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Person-Centred Consultation & Physical Examination Skills - HEA00070M

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  • Department: Health Sciences
  • Module co-ordinator: Dr. Sue Faulds
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2021-22

Module will run

Occurrence Teaching period
B Spring Term 2021-22 to Summer Term 2021-22

Module aims

This module will prepare students to apply person-centred consultation skills and to develop an understanding of a systematic history-taking process that can be applied to clinical practice. This module also prepares students to carry out a structured 'systems-based' physical examination and assessment. The module is theoretically underpinned by the Calgary-Cambridge Consultation model (1996), which is linked to the use of a sequential history-taking and physical examination framework.

Module learning outcomes

At the end of the module, students will be able to:

  1. Develop an enhanced knowledge and understanding of consultation models which promote personcentred decision-making.
  2. Apply a systematic and rigorous history-taking process, underpinned by a consultation model, which considers physical and mental health-related concerns.
  3. Gain a detailed and critical understanding of the key principles of patient assessment and examination.
  4. Demonstrate an understanding of a range of skills in patient assessment.
  5. Collaboratively formulate a clinical management plan which respects individual choice and incorporates safety netting.
  6. Develop and critically reflect upon strategies to work with the tensions that may exist where the client view and the professional opinion do not concur.
  7. Explain and critically evaluate the strategies used to promote client choice and empowerment.

Assessment

Task Length % of module mark
Essay/coursework
Viva		 N/A 100

Special assessment rules

Non-compensatable

Reassessment

Task Length % of module mark
Essay/coursework
Viva		 N/A 100

Module feedback

  • Written feedback is provided on a proforma developed specifically for the viva and within the timescale specified in the programme handbook.

Indicative reading

  • Crouch, A. and Meurier, C. (Eds.). (2005). Vital Notes for Nurses: Health Assessment. Oxford: Blackwell Publishing.
  • Crumbie, A. (2006). Taking a history. In M. Walsh (Ed.) Nurse Practitioners: Clinical Skills and Professional Issues. 2nd edn. Edinburgh: Butterworth Heinemann, pp. 14-26.
  • Horrocks, S., Anderson, E. and Salisbury, C. (2010). Systematic review of whether Nurse Practitioners Working in Primary Care can Provide Equivalent Care to Doctors. BMJ, 324(8), 19-23.
  • Hogan-Quigley, B., Palm, M.L. and Bickley, L.S. (2012). Bates' Nursing Guide to Physical Examination and History Taking. Philadelphia: Lippincott Williams & Wilkins.
  • Kaufman, G. (2008). Patient Assessment: Effective Consultation and History Taking. Nursing Standard, 23(4), 50-56.
  • Kurtz, S., Silverman, J., Benson, J. and Draper, J. (2003). Marrying Content and Process in Clinical Method Teaching: Enhancing the Calgary-Cambridge Guides. Academic Medicine, 78(8), 802-809.
  • Laurant, M., Reeves, D., Hermens, R., et al. (2005). Substitution of Doctors by Nurses in Primary Care (Cochrane Review). Cochrane Database of Systematic Reviews, CD001271.
  • Nursing and Midwifery Council (2015). The Code. Professional standards of practice and behaviour for nurses and midwives. London: Nursing and Midwifery Council.
  • Rawles, Z., Griffiths, B. and Alexander, T. (2010). Physical Examination Procedures for Advanced Nurses and Independent Prescribers, Evidence and Rationale. London: Hodder Arnold.
  • Seale, C., Anderson, E. and Kinnersley, P. (2005). Comparison of GP and Nurse Practitioner Consultations: An Observational Study. British Journal of General Practice, 55, 938-43.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.