bearing.
88

A variety of teaching methods will be employed including lectures and seminar
presentations. Students are required to engage in personal study to explore the literature
and other sources for the extension of their knowledge beyond formal teaching sessions. Elearning methods such as e-portfolios and on-line discussion may be utilised.
Assessment
Course paper 1 will be of no more than 1,500 words. It will contribute up to 30% of the total
mark for this course. Course paper 2 will be confined to 3,000 to 3,500 words and will
contribute up to 70% of the total mark.
Indicative Reading
Kent, J. (2000).Social perspectives on pregnancy and childbirth for midwives, nurses and the
caring professions. Open University Press, Buckingham
Kirkham, M. (2004) Informed Choice in Maternity Care Palgrave Macmillan, London
Mander, R. (2004) Men and Maternity Routledge, London
Mander, R. and Fleming, V. (2002 Eds) Failure to progress: The contraction of the midwifery
profession Routledge, London
Mander, R (2007) Caesarean: just another way of birth? London Routledge
McHaffie, H.E., Laing, I.A., Parker, M. and McMillan, M. (2001) Deciding for imperilled
newborns: medical authority or parental autonomy? Journal of Medical Ethics. 27:2 104-9
Tew, M. (1998) Safer Childbirth? A Critical History of Maternity Care (3rd ed.) Free
Association, London
89
HONOURS OPTION
CARING AND EMOTIONAL WORK
Introduction
This course allows students to explore the nature of caring and emotional work in nursing. The
main focus is on the interpersonal and emotional work of caring, recognising the invisibility of
much of this work and its potential effects on patients, families and nurses. While caring and
emotional work are relevant to nursing as a whole the demands made upon nurses in these
respects vary in different contexts. They are particularly poignant in circumstances where
patients are highly dependant on nursing care, where very private or sensitive health care
issues are involved. While some examples are given to illustrate caring and emotional work in
nursing, the students are encouraged to consider wider applications to a variety of nursing
contexts and health care practice. The concept of caring and its place in nursing is addressed,
set against the historical background of gendered care. Emotions and their significance in
everyday life and in interpersonal interactions are considered and their management in
nursing and health care is examined.
The intimate and sensitive nature of health care is explored with respect to the nurses role.
The work of the nurse in dealing with situations of physical and emotional intimacy and in
discussing private, sensitive issues is raised. Ways of coping with close relationships with
patients and their families in a health care context are considered.
In addition to reviewing the theory students are encouraged to reflect on, explore and
critically appraise their experiences and feelings associated with caring relationships.
Entry Requirements
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
Pam Smith/ Susanne Kean
Kirsty Gardner
20
10
Aim
The aim of this course is to allow students to explore and reflect the nature of caring and
emotional work in nursing and health care.
90
Learning Outcomes
Throughout the course students should adopt an enquiring approach, engage in reflection and
demonstrate critical appraisal. Having completed the course and appropriate personal study,
students should be able to:
Critically discuss and appraise the literature on caring and emotion and indicate the
relevance and practical application to nursing and health care.
Debate the value of emotions in human behaviour.
Critically discuss different ways of conceptualising emotions such as emotional labour,
emotional intelligence, intimacy, empathy, spirituality and compassionate care and
their application to nursing and health care.
Review and evaluate the literature on emotions and care and associated concepts.
Discuss factors which affect nurses' ability to cope with sensitive and ethical issues in
patient care.
Show a critical understanding of the mechanisms of emotion management and debate
their value.
Critically reflect and analyse complex theoretical and professional issues in health care.
Explore and develop awareness of personal feelings, experiences and knowledge, in
nursing.
Reflect on practice experiences, analyse events and critically appraise the situation
with reference to appropriate literature.
Demonstrate analytical skills in discussion and writing.
Various teaching methods are employed, e.g. lecture, seminar, tutorial, case analysis,
discussion and student-led session.
Assessment
Students' performance is assessed by means of a course paper (4000-4500 words).
Indicative Reading
Allan H T, Smith P A & Lorentzon M (2007) Leadership for learning: a literature study of
leadership for learning in clinical practice, Journal of Nursing Management, 16, 545-555
Bolton, S.C. (2000) Who cares? Offering emotion work as a gift in the nursing labour process,
Journal of Advanced Nursing, 32, pp. 580-586.
Bolton SC (2000b): 'Emotion here, emotion there, emotional organisations everywhere'.
Critical Perspective on Accounting, 11, 155 - 171.
Bolton SC (2001): Changing faces: nurses as emotional jugglers. Sociology of Health &
Illness, 23, 85 - 100.
Bolton SC (2005) Emotion Management in the Workplace. Palgrave Macmillan, Houndmills.
Bone D (2002): Dilemmas of emotion work in nursing under market-driven health care.
International Journal of Public Sector Management, 15, 140 - 150.
91
Bone D (2008) Displacements of Emotional Labour in Childbirth: Changing Practices of Care.

In Hunter B and Deery R (Eds.) Emotions in Midwifery and Reproduction, Basingstoke,
Palgrave Macmillan
Blumer Smith K, Profetto-Mcgrath J & Cummings G (2009): Emotional intelligence and
nursing: an integrated literature review. International Journal of Nursing Studies, 46, 1624 1636.
Clarke, J (2009) A critical view of how nursing has defined spirituality, Journal of Clinical
Nursing, 18, 1666-1673
Davidson J, Bondi L, And Smith M (2005) Emotional Geographies, Ashgate, New Hampshire
Deary, I., Watson, R., And Hogston, R. (2003) A Longitudinal Study of Burnout and Attrition in
Nursing Students. Journal of Advanced Nursing, vol. 43, 1, pp.71-8
Department of Health (2008) High Quality Care for All London: The Stationery Office.
Department of Health (2010) Mid Staffordshire NHS Foundation Trust Inquiry Part 1,
chaired by Robert Francis QC, London: The Stationery Office.
Department of Health (2010) Mid Staffordshire NHS Foundation Trust Inquiry Part 2
(patient, families and carers experiences), chaired by Robert Francis QC, London: The
Stationery Office.
Dewar B, Mackay R, Smith S, Pullin S And Tocher R (2009) Use of emotional touch points as a
method of tapping into the experiences if receiving compassionate care in a hospital setting,
Journal of Research in Nursing 15, 29-41
(online version Http://jrn.sagepub.com/cgi/content/abstract/15/1/29)
Fineman S (2000) Commodifying the Emotionally Intelligent in: Fineman S (ed.) Emotion in
Organization Second edition, Sage, pp. 101-114
Fineman S (2001) Emotions and Organisational Control in: Payne RL and Cooper GL (eds.)
Emotion at work: Theory, Research and Applications in Management, Wiley and Sons
Fineman S (2003) Understanding Emotion at Work. SAGE Publications Ltd, London
Fineman S 2006 On Being Positive; Concerns and Counterpoints. Academy of Management
Review, 31-2, 270-290
Freshwater, D. & Stickley, T. (2004) The heart of the art: emotional intelligence in nurse
education. Nursing Inquiry, 11, 91-98
Frijda Nh & Mesquita B (2000) Beliefs through emotions. In Emotions and Beliefs - How
feelings influence thoughts (Frijda NH, Manstead ASR & Bem S eds.). Cambridge University
Press, Cambridge, pp. 45 - 77, chapter 43.
Goleman, D. (1995) Emotional Intelligence New York: Bantam Books.
92
Graham, H. (2003) Caring: a labour of love. In Finch, J. & Groves, D. (eds.) A Labour of Love:
Women Work and Caring. London: Routledge and Kegan Paul
Hochschild, A.R. (1983) The Managed Heart: the commercialisation of human feeling
Berkeley: University of California Press.
Hochschild, A.R. (2003) The Commercialisation of Intimate Life Berkeley: University of
California Press.
Hunter, B. (2004) Conflicting ideologies as a source of emotion work in midwifery,
Midwifery, 20, pp. 261-272.
Hunter, B. (2005) Emotion work and boundary maintenance in hospital-based midwifery.
Midwifery 21, 253-266
Hunter, B. & Smith, P. (2007) Guest Editorial: Emotional Labour: Just another buzz word?
International Journal of Nursing Studies 44:859-61
Huy, Q.N. (1999) Emotional Capability, Emotional Intelligence and Radical Change, Academy
of Management Review, 24, pp. 325-46.
James, N. (1992) Care = organisation + physical labour + emotional labour. Sociology of
Health and Illness 14 (4): 489-509.
James, N. (1993) Divisions of emotional labour in: Fineman, S. (ed.) Emotion in
Organisations, pp. 94-117 London: Sage.
James V (2009) Positioning emotion through the body and bodywork: a reflection through
nursing as craft, International Journal of Work, Organisation and Emotion, 3, 2 146-160
James T, Smith P & Gray B (2004) Emotions, evidence and practice: the struggle for
effectiveness, In Smith P, James T, Lorentzon M, Pope R Shaping the Facts: Evidence-based
Nursing and Health Care, Edinburgh, Churchill Livingstone (pp55-70)
McKenna H (2010): Editorial: Nurses and politics - laurels for the hardy. International
Journal of Nursing Studies 47, 397 - 398
Kelly, D 2007 The impact of bereavement on children and young peoples welfare and
development. In Bannon, M. & Carter, Y. (Eds.) Paediatric Problems in Primary Care
Practice. Oxford: Blackwell 555-565
Kelly, D. Ross, S. Smith, P. & Gray, B. 2000 Palliative Care, Bone Marrow Transplant and
Emotional Labour. Journal of Advanced Nursing 32, 4, pp. 952-960
Kelly, D. Pearce, S. & Mulhall, A. 2004 Being in the same boat Ethnographic insights into an
adolescent cancer unit. International Journal of Nursing Studies 41, 847-857 cited in Pearce
S (2008) The Impact of Adolescent Cancer on Healthcare Professionals In Kelly D & Gibson F
(Eds.) (2008) Cancer Care for Adolescents and Young Adults, Oxford: Blackwell Publishing
Lazarus RS (1991) Emotion & Adaptation. Oxford University Press, New York
93
Lazarus RS (2000) Evolution of a model of stress, coping, and discrete emotions. In

Handbook of Stress, Coping, and Health (Rice VH ed.). SAGE Publications, Thousand Oaks,
pp. 195 - 222, chapter 199
Lewis P (2005): Suppression or expression: an exploration of emotion management in a
special care baby unit. Work, employment and society, 19, 565 - 581
McClure, R. and Murphy, C. 2007. Contesting the dominance of emotional labour in
professional nursing. Journal of Health Organisation and Management 21 (2), 101-20
McKenna H (2010): Editorial: Nurses and politics - laurels for the hardy. International Journal
of Nursing Studies 47, 397 - 398
McVicar, A (2003) Workplace Stress in Nursing: A Literature Review. Journal of Advanced
Nursing vol. 44, 6, pp. 633-642
Magnet, J. (2003) Whats Wrong with Nursing? Prospect, December
Mann S (2005): A health-care model of emotional labour. Journal of Health Organization
and Management 19, 304 - 317.
Menzies, I.E.P (1960) A case study of the functioning of social systems as a defence against
anxiety. A report on the study of a nursing service of a general hospital. Social Relations, 13,
95-121
O'Driscoll M, F, Allan HT & Smith P A (2010) Still looking for leadership. Who is responsible
for student nurses' learning, Nurse Education Today, 30, 212-217
Revans, R.W. (1964) Standards for Morale: Cause and Effect in Hospitals, Nuffield Hospitals
Trust, Oxford: Oxford University Press
Savage, J. (1995) Nursing Intimacy: An Ethnographic Approach to Nurse-Patient Interaction
London: Scutari Press
Seale, C (2010) The role of doctors religious faith and ethnicity in taking ethically
controversial decisions during end-of-life care, Journal of Medical Ethics, published online
August 25, doi: 10.1136/jme.2010.036194
Smith, P (1992) The Emotional Labour of Nursing: how nurses care Basingstoke: Macmillan.
Smith P (2008) Compassion and smiles: whats the evidence? Journal of Research in Nursing,
13, 5, 367-370
Smith, P. (forthcoming) The Emotional Labour of Nursing Revisited: can nurses still care?
Basingstoke: Palgrave Macmillan.
Smith P, Pearson PH, Ross F (2009) Emotions at Work: What is the link to patient and staff
safety? Implications for nurse managers in the NHS, Journal of Nursing Management 17,
230-237
94
Smith P and Cowie H (2010) Perspectives on emotional labour and bullying: Reviewing the
role of emotions in nursing and healthcare, International Journal of Work, Organisation and
Emotion, 3, 3, 227-236
Smith P (2010) The Emotional Labour of Nursing: The current situation and hereafter The
Bulletin of the Japanese Red Cross College of Nursing, 24, 160-170
Stayt, L.C. (2009) Death, empathy and self-preservation: the emotional labour of caring for
families of the critically ill in adult intensive care, Journal of Clinical Nursing, 18, 1267-1275
Strauss A, Fagerhaugh S, Suczek B & Wiener C (1982): Sentimental work in the technologized
hospital. Sociology of Health & Illness, 4, 254 - 278.
Theodosius, C (2006) Recovering emotion from emotion management. Sociology, 40, 5, pp.
893-910
Theodosius, C (2008) Emotional Labour in Health Care: The unmanaged heart of Nursing
London: Routledge
95
HONOURS OPTION
COMMUNITY NURSING
Introduction
The topic community nursing is necessarily broad, and the course content is flexible in order
to respond to the interests of the students. The emphasis of the option is on the relationships
between clients, informal carers and practitioners in the community; inter-professional
relationships in community nursing; and the developing public health role of the community
nurse in addressing the Governments drive for health improvement. The option is designed
to complement the Nursing 4 programme by examining topics from a community perspective,
giving consideration to the necessary differences in approach when working with families in
their own homes and community settings. In preparing to work as a nurse in both primary and
secondary care settings, knowledge of research relating to these issues will be of benefit. An
understanding of the responsibilities of the nurse with respect to individuals, families and
communities is a further anticipated outcome.
Entry Requirements
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
20
Jilly Taylor
Kirsty Gardner
20
10
Aims
The topic community nursing is necessarily broad, and the course content is flexible in order
to respond to the interests of the students. The emphasis of the option is on the relationships
between clients, informal carers and practitioners in the community; inter-professional
relationships in community nursing; and the developing public health role of the community
nurse in addressing the Governments drive for health improvement.
Learning Outcomes
To debate the special nature of nursing in the community.
To critically analyse how the health needs of individuals, families and communities can
be met in community nursing practice.
To critically appraise how interpersonal relationships, both with clients and other
professionals, affect the provision of nursing care in the community.
To critically analyse issues such as race, gender, violence and poverty and their impact on
community nursing.
96
To be cognisant with current and proposed changes to care delivery and critically
consider the impact of these on the community nursing service.
Course Content
The course explores the context and development of community nursing including the recent
changes in the community nurses role. Particular attention is paid to social inclusion and the
public health needs of vulnerable client groups with reference to ethnicity, gender and
poverty. Topics include young peoples sexual health and family nursing.
A variety of teaching methods will be employed including lectures and student-led seminar
presentations. E-learning methods such as e-portfolios and on-line discussion may be utilised.
Assessment
One course paper confined to 4000 - 4500 words.
Indicative Reading
Low, H. and Hesketh, J. (2002) District Nursing: the invisible workforce. Queens Nursing
Institute, London.
McIntosh, J. (ed.) (1999) Research Issues in Community Nursing. Macmillan, Basingstoke.
Scottish Executive (2006) Scottish Executives response to Care 21 report: The future of unpaid
care in Scotland. Scottish Executive, Edinburgh.
Sines, D., Appleby, F. and Raymond, E. (2001) (2nd ed.) Community Health Care Nursing.
Blackwell Sciences, Oxford.
Twinn, S., Roberts, B. and Andrews, S. (1996) (eds.) Community Health Care Nursing: Principles
for Practice. Butterworth Heinemann, Oxford.
97
HONOURS OPTION
COUNSELLING AND HEALTH CARE
Introduction
Nurses in their everyday practice are required to communicate with patients in a variety of
health settings. This course builds on the communication theories of years 1 and 2 and
introduces students to more advanced counselling theories.
Entry Requirements
As per degree programme specification. This course is open to both junior and senior
Semester:
Time/day:
Lectures:
Course Organiser:
Curse Secretary:
Credit Points:
SCQF level:
1
10
TBC
Kirsty Gardner
20
10
Aims
The aim of the course is to allow students to critically explore the use of counselling
approaches in health care.
Learning Outcomes
To demonstrate understanding of theoretical perspectives within counselling in relation
to health care.
To critically evaluate the efficacy of counselling approaches in relation to health care
problems.
To demonstrate knowledge of ethical and legal issues within counselling.
To demonstrate knowledge of the use of the internet and counselling.
To demonstrate application of theories of counselling to practice issues in health care.
To demonstrate knowledge of counselling approaches in relation to the life course.
To synthesise nursing knowledge with counselling approaches.
Course Content
This course allows students to explore the nature of counselling and communication in
health care. The students will be introduced to the main theoretical perspectives of
counselling. These include:
Humanistic approaches to counselling
Cognitive behavioural therapy
Psychoanalysis
98
Additionally, the use of counselling in areas such as chronic illness, sexual abuse, sexuality,
across the life span and mental health will be addressed. The use of the internet for
counselling and evaluation and ethics within counselling is also explored.
Teaching and learning will be part lectures, part interactive appropriate for students at
Honours level. Use will be made of web ct and on-line discussion.
Assessment
The formal assessment of the option will be a free choice essay (2500 - 3000 words). Topic
choice must reflect course content. Students should seek advice from teaching staff that
topic choice is appropriate. Choose an area of clinical practice and evaluate the use of
counselling.
Indicative Reading
Bayne et al (1998) Counselling and communication skills for medical and health practitioners,
British Psychological Society, Leicester.
Burrows, D.E. (1997) Facilitation: a concept analysis. Journal of Advanced Nursing, Feb, 25:2,
396-404.
Burnard, P. (1992) Counselling a guide to practice in Nursing, Butterworth Heinemann,
Oxford.
Burnard, P. (1994) Counselling skills for Health professionals Chapman Hall London.
Burnard, P. (1995) Implications of client-centred counselling for nursing practice. Nursing
Times , 91:26, 35-7.
Burnard, P. (1996) Counselling: how should it be defined and evaluated? Nursing Times,
92:5, 39-40.
Davis & Fallowfield (1991) (eds.) Counselling and communication in health care, Wiley
Chichester.
Dryden, W. (1992) Integrated and eclectic therapy Open University Press.
Dryden, W. (1991) Individual Therapy Open University Press, Milton Keynes.
Dryden, W. (1997) Therapists Dilemmas, Sage, London.
Egan ,G. (1998) The skilled helper: a problem management approach to helping Brooks /Cole
, Pacific Grove.
Fairbairn, S. and Fairbairn, G. (1987) Psychology ethics and change, Routledge Kegan & Paul,
London.
Hanson, Jean (2005) Should your lips be zipped? How therapist self-disclosure and nondisclosure affects clients, Counselling and Psychotherapy Research, 5, (2), 96-85.
99
Heron, J. (1990) Helping the client Sage London.

Mearns, D. and Thorne, B. (2000) Person-centred therapy today, Sage, London.
Miller, W. and Rollnick, S. (1991) Motivational Interviewing preparing people to change
addictive behaviour, Guildford, London.
Noon, J. M. (1999) Counselling and helping carers, BPS Books, Leicester.
Rogers, C. R. (1961) On Becoming a person, Constable and & Company Ltd., London.
Smith, D.L. (2003) Psychoanalysis in focus, Sage, London.
Wilkins, P. (2003) Person-centred therapy in focus, Sage, London.
Age
Couture, T. Shari-Strong, T (2004) Turning differences into possibilities, using discourse
analysis to investigate change in therapy with adolescents and their families Counselling and
Psychotherapy Research, 4, (1),90-102.
Geldard, K (1999) Counselling adolescents: a proactive approach, Thousand Oaks, California.
Hill, A. & Brettle, A. (2005) The effectiveness of counselling with older people a systematic
review, Counselling and Psychotherapy Research, 5, (4), 285-290.
Tschudin, V. (1999) Counselling and older people: an introduction, Age Concern, London.
Sexuality/ Culture/ Trauma Issues
Grove, J (2003) Can heterosexual counsellors or generic services help same sex couples. An
exploratory study Counselling and Psychotherapy Research, 3, (2), 129-138.
Pederson, P (edit.) (1996) Counselling Across cultures, Sage, London.
Pixton, S (2003) Experiencing gay affirmative therapy: an exploration of clients views of
what is helpful Counselling and Psychotherapy Research, 3, (3), 285-290
Sanderson, C. (1995) Counselling Adult survivors of child sexual abuse, Jessica Kingsley,
London.
Evidence/ Ethics
Barkham, M. et al (2006) A core approach to practice-based evidence: A brief history of the
origins and applications of the CORE-OM and CORE, Counselling and Psychotherapy
Research, 6, (1), 3-16.
Bond, Tim (2004) An introduction to the Ethical guidelines for counselling and psychotherapy
Counselling and Psychotherapy Research 4, 2, 4-10.
Bond, Tim (2004) Ethical guidelines for researching counselling and psychotherapy
Counselling and Psychotherapy Research 4, 2, 10-20
100
Evans, M. (2003) Christian counsellors views on working with gay and lesbian clients:
Integrating religious beliefs with counselling ethics Counselling and Psychotherapy Research,
3, (1), 55-61
Mullen, T. et al (2006) Recovery and improvement benchmarks for counselling and the
psychological therapies Counselling and Psychotherapy Research, 6, (1), 68-80.
101
HONOURS OPTION
CRITICAL CARE NURSING
Introduction
During the last ten to fifteen years there have been many advances, scientifically and
technically in the field of Critical Care Nursing. These advancements have developed
alongside the evolution of specific nursing roles and responsibilities when caring for patients
requiring critical care. This course sets out to examine these concepts by laying the
foundation of the anatomy and physiology involved before covering in detail the
pathophysiology of clinical features and the complex physical and psychological care needs
of such patients. Underlying this approach are the specific nursing aspects of caring for
patients facing the need for critical care.
Entry Requirements
Semester:
Date/time:
Lectures:
Course organiser:
Course Secretary:
Credit Points:
SCQF level
1
20
10
Dr Jennifer Tocher
Kirsty Gardner
20
10
Aims
The aim of this course is to explore some of the complexity of nursing in relation to critical
care. The course aims further to provide students with a sound understanding of the
application of biological and social science principles to areas of clinical practice.
Learning Outcomes
Demonstrate understanding of anatomy and physiology applied to nursing in the

critical care setting.
Explore and demonstrate an understanding of the underlying conditions contributing

to the need for critical care.
Demonstrate the knowledge and understanding of the psychological and emotional

experience of the individual to the clinical reality of health and illness.
Understand the rationale for investigative and therapeutic procedures in critical care
within a holistic framework for care.
Explore the ethical and social issues relating to critical care.
102
Critically appraise the therapeutic procedures in critical care from an ethical

perspective in relation to nursing practice.
Course Content
The course will include:
Biological components and clinical applications of the ventilated patient
Professional and ethical issues in critical care nursing
Respiratory mechanisms
Multi-organ failure
The nursing care of a critically ill patient
Medical emergencies
Weaning of patients
Psychological impact of critical care
Families and childrens experiences of critical illness
Recovery from critical illness
End of life care

sessions.
Essential Skills Clusters
NMC proficiencies for registration are organised around Essential Skills Clusters (ESCs). These
are identified below and discussed in more detail in a separate document, available on
WebCT.
The ESCs identify skills to support the NMC outcomes to progress to the branch and the
proficiencies for entry to the register and cover the following headings:
Care, compassion and Communication (CCC)
Organisational aspects of care (OAC)
Infection prevention and control (IPC)
Nutrition and fluid maintenance (NFM)
Medicines management (MM)
The proposed honours option in Critical Care Nursing will, over the course of the option,
cover some aspects of all of the above ESCs.
Assessment
The formal assessment of the option will be one course paper of 2500-3000 words and one 2
hour examination.
103
The assessment will be marked according to School/College policy and made available for
moderation by the External Examiner.
Indicative Reading
Specific journals: (all available in library)
Journal of Clinical Nursing
British Medical Journal
Journal of Advanced Nursing
International Journal of Nursing Studies
Heart & Lung
Intensive and Critical Care Nursing
Nursing in Critical Care
Dimensions of Critical Care
Critical Care Medicine
Journal of Critical Care Medicine

Web Sites
Healthtalkonline.org - http://www.healthtalkonline.org/Intensive_care/
Intensive Care Society - http://www.ics.ac.uk/about_us/critpal
104
HONOURS OPTION
ETHICAL, LEGAL AND SOCIAL ISSUES IN CHILD HEALTH
Introduction
The rights of the child are enshrined in national and international law yet without effective
advocates these rights are not always realised in practice. In health care situations nurses are
well placed to act as the child's advocate but to carry out this role they need be
knowledgeable about the legal frameworks within which the child's rights reside. Equally they
need to understand the mechanisms by which health care decisions and social circumstances
can enhance or hinder the exercise of children's rights. With this knowledge and
understanding nurses can advance the cause of children's rights not only within the
immediate health care situation but also within wider society.
Entry Requirements
honours
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
09.00 11.00 Thursdays
20
10
Jim Robinson
Kirsty Gardner
20
10
Aims
This course aims to encourage students to develop a deeper understanding of:
Health needs in children from pre-natal life to adolescents.
The ethical dilemmas which surround health care decisions in infants and children.
The societal and cultural influences on child health.
Learning Outcomes
Appreciate and understand the legislative framework which underpins child health
decisions.
Discuss the rights of the child and the childs role within the health care decision making
process.
Discuss the ethical decision making process and identify their role within that process.
Critically examine theories on the relationship between social factors and health status.
Assess the impact of social and cultural influences on the health of their own client group.
Utilise the understanding gained to enhance the quality of care they deliver and their own
professional practice.
105
Course Content
The rights of the child in national and international legislation.
The exercise of parental responsibilities and rights by the family and society.
Treatment decisions in childhood life-threatening illnesses.
The impact of a range of social and cultural circumstances on child and adolescent health.
Current social issues and governmental policy.
A variety of teaching methods will be employed. Seminars are mostly used along with studentled presentations and discussions. E-learning methods such as e-portfolios and on-line
discussions may also be utilised.
Assessment
Students will be required to produce a paper (confined to 4000 - 4500 words) showing
analysis of an area of child health care agreed with the course organiser and application of
learning acquired from this course. Non-nursing students will be required to produce a paper
(confined 4000-4500 words) showing analysis of policy relating to one of the topics covered in
this module.
Indicative Reading
Alderson, P. (2000) Young Childrens Rights: exploring beliefs, principles and practice. Jessica
Kingsley. London.
Cleland, A. & Sutherland, E. E. (eds.) (2001) Childrens Rights in Scotland. Green/Sweet &
Maxwell, Edinburgh.
British Medical Association (2001) Consent, Rights and Choices in Health Care for Children and
Young People, British Medical Journal, London.
Kaufman, N. H. (1997) The Participation Rights of the Child: rights and responsibilities in family
and society, Jessica Kingsley, London.
McHaffie, H. E. (2001) Crucial decisions at the beginning of life: parents experiences of
treatment withdrawal from infants Radcliffe Medical Press. Abigdon
McGee, C. (2000) Childhood Experiences of Domestic Violence, Jessica Kingsley, London.
Culley, L. and Dyson, S. (eds.) (2001) Ethnicity and Nursing Practice, Palgrave, Basingstoke.
Scottish Executive (2002) Choose life: A National Strategy and Action Plan to Prevent Suicide in
Scotland, Stationery Office, Edinburgh (also available on line at www.scotland.gov.uk).
Social Exclusion Unit (1999) Teenage Pregnancy, Stationery Office, London.
Spencer, N. (2001) (2nd ed.) Poverty and Child Health, Radcliffe Medical Press, Oxford.
UNICEF (2002) Implementation Handbook for the Convention on the Rights of the Child.
UNICEF, New York.
106
HONOURS OPTION
ETHICS IN HEALTH CARE
Introduction
Professional nursing practice is informed by ethical principles. Health care delivery and patient
care raise moral questions. This course considers the nature of ethical debate and provides an
introduction to the moral philosophical theories upon which moral decisions rest.
Entry Requirements
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
20
Professor Kath Melia
Kirsty Gardner
20
10
Aims
To introduce the main approaches to ethical debate.
To provide an overview of moral debate in health care.
To afford the opportunity to discuss ethical issues encountered in health care in the
context of moral philosophy.
To debate ethical issues of relevance to nursing and health care professionals.
Learning Outcomes
To gain an understanding of and debate ethical issues of relevance to nursing and health
care.
To discuss ethical issues in health care with reference to moral philosophical theories.
Course Content
The course takes the form of a series of discussions of the moral aspects of health care. The
course draws on published cases and the experiences of the group in order to examine both
the dramatic and everyday moral choices encountered in health care. The course also
examines the nature of ethical debate and its place within health care practice.
Moral philosophy and ethics
Four principles (Beauchamp and Childress)
1. justice
2. beneficence
3. non-maleficence
4. respect for autonomy
107
Kantian ethics - obligation-based theory

Deontology - duty based theory
Utilitarianism
Rights-based theory
Virtue ethics

Lectures and seminar style discussion. Classic and current cases will be drawn upon to
illustrate the moral theories discussed during the course.
Assessment
One course paper confined to 4000 4500 words.
Indicative Reading
Beauchamp T L and Childress J F (2001) 5th ed Principles of biomedical ethics
Oxford: Oxford University Press
Campbell, A., Gillett, G. and Jones, G. (2001) Medical ethics (3rd ed.) Oxford University Press,
Oxford.
English, V. et al (2004) Medical ethics today: the BMA's handbook of ethics and law (3rd ed.)
British Medical Journal Books, London.
[see BMA website for updates http://www.bma.org.uk/ethics/MET2004.jsp ]
Melia, K.M. (2004) Health Care Ethics: lessons from intensive care London.: Sage
Thompson, I.E., Melia, K.M. and Boyd, K.M. and Horsburgh D (2006), Nursing Ethics (5th ed.)
Churchill Livingstone, Edinburgh.
108
HONOURS OPTION
GASTROINTESTINAL NURSING
Introduction
Over the last twenty years there have been many changes within the scope of practice in
gastrointestinal nursing. Many nurses work within several areas of gastrointestinal medicine,
including inflammatory bowel disease, stomach care, nutrition, endoscopy and counselling.
There has been a steady increase in nurse-led services and gastrointestinal nursing is an
expanding area. This course lays the foundation by reviewing the anatomy and physiology
before covering in detail the pathophysiology of clinical features, causes, investigation and
management of gastrointestinal conditions. Underlying this approach is the specific nursing
aspects of caring for patients with gastrointestinal conditions, covering psychosocial factors
and issues such as the measurement of health related quality of life
Entry Requirements
This course is open to both junior and senior honours students, as one of their options in
year three or four of the programme.
Semester:
Time/Day:
Lectures:
Course Organiser
Secretary:
Credit Points:
SCQF Level:
1
20
Dr Graeme Smith
Kirsty Gardner
20
10
Aims
The aim of this course is to explore some of the complexities of gastrointestinal nursing. The
course aims also to provide students with a sound understanding of the application of
biological and social science principles to areas of clinical practice.
Learning Outcomes
The learning outcomes are designed to provide students with learning opportunities such
Demonstrate understanding of anatomy and physiology applied to gastrointestinal
nursing in the clinical setting.
Demonstrate the relevance of homeostasis and homeostatic mechanisms in
gastroenterology.
Integrate the knowledge and understanding of the identified biological systems to
the clinical reality of health and illness.
Understand the rationale for investigative and therapeutic procedures
gastroenterology.
109
in
Course Content
The course will include:
Biological components and clinical applications of gastrointestinal disease
Professional issues in gastrointestinal nursing
Immunological advances and related clinical issues
Pharmacokinetics / Pharmacodynamics in gastrointestinal disease
Psychosocial considerations of gastrointestinal disease
The impact of gastrointestinal disease to health related quality of life
Honours level. Most of the books and journals referred to in lectures are available in the
University library.
Assessment
One Course paper confined to 2500 - 3000 words, (50%) and one two hour examination
(50%).
Indicative Reading
Alexander MF Fawcett JN Runciman PJ (2000) Nursing Practice: Hospital and Home - The
Adult (2nd ed) Churchill Livingstone Edinburgh
Clancy L McVicar AJ (2002) Physiology and Anatomy: A homeostatice approach (2nd ed)
Arnold London
Marieb EN (2001) Human Anatomy and Physiology (5th ed) Addison Wesley Longman San
Francisco
Montague SE, Watson R & Herbert RA (2005) Physiology for Nursing practice (3rd ed) Elsevier
Edinburgh
Smith GD & Watson R (2005) Gastrointestinal Nursing. Blackwell Science. Oxford
110
HONOURS OPTION
GROUP THEORY
Introduction
The course provides a general introduction to group theories. The course explores the
processes in setting up and running a group within the health care setting. The students are
introduced to methods of analysing behaviour within a group. Nurses in their everyday
practice are part of a staff group and are also increasingly called upon to facilitate groups in
a variety of health care settings, this course provides an introduction to some of the issues.
The course uses the student group to explore through experiential learning and lectures
issues the students may encounter.
Entry Requirements
This course is open to both junior and senior honours students, as one of their hons options.
Semester:
Time/Day:
Lectures:
Course Organiser
Secretary:
Credit Points:
SCQF Level:
1
20
TBC
Kirsty Gardner
20
10
Aims
This course aims to be an introduction to group work and to demonstrate that further
specialist knowledge is necessary in order to successfully run groups.
Learning Outcomes
To outline historical development of theory.
To demonstrate knowledge of some of the issues inherent in facilitating a group.
To demonstrate knowledge of some of the factors to take into account when planning a
group.
To synthese practice knowledge with group theory.
To critically evaluate the use of groups within health care.
To demonstrate knowledge of the life cycle of a group and examine obstacles to group
functioning.
To critically examine self within the group.
Course Content
Factors necessary in order to start a group
Understanding group processes
Stages of the group
Facilitation
111
Common Group problems

Roles and positions within a group
Ending
Using groups in cancer care
Using groups in elderly care and research
Using groups in psychiatry and teaching

The methods include lectures, reflective journals, seminars, expert opinion, games and use
of e-learning.
Assessment
Two course papers one set of 2,500 to 3,000 words and one choice of subject by student.
Indicative Reading
Benson J. (2001) Working more creatively with groups, London, Routledge.
Bion, W. (1960) Experience in groups New York , Basic books,
Brown (1988) Group Processes Dynamics within and between groups Oxford, Blackwell.
Butler, S. and Wintram (1991) Feminist Groupwork, London, Sage.
Douglas T (1996) Survival in Groups Open University Press, Buckingham.
Douglas, T. (1991) A handbook of common group work problems, London, Routledge.
Douglas, T. (1993) A theory of group work practice, Macmillan, London.
Heap K (1978) Group theory for social workers, Oxford, Pergamon Press.
Hogg, M. and Tindale, S. (2001) editors Group Processes, Oxford, London.
Korb M, Gorrel J and Van De Reit V (1989) Gestalt therapy practice and theory, Pergamon
Press, New York.
Oyster, C. K. (2000) Groups a users guide, London, McGraw Hill.
Rutan, S. and Stone, W. (1993) (2nd ed.) Psychodynamic group psychotherapy. Guildford
Press , New York
Toseland R, and Rivas, R. (2006) Introduction to Group Work Practice, An. (5th ed), Pearson,
London.
Whitaker, D. (1985) Using groups to help people New York Routledge Kegan Paul.
Whitaker, D. and Lieberman, A. (1964) Psychotherapy through the group process, New York,
Atherton Press.
Yalom (1995) Theory and practice of group psychotherapy New York, Harper Collins.
112
HONOURS OPTION
ISSUES AND DEVELOPMENTS IN THE MANAGEMENT OF PAIN
Introduction
This course arose from a long standing theoretical and clinical interest in the multidimensional
phenomenon of pain and its management. The 20 hours provides students with opportunities
to consider the current debates and exciting developments in this field and allow for both
lecture based and experiential learning to be explored. The course addresses the latest
physiological and psychological findings on the causes and consequences of pain; consider the
issues in pain assessment and review the range of interventions employed by the multidisciplinary team to alleviate pain of whatever nature.
Entry Requirements
As per the degree programme specifications. This course is open to both junior and senior
Semester:
Time/day:
Lectures:
Seminar:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
16
4
Tonks N Fawcett
Kirsty Gardner
20
10
Aim
The aim of this course is to explore the complexity of pain and its management in a variety of
contexts.
Learning Outcomes
By the end of the series of lectures, and related personal study and experiences, the following
learning outcomes should be achieved:
The ability to examine critically the detailed knowledge from physiology and anatomy
underpinning current theories of pain control.
The ability to explore and understand the multi-dimensional aspects of pain control
drawing on current research-based theories.
The ability to analyse and reflect on the complexity of the assessment and
management of different presentations of pain as an experience.
A critical awareness of the potential implications for individuals living with pain and the
challenges of enabling possible coping mechanisms.
A detailed understanding of the role of all health care members of the
multidisciplinary team in relation to the control of pain in all its various
manifestations.
113
An understanding of issues surrounding critical life events e.g. the experience of pain
at extremes of age, during pregnancy and childbirth and in life limiting disorders.
Course Content
The course explores the biology of the pain experience, basic mechanisms underlying the
causes and effects of pain, theoretical perspectives and key concepts in pain and the
psychosocial aspects of pain. Topics discussed are the barriers to effective pain management,
the
assessment
and
measurement
of
pain
and
pharmacological/non
pharmacological/behavioural interventions in the relief of pain. Specific clinical conditions
associated with pain explored.
Teaching and learning will be part lectures, part student-led seminars. Students will be
required to engage in personal study to explore the literature and other sources for the
extension of their knowledge beyond formal teaching sessions. It is expected that students
will both employ the preparatory reading provided and do their own literature searches in
preparation for the anticipated content and thereby generate lines of enquiry within the
sessions.
Assessment
One course paper confined to within 2500 3000 words and one two hour examination.
Indicative Reading
Abram SE, Haddox JD (2000) The Pain Clinical Manual Lipincott, Williams and Wilkins
Philadelphia
Adams N, Poole H, Richardson C (2006) Psychological approaches for the nursing
management of chronic pain: part 1 Journal of Clinical Nursing 15 (3) 290-300
Alexander MF, Fawcett JN, Runciman PS (2006) Nursing Practice, Hospital and Home The
Adult (3rd edn), Churchill Livingstone, Edinburgh
Baulch I (2010) Assessment and management of pain in the paediatric patient Nursing
Standard 25 (10) 35-40
Breivik H Shipley M (2007) Pain: best practice and research compendium Elsevier Edinbugh
Castledine G Close A (eds) (2009) Oxford Handbook of Adult Nursing Oxford University Press
Oxford
Dihle A Bjolseth G Helseth S (2006) The gap between saying and doing in post operative pain
management Journal of Clinical Nursing 15 (4) 469-479
Childs LL Coles L Majoram B (2009) Essential skills Clusters for Nurses Wiley Blackwell Oxford
Cox F (2010) Basic principles of pan management, assessment and intervention Nursing
Standard 25 (1) 36-39
114
Cox F (2010) An overview of pharmacology in acute pain: part one Nursing Standard 25 (4)
35-8
Cox F (2010) An overview of pharmacology in acute pain: part two Nursing Standard 25 (5)
35-9
Doyle D, Hanks GWC Cherny N Calman K eds (2005) The Oxford Textbook of Palliative
Medicine (3rd ed) Oxford University Press, Oxford
Fawcett JTN McQueen A (2011) Perspectives on Cancer Care Wiley-Blackwell Oxford (chapter
7)
Fordham M and Dunn V (1994) Alongside the Person in Pain: Holistic Care and Nursing
Practice Bailliere Tindall, London
Godfrey H (2005) Understanding Pain, Part 1: Physiology of Pain, British Journal of Nursing,
14 (16) 846-852
Godfrey H (2005) Understanding Pain, Part 2: Pain Management, British Journal of Nursing,
14 (17) 904-909
Greenhalgh S (2001) Under the medical gaze: facts and fictions of chronic pain University of
California Press London
Hawthorne J and Redmond K (1998) Pain: Causes and Management Blackwell Science,
Oxford
Hughes J (2008) Pain Management from Basics to Clinical Practice Churchill Livingstone
Elsevier Edinburgh
Layman Young J Horton FM Davidhizar R (2006) Nursing attitudes and beliefs ain pain
assessment and management Journal of Advanced Nursing 53 (40) 412 421
MacIntyre PE (2007) Acute Pain management: a practical guide Elsevier Saunders Edinburgh
Mander R (2011) Pain in childbearing and its control (2nd ed) Blackwell Science, Oxford
McCaffery M, Pasero C (1999) Pain: Clinical Manual (2nd ed) Mosby, St Louis
McQuay H and Moore A (1998) An evidence-based resource for pain relief Oxford University
Press
McMahon SB Koltzenburgh M (2006) Wall and Melzacks textbook of pain (5th ed) Elsevier
Churchill Livingstone Edinburgh
Melzack R and Wall PD (1996) The Challenge of Pain (2nd ed) Penguin, London
Melzack R Wall PD (2003) Handbook of Pain Management Churchill Livingstone Edinburgh
Mersky H, Loesser JD, Dubner R (2005) The Paths of Pain 1975-2005 IASP publications,
Seattle
115
Richardson C, Adams N, Poole H (2006) Psychological approaches for the nursing

management of chronic pain: part 2 Journal of Clinical Nursing 15 (9) 1196-1202
Strong J, Unruh AM, Wright A, Baxter GD (eds) (2002) Pain: A textbook for therapists
Churchill Livingstone, Edinburgh
Thomas VN (1997) Pain, its nature and management Bailliere Tindall, London
Twycross A (2002) Educating nurses about pain management: the way forward Journal of
Clinical Nursing 11 (6) 705-14
Wall PD, Melzack R (1999) Textbook of Pain (4th ed) Churchill Livingstone, Edinburgh
Specific journal
Pain: The Journal of the International Association for the Study of Pain (IASP)
A folder of pain papers and articles is available at any time from Tonks
116
HONOURS OPTION
LIVING WITH CHRONIC ILLNESS
Introduction
This course provides a map of the terrain of chronic illness with particular consideration given
to the experience of living with chronic illness and the implications for community nursing
practice. Students studying this course have the opportunity to explore chronic illness through
the lifespan when studying aspects of the impact of chronic illness on families and
professionals. A strength of this course is the integration of research and clinical practice
throughout the taught component and students can enjoy contributions from a blend of
clinical experts and researchers when studying chronic illness.
Entry Requirements
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
20
Kirsty Gardner
20
10
Aims
To develop students conceptual understanding of living with chronic illness from the
patients, carers and health professionals perspectives.
To develop students conceptual understanding of quality of life and adaptation to living
with chronic illness.
To understand the dynamics for families and professionals caring for people with chronic
illness in the community.
Learning Outcomes
Analyse and discuss chronic illness within society and demonstrate understanding of the
potential implications of illness in one or more family members on the family unit as a
whole.
Consider and analyse quality of life indicators in relation to chronic illness.
Critically discuss issues such as health promotion, research and attitudes in relation to
chronic illness.
Analyse and discuss strategies for adaptation to chronic illness.
Examine the current state of inter-agency interface, co-operation and collaboration in
health care provision, from the perspective of recipient families.
Gain insight into the dynamics of working with individuals and families in the community.
117
Develop an understanding of the impact of chronic illness issues in relation to family

relationships and community nursing.
Course Content
Students are encouraged to analyse chronic illness and how this differs from acute illness to
develop a more holistic understanding of chronic illness in society. The emphasis for the
course is primarily on a U.K. perspective, but within an international context. Some student
participation is expected and encouraged throughout the course.
Students explore and evaluate issues pertinent to the experience of living with chronic illness
such as quality of life issues, adapting to health circumstances and ways of coping. Coping is
explored in tandem with the more physical demands of adapting to chronic illness. This course
facilitates a critical analysis of community practice from the perspectives of recipients of care.
The effect of chronic illness on families and carers is a main focus for this course as opposed to
the more traditional health professional perspective.
The course enables students to identify and evaluate the different roles of the practitioners
and agencies in the community in respect of supporting people with chronic illness. The
emphasis of the course is on the experience of living with chronic illness as opposed to caring
for chronically ill people. Issues such as quality of life, adaptation and relationships are areas
of key focus.
A combination of formal lectures and small group work are used and developed to enhance
the learning experience. The early part of the course consists primarily of lectures with
students undertaking some discussion in small groups.
Assessment
The course is assessed by one piece of coursework 1 essay confined to 4000 - 4500 words
Indicative Reading
Addington-Hall, J. and Lait, K. (2001) Measuring Quality of Life British Medical Journal 332
1417-1420
Altshuler, J. (1997) Working with Chronic Illness: A Family Approach, Palgrave, Hampshire
Bowling, A. (1995) Measuring Disease. A review of quality of life measurement scales, Open
University Press, Milton Keynes
Carson, V.B. (1989) Spiritual dimensions of nursing practice, Sounders, London
Deegan, P. (1996) Recovery as a journey of the heart, Psychiatric Rehabilitation Journal 19 (3)
pp 91-97
Hadfield, L. (1999) Effective presentations for health care professionals. ButterworthHeinemann, Oxford
118
Luker, K.A. and Booth, K. (1999) A practical handbook for community nurses working with
children and their parents. Blackwell Science, Oxford
Muncey, T. and Parker, A. (2001) Chronic Disease Management: A practical guide. Palgrave,
Hampshire
Nolan, M., Grant, G. and Keady, J. (1996) Understanding Family Care, Open University Press,
Buckingham
Power, P. W. and Dell Orto, A.E. (2004) Families Living with Chronic Ilness and Disability:
Interventions, Challenges and Opportunities. Spreinger Series on Rehabilitation. Springer
Publishing Company Inc , New York
119
HONOURS OPTION
LOSS AND DEATH IN CHILDBEARING
Introduction
The course uses maternity care and childbearing as the context in which to study wideranging aspects of loss. As well as many grief and loss-related issues which are relevant to
nurses and nursing, the course raises a multiplicity of issues pertaining to human
relationships throughout the life cycle. The course examines in detail the experience of the
carer in situations of loss.
Entry Requirements
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
20
Rosemary Mander
Kirsty Gardner
20
10
Aims
The aims of the course are to introduce the student to the theory underpinning the current
understanding of grief and loss.
Learning Outcomes
To demonstrate the relationship between theory and practice.
To explain and critically evaluate the potential for the serious impact of the death of a
client/patient on the formal carer.
To understand the means by which this impact may be reduced.
To identify and analyse the sources and implications of control in any given clinical or
other situation.
Course Content
The course explores the theories of grief and loss and current research in loss. The focus is
on perinatal loss and examines the reactions of the mother, family and staff to the loss. The
course also examines the death of a mother and the reactions of those involved in her care.
Support is a theme of the course and lay and staff support systems are examined.
A variety of teaching methods are employed including student-led seminars and lectures. Elearning is also utilised.
120
Assessment
Course paper 1 30% of degree mark. Course paper 2 70% of degree mark.
Indicative Reading
Dickenson, D., Johnson, M. and Samson Katz, J. (Eds.) (2000) Death, dying and bereavement
(2nd ed.) Sage in assoc. with The Open University, London
Dyregrov, A (2008) Grief in children: a handbook for adults 2nd ed. London Jessica Kingsley
Publishers
Mander, R. (2006) Loss and Bereavement in Childbearing Routledge, London
Mander, R. (2001) The Midwifes Ultimate Paradox: A UK-based study of The Death of a
Mother. Midwifery 17 (4) 248-59
Mander, R. and Haroldsdottir, E. (2002) Palliative Care and Childbearing European Journal of
Palliative Care 9 (6) 240-2
Thompson, N. (ed.) (2002) Loss and grief: a guide for human services practitioners Palgrave,
Basingstoke
Worden, JW (2003) Grief counselling and grief therapy: a handbook for the mental health
practitioner 3rd ed. Hove, East Sussex Brunner-Routledge
121
HONOURS OPTION
SPIRITUALITY AND HEALTH CARE
Introduction
Within the last 5-10 years 'spirituality' until then largely absent from curricula for nurses and
other health and social care professionals has emerged as a topic in educational and practice
settings. There has been a steady increase in articles and books promoting and to a lesser
extent disputing - the importance of spirituality or spiritual care in nursing and other health
care disciplines including medicine; and an accompanying increase in empirical research on
spirituality in the context of nursing and medicine. Not only do these writers claim that nurses
and other health care workers should, and/or do, take account of patients spiritual needs
and a 'spiritual dimension'. So too do policy makers in the UK and elsewhere.
That said, the topic of spirituality in educational and practice settings is by no means
unproblematic. How are we to speak of the topic now? What do we now want to say about
'the role of institutions in relation to spiritual care'. What are the implications for us as
practitioners, users of services, teachers and students? This course provides a means for
teachers from different disciplines to explain on how they approach inquiry into spirituality
and health care; and to consider the state of current debate, in the nursing and wider
healthcare literature, about the relevance of 'spirituality and healthcare' as a topic.
Entry Requirements
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
20
TBC
Kirsty Gardner
20
10
Aims
The aim of the course is to provide opportunities for investigating how spirituality is related
to nursing and health care practice. This may include investigating whether, and how, we
relate it (or avoid relating it) in our practices; considering how it is constructed as related in
the literature, e.g. by authors who argue that attention to spirituality is essential to
understanding and practice of health and nursing care, or who argue against this position.
The course also aims, then, to be open to how we ourselves, through our engagement with
the topic, are challenged to think, feel, and develop.
122
These aims relate directly or indirectly, for nurses and other health care practitioners to also
consider the implications of attention to spirituality, for the nurses accountability.
Learning Outcomes
Students taking the course should develop their ability to:
Identify and discuss main themes in the literature on spirituality and health care.
Appraise critically the case for nurses and other health professionals roles in relation
to spirituality.
Understand the way different disciplines construct spirituality as a topic, with
implications for values and evidence-based practice.
Reflect on implications of taking account of spirituality as topic and as phenomenon
for their learning, personal and professional developments, and practice.
Course Content
The course maps the topic by examining our relationship to spirituality and the prior
knowledge that students bring to the course. The course explores the ways of knowing about
spirituality and health care including personal and methodological aspects. An examination of
the definitions of spirituality and the arguments for and against defining spirituality.
Spirituality is viewed from several knowledge-based perspectives including, anthropological
understanding, pastoral theological perspective, empirical research and qualitative health
research. The course also addresses the implications for care situating or 'fixing' spirituality in
nursing care through nursing diagnosis, or through care planning and resisting diagnosis or
planning.
Students will be expected to have read in advance of sessions from Week 2 onwards. Sessions
will include formal lecture, seminar and small-group discussion elements.
Assessment
Assessment is by a course paper confined to 4000 - 4500 words. The topic will be decided in
consultation with the course organiser.
Indicative Reading
Barker, E. (1995) 'The scientific study of religion? You must be joking!' Journal for the
Scientific Study of Religion 34 (3) p 287-310
Bash, A. (2004) Spirituality in clinical nursing: the emperor's new clothes? Journal of Clinical
Nursing 13 (1) pp 11-16
Bradshaw, A. (1994) Lighting the lamp: the spiritual dimension of nursing care, Scutari,
Harrow
Campbell, A.V. (1986) 'The wounded healer', Chapter 4 pp 37-46, in Rediscovering pastoral
care, Darton, Longman and Todd, London
Coles, R. (1990) The spiritual life of children, Houghton Mifflin, Boston
123
Coyle, J. (2002) Spirituality and health: towards a framework for exploring the relationship
between spirituality and health. Journal of Advanced Nursing 37 (6) pp 589-597
Goddard, N. C. (2000) A response to Dawsons critical analysis of spirituality as integrative
energy. Journal of Advanced Nursing. 31 (4) pp 968-979
Harrison, J. and Burnard, P. (1993) Spirituality and nursing practice, Avebury, Aldershot. (pp
4-8)
Levin, J.S. (1994) Religion and health: is there an association, is it valid, and is it causal?
Social Science and Medicine 38 (11) pp 1475-1482
McSherry, W. (2000) Making sense of spirituality in nursing practice. Churchill Livingstone:
Edinburgh
Ross, L. (1997) Nurses' perceptions of spiritual care. Avebury Aldershot
Schneiders, S.M. (1990) 'Spirituality in the academy', Chapter 1 pp 15-37, in Hanson, B.C.
(ed.) Modern Christian spirituality: methodological and historical essays, Scholars Press
Sloan, R.P., Bagiella, E. and Powel, l. T. (1999) Religion, spirituality, and medicine. The Lancet.
353, February 20
Smith, H. (1982) Beyond the Postmodern Mind, Crossroads: New York, Chapters 3 and 4
Speck, P. (1998) The meaning of spirituality in illness. In Cobb, M. and Robshaw, V. (eds) The
spiritual challenge of health care. Churchill Livingstone, Edinburgh
Tanyi, R.A. (2004) Towards clarification of the meaning of spirituality. Journal of Advanced
Nursing 39 (5) pp 500-509
Walter, T. (1997) The ideology and organization of spiritual care. Palliative Medicine. 11 pp
21-30
Walter, T. (2002) Spirituality in palliative care: opportunity or burden? Palliative Medicine 16
pp133-139
Willis, R. (1999) Some spirits heal, others only dance. Berg. Oxford
124
HONOURS OPTION
THE ROLE OF COMPLEMENTARY THERAPIES IN NURSING
Introduction
Complementary and alternative medicine therapies (CAM) are becoming increasingly
popular in the UK and have now found a substantial place in health care. Many of these CAM
therapies have their origins in traditional healing systems from historically and
geographically different cultures (i.e. Traditional Chinese medicine). The increased interest
by general and public and health care professionals has led to the assumption that the use of
CAM is widely integrated into nursing practice. However, there is presently limited evidence
to support the safe, appropriate and effective integration of CAM into nursing practice.
Entry Requirements
Honours entry requirements.
Semester:
Time/day:
Lectures:
Course Organiser:
Course Secretary:
Credit Points:
SCQF Level:
1
20
Dr Graeme D Smith
Kirsty Gardner
20
10
Aims
The aim of the course is to allow students to explore the use of complementary and
alternative therapies in health care.
Learning Outcomes
To understand the role of all health care members of the multidisciplinary team in
relation to the use of Complementary therapies.
To explore pertinent clinical issues in both mental health and adult branch nursing in
relation to the use of Complementary therapies.
To have a critical appreciation of evidence-based practice of Complementary therapies.
Course Content
The course will examine the potential benefits of complementary approaches to both
physical and psychological well being. Complementary therapies employed by all members
of the multi-disciplinary team will be explored. Approaches taken will seek to reflect the
growing use of these therapies in nursing.
Honours level. Most of the books and journals referred to in lectures are available in the
University library.
125
Assessment
The formal assessment of the option will be two (confined to 2500-3000 words) course
papers.
Indicative Reading
Chun-Su, Y. and Bieber, E. (2003) Textbook of Complementary and Alternative Therapy,
Parthenon Publishing
Ernst, E. Pittler, M.H. and Wider, B. (2006) The Desktop Guide to Complementary and
Alternative Medicine: An Evidence-based approach. Mosby Elsevier
Heron, M. and Roberts, R. (2002) Blackwells Complementary and Alternative Medicine: Fast
Facts for Medicine. Blackwell Scientific Publications
Huebscher, R. and Shuler, P. (2003) Natural Alternative and Complementary Health Care
Practices. Mosby Publications
Kane, M. (2004) Research Made Easy in Complementary and Alternative Medicine.Churchill
Livingstone
Mantle, F. (1999) Complementary Therapies : Is there an Evidence Base?
EMAP Healthcare
Micozzi, M.S. (2006) Fundamentals of Complementary and Integrative Medicine (3rd Ed.)
Saunders Elsevier
Springhouse (2002) Nurses Handbook of Alternative and Complementary Therapies,
Springhouse Publishing
126
HONOURS OPTION
TRANSPLANTATION NURSING
Introduction
During the last ten to fifteen years there have been many advances, scientifically and
technically in the field of liver, renal and pancreatic organ transplantation. These
advancements have developed alongside the evolution of specific nursing roles and
responsibilities when caring for these patients. The notion of organ donation and receipt is
complex on many levels, physically, emotionally, morally and ethically. This course sets out
to examine these concepts by laying the foundation of the anatomy and physiology involved
for the Honours students and revisiting them for Masters, before covering in detail the
pathophysiology of clinical features and causes underlying liver, renal and pancreatic
disease, which might lead to organ transplantation. Underlying this approach are the specific
nursing aspects of caring for patients facing organ transplantation, covering psychological
factors and issues relating to organ donation.
Entry Requirements
Semester:
Date/time:
Lectures:
Course organiser:
Course Secretary:
Credit Points:
SCQF level
1
11.00 13.00 Thursdays
20
20
Dr Jennifer Tocher
Kirsty Gardner
20
10
Aims
The aim of this course is to explore some of the complexity of nursing in relation to organ
transplantation. The course aims further to provide students with a sound understanding of
the application of biological and social science principles to areas of clinical practice.
Learning Outcomes
Demonstrate understanding of anatomy and physiology applied to liver, renal and
pancreatic transplantation nursing in the clinical setting.
To explore and demonstrate an understanding of the underlying conditions
contributing to the need for liver, renal and pancreatic transplantation.
Demonstrate the knowledge and understanding of the psychological and emotional
experience of the individual to the clinical reality of health and illness.
127
Understand the rationale for investigative and therapeutic procedures in

transplantation within a holistic framework for care.
To explore the ethical and social issues relating to organ donation and
transplantation.
Course Content
Biological components and clinical applications of liver, renal and pancreatic disease.
Professional and ethical issues in transplantation nursing.
Acute poisonings and Fulminant Hepatic Failure (FHF) from a physiological and
psychological perspective.
Chronic renal and pancreatic failure leading to transplantation- the move from dialysis
dependency.
Care of patients following transplant.
Psychological impact of organ receipt.
Living related transplant from a physiological and psychological perspective.
Practice Placement
There are no specific practice placement objectives for this Honours option but it is believed
that the knowledge gained in this area will undoubtedly benefit students when caring for
patients with complex physiological, emotional and ethical needs.
sessions.
Assessment
The formal assessment of the option will be one course paper confined to 2500-3000 words
and one 2 hour examination.
Indicative Reading
Alfani, D, Bruzzone, P, Ppretagostini, R. Poli, L. and Cortesini, R. (1998) Issues in Organ
Donation: Living Unrelated Kidney Transplantation. Transplantation Proceedings August;
30(5).
Clancy, L. and McVicar, A.J. (2002) Physiology and Anatomy: A homeostatic approach (2nd
ed.) Arnold, London.
Cupples, S.A. and Ohler, L. (2003) Transplantation Nursing Secrets: Questions and Answers,
Reveal the Secrets to Successful Transplantation Nursing, Hanley and Belfus, Philadephia.
Forsythe, J.L.R. (2001) Transplant Surgery: Current Dilemmas (2nd ed.) Saunders, London.
Kuo, P. and Johnson, L.B. (2001) Clinical Management of the Transplant Patient, Arnold,
London.
128
Marieb, E.N. (2004) Human Anatomy and Physiology (6th ed.) Addison Wesley Longman, San
Francisco.
Watson R. and Fawcett, T.N. (2003) Pathophysiology, Homeostasis and Nursing, Routledge,
London.
Web Sites
The British Transplant Society http://www.bts.org.uk/
UK Transplant http://www.uktransplant.org.uk
129
STATUTORY SKILLS: MANUAL HANDLING, FIRE SAFETY, RESUSCITATION,

MANAGEMENT OF VIOLENCE AND AGGRESSION AND FIRST AID
All students are required to undertake statutory skills for the safety of patients in their care
and to ensure their own safety and well being in their nursing role.
In each year of the four years of the programme, students are introduced to, and
subsequently develop the knowledge and skills of manual handling, management of violence
and aggression, fire safety, resuscitation and first aid. The courses are held in each of the
academic years (with the exception of first aid) and are run in conjunction with NHS Lothian
meeting Nursing and Midwifery Requirements (NMC) and ATTENDANCE IS COMPULSORY and
RECORDED.
Aims
To meet NMC requirements of the statutory skills for the safety of patients and nursing staff.
Objectives
To ensure patient and staff safety.
Course Content
Determined by NHS Lothian to meet NHS and NMC requirements
Teaching methods include formal lectures and awareness sessions, but focus essentially on
interactive practical skills teaching.
Assessment
Within the courses there are ongoing formative assessments of their practical skills
development.
Evaluation
Evaluation will be based on input from students taking the courses, teaching staff and the
External Examiner. Review and monitoring will be discussed, as appropriate, at Teaching and
Curriculum Meetings and Annual Nursing Studies Meetings.
Indicative Reading
Health and Safety Executive (HSE) Information relating to manual handling legislative
documents www.hse.gov.uk
Hignett, S. (2003) Interventions to reduce musculoskeletal injuries associated with handling
patients: a systematic review Occupational and Environmental Medicine 60 (9) E6
NHS Lothian Manual handling Department (2006) Manual Handling for Patient Handlers NHS
Lothian Edinburgh
130
REGULATIONS, PROGRESSION AND APPEALS

Progression and Appeals Process
Nursing Studies displays a clear statement to students in this handbook and on Learn of how
each of their courses is to be assessed, carefully specifying what pieces of coursework are or
are not to be counted in the final assessment, and what weighting is to be assigned to the
various components of the assessment scheme.
Candidates are informed about their marks or grades as these are obtained throughout the
year so that they can monitor their progress. They are also made aware of the fact that
marks for continuous assessment are provisional and may be modified when the Examiners
take into account each candidate's total performance throughout the year in coming to their
final assessment for the course or Honours classification.
Candidates who think they may be dyslexic, or who received individual examination
arrangements prior to entry to university, are asked to make themselves known to the
Student Disability Service at the earliest opportunity. Referrals for assessment are arranged
by the Student Disability Service, after seeking support from a relevant member of academic
staff. If the Educational Psychologist recommends individual examination arrangements,
these will be implemented by the Registry, which circulates this information to the relevant
members of staff.
Candidates may apply for special circumstances by going to their DoS. However if there are
more than two instances of special circumstances submitted the DoS will then refer the
student to the Student Disability Service, for any adjustments to be made. If, and when, any
adjustments are made, we will then stop considering special circumstances for that student,
if they relate to this condition.
Candidates who feel that either substantial information directly relevant to the quality of
performance was not available to examiners when they arrived at their decision, or that an
examination, including the meeting of the Board of Examiners was improperly conducted,
may appeal against the decision of a Board of Examiners.
Progression
All students must have achieved a satisfactory performance-required pass level, in both their
academic assessments and in their clinical placements to progress to the next year of the
programme. Progression within the Bachelor of Nursing with Honours Programme is
outlined in this Programme Handbook with every specific course requirement and in the
Universitys Regulations which you should familiarise yourself with
http://www.drps.ed.ac.uk/12-13/. A summary of progression requirements is given here.
A student who has passed courses totalling 80 credit points and has a mean mark over the
year of 40% will be awarded 120 credits and will be able to academically proceed to the next
year of the course [carrying the fail marks for the course(s) failed]. A student in the junior
131
honours year who has passed courses totalling 80 credit points and has a mean mark over
the year of 40% will be awarded 120 credits and will be able to academically proceed to the
Senior Honours [carrying the fail marks for the course(s) failed]. Similarly, passes in courses
totalling 80 credits in the Senior Honours year, and a mean mark of 40%, will lead to the
award of 120 credits for that year and the Board of Examiners will proceed to classify the
degree.
required outcomes in accordance with the NMC requirements.
ENTRY TO HONOURS
the programme and:
a) Ensure entry by achieving grade 50% in either Nursing 2 or Health and Society 2A and
2B at first attempt, in the second year of the course.
b) Gain entry in terms of the particular conditions notified to students at the beginning
of second year.
c) Exceptionally be granted exemption from these qualifications by the Head of School.
Progression in Honours Years
Students who obtain fewer than 80 credits in Junior Honours, or who do not achieve a mean
mark of 40%, will not be permitted to proceed to Senior Honours. They may be permitted to
return to complete the requirements for a non-Honours qualification.
Students who obtain fewer than 80 credits in Senior Honours, or who do not achieve the
mean mark of 40%, cannot be credited (by compensation) with the full 480 credits required
to graduate with Honours and will therefore fail the Honours award. Students in this position
at the end of the Senior Honours year may however have enough credit points to graduate
with a non-honours degree. (Nursing Studies at Edinburgh only offers an Honours Degree
with the exit route to registration as a nurse).
Progression in the Bachelor of Nursing with Honours Programme
The Bachelor of Nursing with Honours programme fully realises the integration of theory and
practice and following a foundation period, offers the branch programme in adult nursing.
There are prescribed core courses and a choice of courses in all the 4 years of the
programme. There is a choice of outside courses in year 1 and 2 and a choice of Honours
options in years 3 and 4.
The foundation programme for nursing comprises year 1 of the programme and the first two
semesters of year 2 and is examined in the foundation examination. The branch programme
132
commences at the end of semester 2 in year 2 (the first 8 weeks of the summer vacation).
The courses in the branch programme are designed to further develop nursing knowledge
and proficiencies and fully recognise branch specific theory and practice. The Honours
options and Honours dissertation allow the students to pursue in-depth critical analyses of
areas of nursing care that are of particular and personal interest and concern to the student.
Self-directed learning skills are further refined in order to prepare students as life long
learners.
Credit
Points
Year of Study
Level
The Programme
Entry to the programme: BBBB Highers or BBB A levels; Biology at GCSE level
Other qualifications and experience are considered on an individual basis.
Progression through the Programme
Year 1
Nursing 1 P
40
Health and Society 1A P
20
A pass in academic and practice

performance assessment.
A pass in academic assessment.
Health and Society 1B P
20
7/8
40
A pass in academic assessment. May be

carried into year 2 if needed.
Year 2
Nursing 2 P
40
Health and Society 2A P
20

performance assessment.#
A pass in academic assessment#.
Health and Society 2B P
20
A pass in academic assessment.#
7/8
40
10
20
A pass in academic assessment
10
20
Pathology and Patient Care P
10
20
Applied Clinical Biology P

Honours Options x 2
10
10
20
40

Year 4
Management of Transitions P
10
20
Outside course
Outside course
Year 3
Research and Inquiry in
Nursing P
Nature of Nursing P
133
Organisation Management
and Practice of Nursing P
Honours Options x 2
Dissertation
P
10
20
10
10
40
40
= Required professional course
# Entry to Honours
To be eligible to enter honours in year 3, students must successfully complete the first two years of the
programme and:
a) ensure entry by achieving grade 50% in either Nursing 2 or Health and Society 2A and 2B at the first attempt
in the second year course
b) gain entry in terms of the particular conditions notified to students by the school concerned at the beginning
of the second year
c) exceptionally be granted exemption from these qualifications by the Head of School.
Award of Degree
Students must pass at least eight of the twelve courses in honours years (years 3 and 4) and
the zero credit rated professional examination in order to graduate. The eight or more
honours courses passed must include the six required professional courses shown by P. A
student may take a maximum of 2 honours courses relating to health in other subject areas
with the agreement of their Personal Tutor if this is congruent with the aims of the BN
Programme. A student who fails an Honours course, for which a pass is required for
professional registration, will be required to re-sit the examination and/or resubmit the
course work. However, the first (fail) mark will be recorded in the profile for the degree
classification. Should the work still fail to achieve a pass at resubmission, an oral
examination will be scheduled before the end of the academic session. If the student, orally
assessed against the specific criteria, still fails to satisfy the examiners, professional
registration will not be possible. The student will be ineligible for the degree of Bachelor of
Nursing with Honours but may be eligible for the award of the degree of Bachelor of Arts
(Health Studies) with Honours or Bachelor of Arts (Health Studies). Satisfactory academic
performance is defined as achieving at least 80 credit points in any one year of fulltime
study. Students may be permitted to "carry" up to 40 credit points from first year into
second year (i.e. taking 160 points in year two if only 80 have been achieved in year one),
and to carry up to 40 points from second year into Junior Honours (these points will be by
definition in ancillary courses). No student, out with that condoned, will be permitted to
carry a credit points shortfall into the Senior Honours year.
134
EXIT AWARD: BACHELOR OF NURSING WITH HONOURS, RN ADULT BRANCH

Summative Assessment over the 4 years
The University has final year examinations at the end of each year of study. Course work and
assessments which students undertake to contribute towards their degree examination are
weighted such that early assessments contribute relatively little towards the final mark. This
is in order to give students the opportunity of being assessed under examination hall
conditions developing the necessary skills for subsequent years towards the degree
classification.
The academic assessment at the end of the first two years is as follows:
Year 1
Nursing 1
Multimedia presentation from a project within scenario-based learning
module
Class exam
Practice based assignments:
Reflective diary (childbearing woman / family)
Community profile
Degree examination
Practice performance assessment
10%
10%
15%
15%
50%
60% at level 3
Health and Society 1A

Course paper
Degree examination
50%
50%
Health and Society 1B

Course paper
Degree examination
50%
50%
Outside Course (assessment depends on course taken)

Year 2
Nursing 2
Biological science degree examination
Clinical course paper
Reflective Professional Development Plan
Foundation Examination
Health and Society 2A
Course paper/poster
Degree examination
20%
20%
20%
40%
100% at level 3
25%
75%
135
Health and Society 2B

Course paper
Degree examination
50%
50%
Outside Course (assessment depends on course taken)

required outcomes in accordance with the NMC requirements.
Proceeding to Honours is based on the assessments of Year 2.
Classification of the degree is based on the assessment in the years 3 and 4.
Year 3 Adult Branch
Course paper
Nature of Nursing
Course Paper
Pathology and Patient care
Course paper
Course paper
Degree Examination
Honours Option 1
Course paper / Examination
Honours Option 2
100%
100%
100%
50%
50%
100%
100%
60% at Level 3
Year 4 Adult Branch

Course Paper
Practice of Nursing
Examination
(1 Zero creditManagement
rated professional
examination
of year all 4 years)
Organisation
and Practice
in Nursing
Course paper
Honours Option 3
Honours Option 4
Dissertation
136
100%
100%
100%
100%
100%
100%
100% at Level 3
OTHER EXIT ROUTES

The exit route for the Bachelor of Nursing with Honours (BN(Hons)) is anticipated to be the
award of the Honours degree in nursing with registration in adult nursing. However the
University makes provision for students to transfer to other degrees at the end of first,
second and third year or to leave with another award should the need arise. (Full details of
all these procedures are given in the General Undergraduate Degree Programme Regulations
and the College of Humanities and Social Science Undergraduate Degree Programme
Regulations).
Transfers
Students registered for Single Honours programmes normally construct their curriculum
over the first two years of their degree programme to provide two alternative choices of
honours degree. This is achieved by taking, in the second year of study, in addition to
prescribed courses in the main subjects (Nursing and Health and Society), a course following
on from a course previously passed in first year. This gives students the option to transfer to
other degree programmes by negotiation with their Personal Tutor. Should a student fail to
make satisfactory progress in the Bachelor of Nursing with Honours as detailed in the
Programme Specification, then a student may be able to transfer to the BA (Humanities and
Social Science) degree by taking other outside courses. The BA (Humanities and Social
Science) requires the completion of 360 credits in three years of full-time study, normally
120 credits in each year with at least 60 credit points at level 9 or 10, consistent with the
Scottish Credit and Qualifications Framework (SCQF).
Other Awards
The Undergraduate Certificate or Undergraduate Diploma of Higher Education may be
attained by students who leave the University without completing a degree programme,
where the student meets the requirements of one of these qualifications. Students for the
Undergraduate Certificate of Higher Education must have attained a minimum of 120 credit
points gained from passes in courses of the University of Edinburgh which count towards
graduation. Students for the Undergraduate Diploma of Higher Education must have
attained a minimum of 240 credit points. At least 120 credit points must be gained from
passes in courses of the University of Edinburgh counting towards graduation and at least 80
of the 120 credit points gained from courses passed at the University of Edinburgh must be
in courses at level 8 or above.
If a student should fail to reach the required pass requirements for the BN (Hons), then
award of the BN (Hons) and professional registration will not be possible.
Should the student have passed a sufficient number of honours courses (at least eight out of
12) but have failed to pass courses required for professional registration, the student will be
ineligible for the degree of BN (Hons) or registration but may be eligible for the award of the
degree of Bachelor of Arts (Health Studies) with Honours or Bachelor of Arts (Health
Studies).
137
INFORMATION ON RE-SITTING EXAMINATIONS AND COURSE WORK

Students have a variety of forms of assessments across the BN with Honours programme
including course papers, reflective diaries, multimedia presentations, and examinations.
Pre Honours Years
Normally if a student fails a course they re-sit in the second diet. If they fail at the second
diet they can carry this course into the following year and re-sit the required assessments.
With regard to core courses in the Nursing programme in the first year (Nursing 1, Health
and Society 1A and 1B) the students must pass these courses in the second diet if they are to
progress to the next year of the programme.
It is possible for students to pass the in course assessment and fail the end of course
examination, or to pass the end of course examination and fail the in course assessment. If,
in these circumstances, the overall mark for both components together falls below 40% the
student can, in the first case above, re-sit the examination or in the second case resubmit
another equivalent piece of course work. If the total mark for both course work and
examination is above 40% the student is deemed to have passed the course. Where a
student achieves 40% for a course it is not possible for the student to repeat the
examination or the course work to achieve a better grade.
the programme and achieve grade 50% in either Nursing 2 or achieve a composite grade
for Health and Society 2A and Health and Society 2B at 50% at the first attempt, to
progress to the third (junior honours year). In the second year of the course a re-sit for core
courses is only available for either Nursing 2 or Health and Society 2A and 2B. Outside
courses can be re-sat if provision is made for this in their regulations. Importantly, no
student can progress to Junior Honours if they have failed either of the core courses in year
2.
Identifying students unable to progress
Each School will identify students who have failed to make adequate progress, following
resit results. It is advisable that Schools identify students that may be at risk of being
unable to progress, prior to resit results being available. The College will assist with this
by liaising with Registry to provide standard reports.
Interviews
Each School will devise a process for holding formal interviews with students in this
situation, allowing students the opportunity to present appropriate evidence and
supporting statements via their Personal Tutor. It would be appropriate for the School
Director of Undergraduate Studies or Senior Personal Tutor, or a member of staff in a
similar role, to conduct the interviews. Where students indicate that their failure to
make adequate progress is a result of personal circumstances (for example medical) it
138
will always be necessary for the students to submit independent verification of these
circumstances. Schools would maintain records of the interviews, summarising the
students progression situation, any relevant special circumstances, and the
recommendation.
Schools will hold these formal interviews with students who have failed to make adequate
progress prior to the start of semester, by which point resit results for most courses should
be available. It is important that, as far as possible, interviews are completed and students
are aware of their options regarding academic progression before the start of the semester.
Options available to Schools
Schools would have authority to grant students permission to retake a pre-Honours year
of study on a part-time basis. Students can study a minimum of 40 credits and a
maximum of 80 credits per session as a part-time student. Part-time study will have
different financial implications for students compared to full-time study. Schools should
encourage students to be aware of these financial implications, for example by
encouraging students to consult with the Advice Place, Registry and / or their funding
body.
Schools would also have authority to transfer a student onto the BA (Humanities and
Social), where they are not able to progress on an Honours degree.
Where Schools wish to recommend that a student be allowed to retake a pre-Honours

year on a full-time basis, they would have to seek the Colleges permission for this. The
College Dean of Undergraduate Studies or Associate Dean (Academic Progress) would
then consider the case before making a decision on this request. Where necessary, the
College may hold a further interview.
Schools would be able to refer students to the College for interview, if they believe that
their circumstances are particularly complex and would benefit from a College
perspective.
Decisions regarding retaking part or all of Honours years require the approval of CUGSC
(and SUGSC for Senior Honours years), on the basis of advice from an Examination Board.
Schools are be responsible for informing students of the outcomes of the process.
Clinical Practice Progression

Students are also required to demonstrate mastery of the specific clinical learning outcomes
for the Foundation (nursing) programme before they can progress to the Adult Branch of the
nursing programme. It is expected that these outcomes will be achieved by March of the
second year of the degree programme. If students fail to achieve all the learning outcomes
by this time there is a period from in the Spring break when students can work with their
mentors to complete the learning outcomes for the Foundation programme. Failure to meet
the required level of clinical proficiency will constitute failure to progress on the
programme.
139
Honours Years
In the event of failing an Honours course, the student cannot take a resit.
However, honours courses that are deemed required professional courses that are not
passed at the first attempt are allowed a second attempt in the resit diet in order to register
with the Nursing and Midwifery Council. However, this does not affect the original fail
classification of the Honours degree as determined in the first diet of examinations.
IMPORTANT PROGESSION INFORMATION

Entry to Honours
programme and achieve grade 50% in either Nursing 2 or Health and Society 2A and 2B at
first attempt, in the second year of the course as notified to students at the beginning of
second year;
or
Entry to Honours: Appeal Procedure
If students have concerns or queries about the decision made regarding their eligibility to
enter honours, then they should first of all discuss these concerns as soon as possible with
their Personal Tutor or/and Programme Directors. Such initial discussions allow exploration
and clarification for all concerned. They may fully address students concerns, explain the
rationale for the decision or open discussion for the subsequent options open to the
student.
Information
about
appeals
and
progression
is
available
at
http://www.drps.ed.ac.uk/11-12/regulations/general.php
If, following these discussions, students believe that there are grounds (see below) to appeal
against the decision about their entry to Honours; they should follow the appeal procedure
set out below.
Students who are considering making an appeal are strongly advised to speak not only with
their Personal Tutor and Programme Director, but to contact an Advisor at the Advice Place.
Staff at the Advice Place are experienced in the University's academic appeals process, and
can offer independent advice and guidance on making an appeal and throughout the process
itself.
Grounds for an Appeal
The following are grounds for appeal:
1. There is evidence that the conditions for entry to honours have been met
140
2. Important information, directly relevant to the decision, was not available to those
making the decision, when their decision was made.*
* In order to ensure that Boards of Examiners can take decisions based on all the
relevant information, students are required to contact their Personal Tutor to make sure
that information about circumstances, which might affect the outcome of their
assessment, (such as illness, unusual examination conditions, other personal
circumstances) is made available to the Board before it first meets.
This requirement is set out in Assessment Regulation 16. 2, and it should be noted that
regulation 16.3a clearly states that "Ignorance of the requirement [..] to report timeously
factors which may have adversely affected [your] performance, or failure to report such
factors on the basis that [you] did not anticipate an unsatisfactory result in the
examination, can never by themselves constitute good reason".
Procedure for Appealing Against the Decision Taken Regarding Eligibility to Enter Honours
When submitting an appeal the students must make sure that they clearly set out how they
believe their situation falls within one of the grounds for appeal, and provide relevant
evidence to supplement their case.
How to Appeal
Students wishing to appeal should send their letter of appeal to the Head of the School of
Health in Social Science, Medical School, Teviot Place, Edinburgh EH8 9AG, setting out their
grounds of appeal and enclosing any supporting documents.
Time Limits
Appeals need to be submitted within two weeks of the date of the letter informing students
about their entry to honours.
Handling the Appeal
On receipt of a students letter of appeal relevant factual information will be gathered by the
Head of School from the Personal Tutor / Programme Director, Course Organisers as
appropriate, and the student will then be invited to comment on the report; comments to
be received by the Head of School within two weeks of the date of posting the report.
The students comments and the report will be reviewed by a small appeal committee. (This
may be done by correspondence.) This committee should include Head of School of Health, a
Director of Study from out with the subject area, and a member of school staff with
responsibility for quality assurance.
If it is necessary to clarify any issues a hearing will be arranged.
The outcome of the committee/hearing will be notified to the student in writing, as soon as
possible following the committee meeting/hearing (and always within two weeks) by the
Head of School.
141
The outcome of any appeal procedure against an entry to honours decision rests at the level
of the School.
AVOIDANCE OF PLAGIARISM
It is very important that all students understand the Universitys rules about plagiarism.
Students sometimes break these rules unintentionally because they do not realise that some
of the ways in which they have incorporated other peoples work into their own, before they
came to this University, may be against the rules here.
Plagiarism is the act of copying or including in one's own work, without adequate
acknowledgement, intentionally or unintentionally, the work of another, for one's own
benefit. Plagiarism is a serious disciplinary offence and even unintentional plagiarism can be
a disciplinary matter.
The guidance given below is intended to clear up any misunderstandings you may have
about plagiarism in relation to Nursing Studies. The Universitys general guidance for
students about plagiarism can be found at
http://www.ed.ac.ukundergraduate/discipline/plagiarism.
This includes the Universitys procedures for dealing with different kinds of plagiarism and
advice about what to do if you are accused of plagiarism. If you are still unsure about how to
avoid plagiarism, having read these guidance notes, then you should approach Dr Elaine
Haycock-Stuart or Dr Jennifer Tocher Co- Directors of the Undergraduate Programme for
further advice. The regulations relating to plagiarism are available at
http://www.docs.sasg.ed.ac.uk/AcademicServices/Discipline/PlagiarismStudentGuidance.pdf
The key to avoiding plagiarism is to make sure that you give correct references for
anything that you have taken from other sources to include in your academic work. This
might include, for example, any ideas, theories, findings, images, diagrams or direct
quotations that you have used. In Nursing Studies we expect you to use Harvard system
for referencing. You should use this system to signal, within the text of your work, the
origins of any material taken from another source, even if you have put it into your own
words. If you take any material word for word from another source it is essential that you
make it clear to your reader that this is what you have done.
If you take material from another source, change a few words and then include the
reference you may still have committed a plagiarism offence because you have not made it
clear to your reader that you have essentially reproduced part of the original source. You
should either express the ideas fully in your own words and give the reference or else use
clearly labelled direct quotes. Bear in mind that if you include too many direct quotes in your
work this may reduce your grade, as the marker will find it difficult to see evidence of your
own understanding of the topic. You must also include a references section at the end of
142
your work that provides the full details of all of the sources cited within the text. You should
be aware that, for work done in your other subject areas, you might be expected to use a
different referencing system.
As referencing is something which students often find confusing, here is a series of examples
of correct referencing and of different forms of plagiarism to set you on the right track.
1) Examples of correct referencing electronic sources. There is information about referencing
online sources at
http://www.aaps.ed.ac.uk/regulations/plagiarism/CitingElectronicSources.htm
2) Examples of how direct quotations are signalled in this subject area are given in Learn
pages assessment and assignment information.
3) Examples of the more subtle forms of plagiarism. Some examples of guidance for students
about these issues can be found at
http://www.princeton.edu/pr/pub/integrity/pages/plagiarism.html
http://dissc.tees.ac.uk/Plagiarism/Plag-4.htm
http://deanofstudents.utexas.edu/sjs/acint_student.php
This process of referencing may seem rather complicated and arbitrary, if it is new to you,
but it should begin to make more sense as you progress through your studies here. In order
to assess your work and to give you useful feedback your marker needs to have a clear sense
of what ideas you have developed for yourself and what comes from elsewhere. To be fair to
all of the students on the course it is important that each student is given grades that
accurately reflect their own efforts. As you learn to produce work at a university standard,
you are developing the skills that will allow you to participate within wider communities of
scholars. In these communities new knowledge and understanding is often developed by
building on the work of others. By properly acknowledging earlier work you give credit
where it is due and help to maintain the integrity and credibility of academic research in this
area. Clear referencing also allows readers to learn about the wider literature through your
work. It is often the case that understanding the ways in which particular scholars have
contributed to the development of the literature makes it much easier to make sense of the
current state of play.
In Nursing Studies there are certain facts which are so well known that it is not necessary to
provide references for them in your work. This is what is known as the common knowledge
of this subject area. At first it can be difficult to know what is and is not common knowledge
and it is better to err on the side of giving references if you are in doubt.
Sometimes, even when students know what plagiarism is, they find it hard to know what to
do instead. In other words, it can be hard to understand how to develop and express your
own ideas in an appropriate manner for your assessed work. You may wonder, for example,
143
what you can add to the debate on a topic when the authors whose work you are reading
seem to know much more than you do. This is something you will be learning to do gradually
over the course of your studies. One way to learn about this is to pay close attention to the
ways in which your lecturers generate arguments or support their points. You might also
want to read about current debates in Journal of Advanced Nursing or Journal of Clinical
Nursing to see how claims and counter-claims are made. You will also be given guidance
about how to develop your own perspectives through feedback on assessed work. To start
you off, here are some questions that you could ask yourself to help to develop your own
views about a topic
Can I learn anything from comparing and contrasting these rival points of view?
What do I find particularly convincing about this authors argument?
Could the criticism made by author A of the work of author B also be applied to author C?
Do I believe the claims made from this study, given the sample with which it was conducted?
What is the author's purpose in writing this article?
What has the author focused on and what is left out?
Does what the author is saying fit with my own experiences?
Have any claims or predictions been tested?
Is the evidence given to support the arguments convincing?
Is the author trying to argue by unfair means, for example, by oversimplifying or
misrepresenting an opposing viewpoint?]
Students sometimes wonder where to draw the line between discussing their ideas with
their peers (which can be an excellent learning experience) and unacceptable collusion. The
time to be particularly careful is when you are preparing work for assessment. You need to
be certain that the work you submit represents your own process of engagement with the
task set. You may get into difficulty if, for example, reading another students plan for their
work influences you, or if you show them your plan. Assisting another student to plagiarise is
a cheating offence. You can read more about this issue in the FAQ at the end of the
Universitys general plagiarism guidance http://www.ed.ac.uk/undergraduate/discipline.
Accidental plagiarism is sometimes a result of a student not yet having fully come to terms
with how to study effectively at university. For example, the ways in which students take
their notes sometimes makes it difficult for them to later distinguish between verbatim
quotes, paraphrased material and their own ideas. A student may also plagiarise
unintentionally because they have been feeling daunted by a piece of work and so have put
it off for so long that they have had to rush to meet the deadline. If you think these kinds of
wider issues may be relevant to you then you should speak with the Course Organiser. You
may also wish to look at the web site of the Universitys Study Development Adviser which
gives details of workshops and resource materials about effective learning at university,
some of which are relevant to plagiarism (www.tla.ed.ac.uk under information for
students).
144
LIBRARY RESOURCES
University Library
This consists of the Main Library in George Square and a number of subsidiary libraries
whose contents are included in the main computerised catalogue. PLEASE do make a point
of joining a guided library tour.
http://www.lib.ed.ac.uk/
Extensive help is available online through the "How to..." section on Library Online, including
a guide for new users. During semester time, the Main Library in George Square is open from
8.30am 10.00pm. The opening hours are shorter at weekends. Detailed information about
library opening hours is available on the library on-line catalogue and at the entrance of each
library.
Through the Library website you will be able to access many journals electronically (eJournals). You should familiarise yourself with accessing e-Journals at an early stage in your
university career. Many of these resources can be accessed off-campus using the MyEd
portal.
There is also information about the 15 Library sites, their collections, services and opening
hours online. All students have full rights of access and borrowing in all of these Libraries.
The Main Library in George Square is the "home" Library for Nursing, and there are Libraries
in the hospitals at the Royal Infirmary, the Royal Edinburgh Hospital, the Western General
Hospital and the Royal Hospital for Sick Children. The Main Library, and some other sites,
provide open-access microlabs for student use, which are accessible during normal opening
hours.
Health Management Library (at the Scottish Health Service Centre)
Crewe Road South, Edinburgh, EH4 2LF, Tel: 0131 623-2335.
This library holds books and journals related to health care management. It is a very busy
library providing a range of services to many users. Full use of the library and its services are
free to students who are employed in the Scottish Health Service. The only charge is for
photocopying.
Health Education Board for Scotland Library
Woodburn House, Canaan Lane (off Morningside Road)
Excellent resource and very helpful staff.
Hospital Libraries
The Western General Hospital, Crewe Road, has a medical library. Napier University Faculty
of Health Studies has libraries at the Astley Ainslie and Comely Bank sites. Our students are
145
allowed to consult and photocopy but not borrow. Permission should be sought from the
Librarian and identification may be requested.
You must get to know the computerised data bases. Sessions are available with Library staff
on databases such as CINAHL, MEDLINE, FIRST SEARCH, Cochrane database, PubMed and
Web of Science.
ACADEMIC AND WELFARE SUPPORT SERVICES

The Advice Place
The Advice Place is the free advice and information centre for all students at the University
of Edinburgh. The service is run by EUSA and offers independent and confidential advice.
Their professional advisers are available throughout the year, including the summer vacation
period.
You can get in touch with the Advice Place if you have questions about anything and
everything related to university life, from finance and funding to accommodation and
tenancy rights. They also have specialist Academic Advisers, who can offer guidance on
issues affecting your studies.
You can drop into the main Advice Place office in Potterow (9.30 17.30 weekdays, except
Wednesday 10.30 17.00 and Tuesday, during semester time, when there is late night
opening until 19.00), or at Kings Buildings House (11.00 14.00 weekdays, semester time
only).
You can contact the Advice Place by email on advice@eusa.ed.ac.uk or
academic.advice@eusa.ed.ac.uk, or by telephone on 0131 650 9225 / 0800 206 2341.
You can also visit the Advice Place online:
http://www.eusa.ed.ac.uk/advice
Appeals
Students who are considering making an appeal are strongly advised to speak not only with
their Personal Tutor and Programme Director, but to contact an Advisor at the Advice Place.
Staff at the Advice Place are experienced in the University's academic appeals process and
can offer independent advice and guidance on making an appeal and throughout the appeal
process itself.
For further information, please visit:
http://www.acaffairs.ed.ac.uk/Regulations/academicappeals/index.htm
146
Avoiding plagiarism and poor scholarly practice

For information about avoiding plagiarism and poor scholarly practice, please visit:
http://www.acaffairs.ed.ac.uk/Administration/GuidanceInformation/AcademicBestPractice/I
ndex.htm
and
http://www.aaps.ed.ac.uk/regulations/Plagiarism/Intro.htm#GUIDANCE_FOR_STUDENTS
Chaplaincy
The Chaplain to the University is a full-time member of staff with responsibility for University
Services of worship and for pastoral care. In this she is joined by a variety of Honorary
Denominational Chaplains representing the main churches. The Chaplain and her colleagues
are available to be of assistance to all students and staff irrespective of religious allegiance
and are involved in many areas of university life.
The Chaplaincy Centre in Bristo Square adjoins the Students Centre and a large variety of
student and other University groups meet there. A varied programme of events is offered by
the Chaplaincy in the centre and in King's Buildings and there are opportunities for
individuals to meet, discuss, relax or even study there.
Information on all the services offered by the Chaplaincy can be found on their website:
http://www.ed.ac.uk/schools-departments/chaplaincy
Complaints
For information about making a complaint please visit the Academic Services website:
http://www.aaps.ed.ac.uk/regulations/
Counselling
In addition to your Personal Tutor, there is a student counselling service located on the 3rd
floor of the Main Library, George Square. The counselling staff are available to provide
expert advice and support. They also run courses throughout the academic year e.g.
relaxation and stress reduction.
The Student Counselling Service provides help for students with personal problems, which
may or may not be related to study. The aim of counselling is to help students to talk about
their difficulties, whether emotional, academic or involving relationships, in order to find a
better resolution. The service is confidential. Services are available on all campuses. A
student can get in touch with the Counselling Service by phoning or calling in any weekday
between 9.00am and 4.45pm except Wednesday, when the Service is closed briefly between
9.00am and 10.30am.
Further information can be found on the Student Counselling website:
http://www.ed.ac.uk/schools-departments/student-counselling
147
Day Nursery
The University Day Nursery is a centre where children are cared for while their parents are
engaged in studies or other University duties. Children are not accepted from families where
one parent is at home. Lunch and snacks are provided. The Nursery is situated at 79 81
Dalkeith Road and is registered for 21 children aged 6 weeks to two years and for 38 children
aged from two to five years old. The Nursery is run by trained staff under the supervision of
the Matron. Students are liable for Nursery fees although a subsidy may be available (the
amount being calculated according to joint parental income).
Further details of the services available can be found on the Day Nursery website:
http://www.ed.ac.uk/schools-departments/day-nursery
Disability Office and Disabled Students
We welcome disabled students (including those with specific learning difficulties such as
dyslexia) and are working to make all our courses accessible. If you wish to talk to a member
of academic staff about the course requirements and your particular needs please contact
your Director of Studies.
You can also contact the Disability Office, 3rd Floor, Main Library, George Square (T: 0131 650
6828, E: Disability.Office@ed.ac.uk) and an Advisor will be happy to meet with you. The
Advisor can discuss possible adjustments and specific examination arrangements with you,
assist you with an application for Disabled Students' Allowance, give you information about
available technology and personal assistance such as note takers, proof readers or dyslexia
tutors, and prepare a Learning Profile for your School which outlines recommended
adjustments. You will be expected to provide the Disability Office with evidence of disability
- either a letter from your GP or specialist, or evidence of specific learning difficulty. For
dyslexia or dyspraxia this evidence must be a recent Chartered Educational Psychologist's
assessment. If you do not have this, the Disability Office can put you in touch with an
independent Educational Psychologist.
Students who have Specific Learning Difficulties will be provided with stickers, which they
can attach to coursework assessment. There are two reasons for this:
1) To alert the marker to the fact that the student has Specific Learning Difficulties for
which appropriate support has been put in place.
2) To alert all markers to the need to give sensitive, non-offensive and constructive
feedback.
For a sample of the sticker and further guidelines on coursework assessment for students
with specific learning difficulties, please see:
http://www.disability-office.ed.ac.uk/specificlearningdifficulties/coursework_guidelines.cfm
For the conditions students agree to abide by when receiving stickers, please see:
http://www.disabilityoffice.ed.ac.uk/specificlearningdifficulties/coursework_stickers.cfm
148
International Office
The University community is composed of individuals from a wide range of ethnic, national
and religious backgrounds and reflects the diversity to be found in the City of Edinburgh
itself. There are many opportunities to meet socially or worship with others who may share
connections. The University's International Office, the International Students Centre and the
Chaplain are glad to provide relevant information to students and their families wishing to
establish local contacts.
Further information can be found on the International Office website:
http://www.ed.ac.uk/schools-departments/international-office
Referencing
Nursing Studies issues guidance about referencing in this handbook (p.91). Courses
undertaken outside of nursing studies may have different referencing guidance. You must
familiarize yourself with the referencing guidance for each course you undertake within and
outside of nursing studies. The course organizer is the best person to ask for information on
referencing guidance for each course.
Edinburgh University Students' Association
The university and the government make decisions which hugely impact on your life while
you are a student, and it is important that you are represented so that those decisions are
made in ways that benefit you.
As a matriculated student you are automatically a member of Edinburgh University Students
Association (EUSA), and can vote and stand in the EUSA elections. EUSA campaigns to
improve the student experience at the University of Edinburgh, to represent your views to
the University and to make sure that the voice of the University of Edinburgh students is
heard by the University and the government.
EUSA has three Councils which work to improve your university and to make sure you are
heard:
The Academic Council campaigns to improve feedback, ensure you get excellent
teaching, resources and academic support.
The Welfare Council works to improve student welfare, campaigns for better support
services and on student welfare issues such as mental health and exam stress.
The External Affairs Council campaigns on student fees, improving studentcommunity relations and student transport and accommodation things which may
be external to the University but which have a huge impact on student life.
Any student can get involved with EUSA, go along to any of the Councils and help with
EUSAs campaigns or propose their own campaign!
You can find more information on the EUSA website:
http://www.eusa.ed.ac.uk/
149
Student Societies
There are around 170 student societies, funded by the Students' Association. They cover a
huge range of social, cultural, academic, political and religious interests. Our undergraduate
nursing students make good use of this wide range of student societies and there is also a
dedicated Nursing Society.
You can browse all the student societies on the EUSA website:
http://www.eusa.ed.ac.uk/societies/
The Nursing Society
The Nursing Society us run by nursing students at the University of Edinburgh and runs social
events that bring students from all four years of the programme together and also support
each other academically.
You can find further information about the Society on the EUSA website:
http://www.eusa.ed.ac.uk/societies/society/NursingSociety/
Edinburgh University Union
The Edinburgh University Student Association occupies seven buildings, and operates
facilities in six others. EUSA provides on-campus catering and provides bars, games rooms,
Union shops, libraries, theatres, photocopying facilities, TV rooms, showers, laundry
facilities, snooker rooms and meeting rooms. The entertainment programme in these
buildings features debates, regular clubs and a wide variety of live acts.
Students Representative Council
The Students' Representative Council (SRC) was founded in 1884 to give the students a right
to a say in the running of student services at the University. The SRC plays a vital role in
university policy decisions. Amongst other things it runs Freshers' Week.
Sport and Physical Recreation
The Centre for Sport and Exercise (CSE) and the University of Edinburgh Sports Union
combine to provide a comprehensive service. Matriculated students are automatically
members of the (EUSU) Sports Union. EUSU organises a considerable programme of
competitive sport within the University and co-ordinates the work of some 50 constituent
student sports clubs. It organises a large intramural programme in 14 different sports and
engages over 30 coaches to assist with club programmes.
The University of Edinburgh holds an established position among the top sporting
universities in Britain. As well as inter-university sport many of the student clubs compete
within national and open competitions. Usually several of our students reach the
competitive level in sports and represent the University in this capacity. Contact can be
made with the clubs during the Sports Fair in Freshers' Week or through the Sports Union
office. Many of the clubs cater for novices as well as for established performers.
150
The Centre for Sport and Exercise aims to provide a broadly based service for all students
and staff within the University. The Centre's professional staff offer courses of instruction in
a wide range of sports and a comprehensive programme of conditioning classes covering
circuit training, exercise to music, weight training and flexibility. A fitness assessment and
advisory service and a sports injuries clinic located at the Sports Centre are available to
students and staff and to non-University personnel.
The Centre operates a Sports Bursary Scheme offering an educational programme,
conditioning, medical and other support services and financial assistance to selected
outstanding sportsmen and women studying at the University.
The Centre administers the University's main sports facilities: the Sports Centre in the
Pleasance, the playing fields at Peffermill and the Firbush Point Field Centre. The Sports
Centre houses the administrative offices of the CSE and includes a sports hall, a small hall,
conditioning suites, a table tennis studio, a combat salle, a rifle and an archery range among
its facilities.
The Sports Centre has recently undergone an extensive refurbishment programme.
Abundant opportunities exist for individual usage. The Sports Centre is open seven days a
week throughout the year. Additional indoor sports facilities, including a swimming pool,
were completed in 2001 in order to accommodate the relocation of sports related academic
courses from the Cramond campus to St Leonard's, Holyrood.
The 27 acres of the Peffermill playing fields are within easy reach from the main areas of the
University. There are excellent grass pitches, 2 floodlit artificial grass pitches, a clubhouse,
tennis courts and golf teaching and practice facilities. The national training and competition
centre for hockey is located at Peffermill.
Firbush Point Field Centre is a modern, well-equipped residential outdoor centre located on
the south shore of Loch Tay in Perthshire (80 miles from Edinburgh). Firbush provides major
opportunities for activity and instructional courses, principally in sailing, canoeing, skiing and
mountaineering. The Centre also caters for reading parties, small conferences and field
studies.
To further explore the facilities and services available to you, please visit the following
website:
http://www.ed.ac.uk/schools-departments/sport-exercise/home
University Health Service
The University Health Service provides comprehensive medical care under the National
Health Service (NHS) for those students who wish to register as patients of the practice, and
who live in the practice area. Alternatively, students may register with any other general
practitioner in Edinburgh.
151
The University Health Service practice is situated in the Richard Verney Health Centre at
Bristo Square and provides, in addition to the usual primary care medical services,
contraceptive, antenatal, alternative therapies, child welfare and nursing services, and
travel, physiotherapy and psychiatry clinics.
Overseas students who become ill after arrival in the UK may obtain National Health Service
treatment without charge provided that they are registered on a recognised course. Families
of overseas students may also be eligible for NHS care.
Further information can be found on the University Health Service website:
http://www.health-service.ed.ac.uk/
Art and Music
In the Talbot Rice Gallery, Old College, the University has two art galleries. One, in the
former University Museum (a large neo-classical room) houses the Torrie collection of old
master paintings and bronzes. The other is adjacent and is a spacious modern gallery for
exhibitions. There is usually a different exhibition every six weeks and they cover a wide
range of subjects. There have been contemporary and historical exhibitions of painting,
sculpture, photography, tapestry and other crafts.
The School of Arts, Culture & Environment (including Music) promotes a series of lunchtime
concerts each session, normally in the Reid Concert Hall (admission free). The University has
studio facilities for instrumental practice, open to students of all Schools. Permits can be
obtained from the Concert Secretary in the ACE School Office. Further information can be
found in the ACE School Section:
http://www.ace.ed.ac.uk/index.htm
Continuing Education
Throughout the year, the University's Office of Lifelong Learning runs a wide-ranging
programme of part-time Open Studies courses in which any adult aged over 18 may enrol.
Around 6,500 people do so each year, including staff and students of the University. Most
classes meet in the George Square area, some in the evenings and others during the day.
Full-time students may qualify for fee discounts. Many courses are credit-bearing; these
involve written or project work and are assessed.
Details of the courses on offer can be found on the Office of Lifelong Learning website:
http://www.lifelong.ed.ac.uk/
Learning Other Languages
The Institute for Applied Language Studies provides extra-curricular courses in French,
German, Italian, Japanese, Portuguese and Spanish at all levels. Classes are scheduled to run
in morning, afternoon and evening sessions throughout the year and are enjoyed by
University staff, students and others. University of Edinburgh students are entitled to a 40%
152
discount on fees for daytime classes. The Institute also runs part-time courses 'Communicate
in English' and 'IELTS Preparation'.
Please see the website for further information:
http://www.ed.ac.uk/schools-departments/english-language-teaching
Nursing Studies Seminars
All students are invited to attend seminars held in this (and other) Schools. This is an
opportunity to hear what is going on 'at the cutting edge' of nursing research and
development. As members of the academic community it is well worth your while making
the effort to come, at least to some. As well as the School Seminars, there are other special
interest groups which students may attend.
Institute for Academic Development
The Study Development Team at the Institute for Academic Development (IAD) provides
resources and workshops aimed at helping all students to enhance their learning skills and
develop effective study techniques. Resources and workshops cover a range of topics, such
as managing your own learning, reading, note making, essay and report writing, exam
preparation and exam techniques.
The study development resources are housed on 'LearnBetter' (undergraduate), part of
Learn, the University's virtual learning environment. Follow the link from the IAD Study
Development web page to enrol:
www.ed.ac.uk/iad/undergraduates
Workshops are interactive: they will give you the chance to take part in activities, have
discussions, exchange strategies, share ideas and ask questions. They are 90 minutes long
and held on Wednesday afternoons at 1.30pm or 3.30pm. The schedule is available from the
IAD Undergraduate web page (see above).
Workshops are open to all undergraduates but you need to book in advance, using the MyEd
booking system. Each workshop opens for booking 2 weeks before the date of the workshop
itself. If you book and then cannot attend, please cancel in advance through MyEd so that
another student can have your place. (To be fair to all students, anyone who persistently
books on workshops and fails to attend may be barred from signing up for future events.)
Study Development Advisors are also available for an individual consultation if you have
specific questions about your own approach to studying, working more effectively, strategies
for improving your learning and your academic work. Please note, however, that Study
Development Advisors are not subject specialists so they cannot comment on the content of
your work. They also do not check or proof read students' work.
To make an appointment with a Study Development Advisor, email iad.study@ed.ac.uk
(For support with English Language, you should contact the English Language Teaching
Centre.)
153
Teachability Policy
The University of Edinburgh is committed to a policy of equal opportunities for all students
and aims to create an environment which enables them to participate fully in the
mainstream of University life. This policy is fully supported within Nursing Studies
DISCLAIMER
Please note that every effort has been made to ensure that the information contained in this handbook is
correct. However the handbook does not form part of any contract between the University and the student
and must be read in conjunction with the Terms and Conditions of Admission set out in the Undergraduate
154
Appendix 1:
LEARNING TOWARDS THE NMC STANDARDS OF PROFICIENCY

In order to demonstrate clearly where the required outcomes and proficiencies are
addressed in the 4 year programme, two tables been constructed. These tables indicate
precisely where the specific outcomes and proficiencies are being learnt. Although the tables
indicate the specific part of the course where the outcomes and proficiencies are addressed,
it is recognised that they may feature in an integrated manner in other parts of the
programme.
The tables encompass all aspects of the programme (both theory and practice) reflecting the
essential integration of academic themes and the practice-based learning into the courses.
In each course there are key themes which structure the teaching and learning. The content
subsumed under these themes also transcends the placement experiences. Thus when
looking to identify where content reflects outcomes and proficiencies, it is based on both the
academic and practice-based learning. It is therefore important that the academic content is
viewed alongside the process objectives identified for each associated practice placement
such that process objectives are seen as an integral part of the overall content for any one
theme identified throughout the programme. The process objectives can be seen as the
operationalisation of the themes and focus specifically on the nursing activities undertaken
towards the meeting of outcomes and proficiencies. (Process objectives are given in the
Assessment of Practice-Based Performance documentation included in this submission as
separate documents in Supplementary Information.)
The tables have been constructed using the main headings of the proficiencies and
outcomes against the courses the programme. The Honours Options are not included in the
tables since these are optional courses and maybe chosen in different combinations by
students. All Honours courses add to the learning towards the proficiencies but all
proficiencies are met within the prescribed core courses.
Two separate tables follow: one for the foundation programme demonstrating learning
towards outcomes to be achieved for entry to the branch programme, and one for the adult
branch demonstrating learning towards standards of proficiency to be achieved for entry to
the register (see Tables 1 and 2). Course abbreviations used in the tables are as follows:
Nursing 1
N1
R&I
Health and Society 1A and 1B
HS1A&B
ACB
Nursing 2
N2
Nature of Nursing
NN
Health and Society 2A and 2B
HS2A&B
P&PC
Organisation, Management and

Practice of Nursing
OMPN
Dissertation
Diss
155
MOT
Table 1: Foundation Programme - outcomes to be achieved for entry to the branch programme
DOMAIN: PROFESSIONAL AND ETHICAL PRACTICE
COURSE
Discuss in an informed manner the implications of professional regulation for nursing practice
Demonstrate a basic knowledge of professional regulation and self-regulation
N1
N2
Recognise and acknowledge the limitations of ones own abilities
N1
N2
Recognise situations that require referral to a registered practitioner
N1
N2
Demonstrate an awareness of The NMC code of professional conduct: standards for conduct, performance and ethics
Commit to the principle that the primary purpose of the registered nurse is to protect and serve society
N1
N2
Accept responsibility for ones own actions and decisions
N1
N2
Demonstrate an awareness of, and apply ethical principles to, nursing practice
Demonstrate respect for patient and client confidentiality
N1
N2
Identify ethical issues in day to day practice
N1
N2
H&S1A&B
H&S2A
H&S2B
Demonstrate an awareness of legislation relevant to nursing practice
Identify key issues in relevant legislation relating to mental health , children, data protection, manual handling, and health and
safety, etc.
N1
N2
H&S2A
Demonstrate the importance of promoting equity in patient and client care by contributing to nursing care in a fair and anti-discriminatory
way
Demonstrate fairness and sensitivity when responding to patients, clients and groups from diverse circumstances
N1
N2
Recognise the needs of patients and clients whose lives area affected by disability, however manifest
N1
N2
156
H&S1A&B
H&S2A
DOMAIN: CARE DELIVERY
COURSE
Discuss methods of, barriers to, and the boundaries of, effective communication and interpersonal relationships
Recognise the effect of ones own values on interactions with patients and clients and their carers, families and friends
N1
N2
Utilise appropriate communication skills with patients and clients
N1
N2
Acknowledge the boundaries of a professional caring relationship
N1
N2
N1
N2
N1
N2
H&S1A&
B
H&S2A
H&S1A&
B
H&S2A
H&S2A
H&S2B
Demonstrate sensitivity when interacting with and providing information to patients and clients
Be sensitive to the needs of patients and clients when communicating
Contribute to enhancing the health and social well-being of patients and clients by understanding how, under the supervision of a registered practitioner,
to:
Contribute to the assessment of health needs
Identify opportunities for health promotion
N1
N2
H&S1A&
B
Identify networks of health and social care services
N1
N2
H&S1A&
B
Contribute to the development and documentation of nursing assessments by participating in comprehensive and systematic nursing assessment of the
physical, psychological, social and spiritual needs of patients and clients
Be aware of assessment strategies to guide the collection of data for assessing patients and clients and use assessment tools under guidance
N1
N2
Discuss the prioritisation of care needs
N1
N2
Be aware of the need to reassess patients and clients as to their needs for nursing care
N1
N2
N1
N2
Contribute to the planning of nursing care, involving patients and clients and, where possible, their carers; demonstrating an understanding of helping
patients and clients to make informed decisions
Identify care needs based on the assessment of a patient or client

157
H&S2B
Participate in the negotiation and agreement of the care plan with the patient or client and with their carer, family or friends, as appropriate, under
the supervision of a registered nurse
N1
N2
Inform patients and clients about intended nursing actions, respecting their right to participate in decisions about their care
N1
N2
N1
N2
N1
N2
Contribute to the implementation of a programme of nursing care, designed and supervised by registered practitioners
Undertake activities that are consistent with the care plan and within the limits of ones own abilities
Demonstrate evidence of a developing knowledge base which underpins safe and effective nursing practice
Access and discuss research and other evidence in nursing and related disciplines
Identify examples of the use of evidence in planned nursing interventions
N1
N2
N1
N2
Demonstrate a range of essential nursing skills, under the supervision of a registered nurse, to meet individuals needs which include:
Maintaining dignity, privacy and confidentiality; effective communication and observational skills, including listening and taking physiological
measurement; safety and health, including moving, and handling and infection control; essential first aid and emergency procedures; administration
of medicines; emotional, physical and personal care, including meeting the need for comfort, nutrition and personal hygiene
Contribute to the evaluation of the appropriateness of nursing care delivered
Demonstrate an awareness of the need to assess regularly a patients or clients response to nursing interventions
N1
N2
Provide for a supervising registered practitioner, evaluative commentary and information on nursing care based on personal observations and
actions
N1
N2
Contribute to the documentation of the outcomes of nursing interventions
N1
N2
Recognise situations in which agreed plans of nursing care no longer appear appropriate and refer these to an appropriate accountable practitioner
Demonstrate an ability to discuss and accept care decisions
N1
N2
Accurately record observations made an communicate these to the relevant members of the health and social care team
N1
N2
158
H&S1A&
B
H&S2A
H&S2B
DOMAIN: CARE MANAGEMENT
COURSE
Contribute to the identification of actual and potential risks to patients, clients and their carers, to oneself and to other, and participate in measures to promote and
ensure health and safety
Understand and implement health and safety principles and policies
N1
N2
Recognise and report situations that are potentially unsafe for patients, clients, oneself and others
N1
N2
Demonstrate an understanding of the role of others by participating in inter-professional working practice
Identify the roles of the members of the health and social care team
N1
N2
Work within the health and social care team to maintain and enhance integrated care
N1
N2
N1
N2
Demonstrate literacy, numeracy and computer skills needed to record, enter, store, retrieve and organise data essential for care delivery
Communicate successfully both orally and in writing, demonstrate the ability to handle numerical data, and demonstrate IT skills
DOMAIN: PERSONAL AND PROFESSIONAL DEVELOPMENT
COURSE
Demonstrate responsibility for ones own learning through the development of a portfolio of practice and recognise when further learning is required
Identify specific learning needs and objectives
N1
N2
Begin to engage with, and interpret, the evidence base which underpins nursing practice
N1
N2
N1
N2
Acknowledge the importance of seeking supervision to develop safe and effective nursing practice
Seek guidance when appropriate
159
Table 2: Branch Programme - standards of proficiency to be achieved for entry to the register
DOMAIN: PROFESSIONAL AND ETHICAL PRACTICE
COURSE
Manage oneself, ones practice, and that of others, in accordance with The NMC code of professional conduct: standards for conduct,
performance and ethics, recognising ones own abilities and limitations
Practise in accordance with The NMC code of professional conduct: standards for conduct, performance and ethics
Use professional standards of practice to self-assess performance
NN
P&PC
OMPN
MOT
Consult with a registered nurse when nursing care requires expertise beyond ones own current scope of competence
NN
P&PC
OMPN
MOT
Consult other health care professionals when individual or group needs fall outside the scope of competence
NN
P&PC
OMPN
MOT
Identify unsafe practice and respond appropriately to ensure a safe outcome
NN
P&PC
OMPN
MOT
Manage the delivery of care services within the sphere of ones own accountability
NN
P&PC
OMPN
MOT
OMPN
MOT
ACB
OMPN
Diss
Practise in accordance with an ethical and legal framework which ensures the primacy of patient and client interest and well-being
and respects confidentiality
Demonstrate knowledge of legislation and health and social policy relevant to nursing practice
Ensure the confidentiality and security of written and verbal information acquired in a professional capacity
Demonstrate knowledge of contemporary ethical issues and their impact on nursing and health care
ACB
NN
P&PC
OMPN
ACB
NN
P&PC
OMPN
MOT
Diss
Manage the complexities arising from ethical and legal dilemmas
ACB
NN
P&PC
OMPN
MOT
Diss
Act appropriately when seeking access to caring for patients and clients in their own homes
ACB
OMPN
MOT
Diss
R&I
Diss
Practise in a fair and anti-discriminatory way, acknowledging the differences in beliefs and cultural practices of individuals or groups
Maintain, support and acknowledge the rights of individuals or groups in the health care setting
ACB
NN
P&PC
OMPN
MOT
Diss
Act to ensure the rights of individuals and groups are not compromised
ACB
NN
P&PC
OMPN
MOT
Diss
Respect the values, customs and beliefs of individuals and group
ACB
NN
P&PC
OMPN
MOT
Diss
Provide care which demonstrates sensitivity to the diversity of patients and clients
ACB
NN
P&PC
OMPN
MOT
Diss
160
DOMAIN: CARE DELIVERY
COURSE
Engage in, develop and disengage from therapeutic relationships through the use of appropriate communication and interpersonal
skills
Utilise a range of effective and appropriate communication and engagement skills
ACB
NN
P&PC
OMPN
Maintain and, where appropriate, disengage from professional caring relationships that focus on meeting the patients or
clients needs within professional therapeutic boundaries
ACB
NN
P&PC
OMPN
Diss
MOT
Create and utilise opportunities to promote the health and well-being of patients, clients and groups
Consult with patients, clients and groups to identify their need and desire for health promotion advice
NN
P&PC
MOT
Provide relevant and current health information to patients, clients and groups in a form which facilitates their understanding
and acknowledges choice/individual preference
NN
P&PC
MOT
Provide support and education in the development and/or maintenance of independent living skills
NN
P&PC
MOT
Seek specialist/expert advice as appropriate
NN
P&PC
OMPN
MOT
Undertake and document a comprehensive, systematic and accurate nursing assessment of the physical, psychological, social and
spiritual needs of patients, clients and communities
Select valid and reliable assessment tools for the required purpose
R&I
ACB
NN
P&PC
MOT
Systematically collect data regarding the health and functional status of individuals, clients and communities through
appropriate interaction, observation and measurement
R&I
ACB
NN
P&PC
MOT
Analyse and interpret data accurately to inform nursing care and take appropriate action
R&I
ACB
NN
P&PC
MOT
Formulate and document a plan of nursing care, where possible, in partnership with patients, clients, their carers and family and
friends, within a framework of informed consent
Establish priorities for care based on individual or group needs
ACB
NN
P&PC
Identify expected outcomes, including a time frame for achievement and/or review in consultation with patients, clients, their
carers and family and friends and with members of the health and social care team
ACB
NN
P&PC
MOT
Develop and document a care plan to achieve optimal health, habitation, and rehabilitation based on assessment and current
nursing knowledge
ACB
NN
P&PC
MOT
161
R&I
OMPN
MOT
Diss
Based on the best available evidence, apply knowledge and an appropriate repertoire of skills indicative of safe and effective
nursing practice
Ensure that current research findings and other evidence are incorporated in practice
ACB
OMPN
Identify relevant changes in practice or new information and disseminate to colleagues
ACB
OMPN
Contribute to the application of a range of interventions which support and optimise the health and well-being of patients and
clients
ACB
NN
P&PC
Demonstrate the safe application of the skills required to meet the needs of patients and clients within the current sphere of
practice
ACB
NN
Identify and respond to patients and clients continuing learning and care needs
Engage with, and evaluate, the evidence base that underpins safe nursing practice
ACB
OMPN
MOT
Diss
Diss
MOT
Diss
P&PC
MOT
Diss
NN
P&PC
MOT
NN
P&PC
OMPN
MOT
OMPN
MOT
Diss
Provide a rationale for the nursing care delivered which takes account of social, cultural, spiritual, legal, political and economic
influences
Identify, collect and evaluate information to justify the effective utilisation of resources to achieve planned outcomes of
nursing care
Evaluate and document the outcomes of nursing and other interventions
Collaborate with patients and clients and, when appropriate, additional carers to review and monitor the progress of
individuals or groups towards planned outcomes
NN
P&PC
MOT
Analyse and revise expected outcomes, nursing interventions and priorities in accordance with changes in the individuals
condition, needs or circumstances
NN
P&PC
MOT
Demonstrate sound clinical judgement across a range of differing professional and care delivery
Use evidence based knowledge from nursing and related disciplines to select and individualise nursing interventions
ACB
NN
P&PC
OMPN
MOT
Diss
Demonstrate the ability to transfer skills and knowledge to a variety of circumstances and settings
ACB
NN
P&PC
OMPN
MOT
Diss
Recognise the need for adaptation and adapt nursing practice to meet varying and unpredictable circumstances
ACB
NN
P&PC
Ensure that practice does not compromise the nurses duty of care to individuals or the safety of the public
NN
P&PC
162
Diss
MOT
DOMAIN: CARE MANAGEMENT
COURSE
Contribute to public protection by creating and maintaining a safe environment of care through the use of quality assurance
and risk management strategies
Apply relevant principles to ensure the safe administration of therapeutic substances
NN
P&PC
MOT
Use appropriate risk assessment tools to identify actual and potential risks
NN
P&PC
MOT
Identify environmental hazards and eliminate and/or prevent where possible
NN
P&PC
MOT
Communicate safety concerns to a relevant authority
NN
P&PC
MOT
Manage risk to provide care which best meets the needs and interests of patients, clients and the public
NN
P&PC
MOT
Demonstrate knowledge of effective inter-professional working practices which respect and utilise the contributions of
members of the health and social care team
Establish and maintain collaborative working relationships with members of the health and social care team and others
NN
P&PC
OMPN
MOT
Participate with members of the health and social care team in decision-making concerning patients and clients
NN
P&PC
OMPN
MOT
Review and evaluate care with members of the health and social care team and others
NN
P&PC
OMPN
MOT
Delegate duties to others, as appropriate, ensuring that they are supervised and monitored
Take into account the role and competence of staff when delegating work
Maintain ones own accountability and responsibility when delegating aspects of care to others
ACB
OMPN
Demonstrate the ability to co-ordinate the delivery of nursing and health care
ACB
OMPN
MOT
OMPN
Demonstrate key skills
Literacy interpret and present information in a comprehensive manner
Numeracy accurately interpret numerical data and their significance for the safe delivery of care
Information technology and management interpret and utilise data and technology, taking account of legal, ethical
and safety considerations, in the delivery and enhancement of care
Problem-solving demonstrate sound clinical decision-making which can be justified even when made on the basis of
limited information
R&I
163
ACB
R&I
R&I
R&I
ACB
NN
P&PC
OMPN
MOT
Diss
NN
P&PC
OMPN
MOT
Diss
NN
P&PC
OMPN
MOT
Diss
NN
P&PC
MOT
Diss
DOMAIN: PERSONAL AND PROFESSIONAL DEVELOPMENT
COURSE
Demonstrate a commitment to the need for continuing professional development and personal supervision activities in order
to enhance knowledge, skills, values and attitudes needed for safe and effective nursing practice
Identify ones own professional development needs by engaging in activities such as reflection in, and on, practice and
lifelong learning
Develop a personal development plan which takes into account personal, professional and organisational needs
Share experiences with colleagues and patients and clients in order to identify the additional knowledge and skills
needed to manage unfamiliar or professionally challenging situations
ACB
NN
P&PC
Take action to meet any identified knowledge and skills deficit likely to affect the delivery of care within the current
sphere of practice
ACB
NN
P&PC
ACB
NN
P&PC
NN
OMPN
MOT
OMPN
MOT
MOT
Diss
OMPN
MOT
Diss
MOT
Enhance the professional development and safe practice of others through peer support, leadership, supervision and teaching
Contribute to creating a climate conducive to learning
NN
P&PC
OMPN
Contribute to the learning experiences and development of others by facilitating the mutual sharing of knowledge and
experience
NN
P&PC
OMPN
Demonstrate effective leadership in the establishment and maintenance of safe nursing practise
164
Diss
OMPN

Programme Handbook 2012-13 (Old Style)

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Programme Handbook 2012-13 (Old Style)

Uploaded by

Copyright:

Available Formats

NURSING STUDIES

Session 2012 2013

Programme Director: Dr Jennifer Tocher

Academic Year Dates

People Responsible for Supporting the Delivery of the Programme

Communication Between Staff and Students

Teaching Staff Contact List

Bachelor of Nursing with Honours Programme

Teaching and Learning Strategies

Four Year Programme Overall Curriculum

Allocations of Students to Practice Placements

Health & Society 1A

Health & Society 1B

Health & Society 2A

Health & Society 2B

Applied Clinical Biology

Research & Inquiry in Nursing

The Nature of Nursing

Pathology and Patient Care

Organisation, Management and Practice of Nursing

Management of Transitions Care of the Older Person

The Honours Dissertation

Final Professional Exam

Care and Control

Caring and Emotional Work

Counselling and Health Care

Critical Care Nursing

Ethical, Legal and Social Issues in Child Health

Ethics in Health Care

Issues and Developments in the Management of Pain

Living with Chronic Illness

Loss and Death in Childbearing

Spirituality and Health Care

The Role of Complementary Therapies in Nursing

Regulation Progression and Appeals

Exit Award: Bachelor of Nursing with Honours, RN Adult Branch

Other Exit Routes

Information on Re-sitting Examinations and Coursework

Important Progression Information

Academic and Welfare Support Services

Appendix 1: NMC Standards of Proficiency

Personal Tutors (PT) and Student Support Assistant (SSA)

ACADEMIC YEAR DATES 2012/13

10th 14th Sept 2012

Induction / Freshers Week

17th 15th Oct 2012

Semester 1, Block 1 - Study

22nd 30th Nov 2012

Semester 1, Block 2 - Study

3rd 7th Dec 2012

10th 21st Dec 2012

24th Dec 11th Jan 2013

14th Jan 15th Feb 2013

Semester 2, Block 3 - Study

25th Feb 29th Mar 2013

Semester 2, Block 4 - Study

8th 19th Apr 2013

22nd 26th Apr 2013

29th Apr 24th May 2013

PEOPLE RESPONSIBLE FOR SUPPORTING THE DELIVERY OF THE PROGRAMME

Prof Pam Smith

BN Hons Programme Secretary

Student Support Assistant

Examinations & Assessments