Developing Advanced Practice in the Workplace (Emergency Care)

Please note

This document only provides information for the academic year selected and does not form part of the student contract

School:

School of Human and Health Sciences

Credit Rating:

Level (including FHEQ):

M (FHEQ Level 7)

Graded or Non Graded:

Graded

Version Valid From:

2023-09-01

Module Leader:

Elizabeth Drain

Version Number

2023.02

Learning Methods

Practical Classes and Demonstrations

Seminar

Guided Independent Study

Work Based Learning

Lecture

Shared Teaching

Synopsis

This module provides the opportunity to enhance your advanced knowledge and understanding of pathophysiology applied to acute and chronic illness, trauma and acute injury along with the examination of current evidence and developments in this field of care. Emphasis throughout the module will be placed on a person-centred holistic approach … For more content click the Read More button below. You will explore how to generate differential diagnoses in addition to making informed collaborative decisions about the management of your patient’s presentation drawing on your knowledge, understanding and competence in the use of clinical, laboratory and radiological investigations. You will examine the complexities of providing person-centred, holistic care in the context of your area of practice, recognising and managing the deteriorating patient, including issues related to palliative and end of life care. To develop and demonstrate your competence, you will be working in an emergency care setting and your progress in meeting national core and area-specific capabilities will be assessed whilst working under the supervision of an appropriately qualified Clinical Educator.

You will explore how to generate differential diagnoses in addition to making informed collaborative decisions about the management of your patient’s presentation drawing on your knowledge, understanding and competence in the use of clinical, laboratory and radiological investigations. You will examine the complexities of providing person-centred, holistic care in the context of your area of practice, recognising and managing the deteriorating patient, including issues related to palliative and end of life care. To develop and demonstrate your competence, you will be working in an emergency care setting and your progress in meeting national core and area-specific capabilities will be assessed whilst working under the supervision of an appropriately qualified Clinical Educator.

Learning Strategy

The module will use a range of student-centred teaching and learning approaches including keynote lectures, guided learning activities, workshops and clinical simulation alongside utilising shared experiences, reflection and critical appraisal. The development of students’ clinical competencies/practical skills will be undertaken, in part, in a skills laboratory and through work-based learning activities working under the supervision of a Clinical Educator in a healthcare setting. Students will have access to learning technologies to support them throughout the delivery of the course content and its assessment. Shared teaching sessions will be used for part of this module focused on developing core knowledge and skills related to advanced consultation skills, laboratory and radiological investigations, managing the deteriorating patient, and palliative and end of life care.

Outline Syllabus

An overview of the processes, theories, and decision-making that underpin advanced consultation skills and structured holistic and person-centred clinical assessmentEpidemiology and aetiology of common and serious conditions, acute injury and trauma related to area of practice including the presentation and natural history of these conditionsPathophysiology in relation to common and … For more content click the Read More button below.

An overview of the processes, theories, and decision-making that underpin advanced consultation skills and structured holistic and person-centred clinical assessment
Epidemiology and aetiology of common and serious conditions, acute injury and trauma related to area of practice including the presentation and natural history of these conditions
Pathophysiology in relation to common and serious conditions, acute injury and trauma related to emergency care
Detailed understanding of pathophysiology in relation to a deteriorating patient, the older adult and emergency presentations including sepsis
Conducting consultations with patients including taking clinical histories, undertaking and interpreting the results of clinical examinations, tests and investigations used for the assessment and diagnosis of patients with these conditions and developing an appropriate management plan.
Principles of pharmacology: definitions, targets for drug action, pharmacodynamics, pharmacokinetics, routes of administration, distribution, bioavailability.
Common first and second-line treatments for common and serious conditions, acute injury and trauma (including use of appropriate theory/evidence and application of pharmacological principles)
Principle of palliative and end-of-life care
Current national and evidence-based guidelines and management protocols. Inter-professional approach to care and management
Serious and common obstacles to effective assessment and management of patients with common and serious conditions, acute injury and trauma

Learning Outcomes

On successful completion of this module students will

Critically appraise and synthesise relevant pathophysiology in relation to a patient’s acute or chronic condition, trauma or injury

Critically examine the systematic assessment, holistic care and management of patients presenting for emergency care with serious or common conditions, acute injury or trauma drawing on contemporary theories, research and policy sources

Critically evaluate obstacles to the effective assessment and management of patients with serious or common conditions, acute injury or trauma in emergency care, and evaluate strategies for overcoming them

Use advanced consultation skills to demonstrate the ability to undertake holistic assessment of patients with common or serious conditions, acute injury or trauma taking relevant clinical histories, undertaking appropriate clinical examination, tests and investigations, to formulate provisional and differential diagnoses

Undertake a lead role in planning, implementing and evaluating the holistic, person-centred care of patients, acknowledging own limitations and when a patient should be referred

Critically appraise contemporary research, national and local guidelines and evidence base relevant to the diagnosis and management of patients presenting for emergency care to promote safe, competent practice

Appraise own role and the role of the multi-professional team in the assessment, care and management of the patient presenting for emergency care with a common or serious condition, acute injury or trauma

Formative Assessment

Assessment 1: Written draft

Summative Assessment

Assessment 1: Written Assignment

Assessment 2: Portfolio

Description:Practice portfolio - Achievement of core clinical capabilities identified from RCEM Emergency Care ACP Curriculum and Assessment. This assessment is pass/fail.

Assessment Weight:0

Assessment Length:150 Hours (Typical Effort)

Module Learning Outcomes:MLO3, MLO4, MLO5, MLO6, MLO7

Individual or Group:Individual

Final Assessment Component:Yes

Marked Anonymously:No

Eligible for Tutor Reassessment:No

Assessment Criteria

Students will be required to pass all elements of assessment to gain credit of the module but only the written case review will be graded. The School generic grading criteria and the learning outcomes will apply. The expectation is that text-based assessment tasks will be submitted via Turnitin®. Identities of … For more content click the Read More button below.

Students will be required to pass all elements of assessment to gain credit of the module but only the written case review will be graded.

The School generic grading criteria and the learning outcomes will apply.

The expectation is that text-based assessment tasks will be submitted via Turnitin®.

Identities of individuals and organisations should be anonymised and confidences respected. Consent should be obtained from individual service users for use of any of their personal health information.

Course and Module Catalogue