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Co-operative Learning Group 8: Developing a Personal Philosophy for Nursing - HEA00073M

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  • Department: Health Sciences
  • Module co-ordinator: Mr. Ian Hamilton
  • Credit value: 10 credits
  • Credit level: M
  • Academic year of delivery: 2018-19

Module will run

Occurrence Teaching cycle
B Spring Term 2018-19 to Summer Term 2018-19

Module aims

The final CLG module will enable students to critically reflect upon their personal, aesthetic, empirical and ethical ways of knowing (Carper, 1978) to consolidate their understanding and synthesis of their role upon entry to the NMC register. This module dovetails with the modules Professional Internship 2 and the Service Improvement Project whereby students can critically explore and reflect upon the broader context of nursing practice ie transforming community and acute based services.

During this role transition students will reflect critically on their progression from lay person on entering the course to becoming a values-based leader on exiting the course and identify the key elements of nursing practice that are meaningful to them. This exploration will be facilitated through discussion in the co-operative learning groups and the construction of a personal philosophy for nursing. Their personal philosophy will be underpinned by experiences gained during their Internship which will allow the bigger picture of the NHS care to emerge whilst being mindful of local, national and international strategic vision.

Module learning outcomes

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

  1. Critically reflect upon how articulated expectations of nursing influence the culture of care within organisations.
  2. Provide a critical evaluation upon the meaning and purpose of nursing with consideration for key nursing roles such as practitioner, partner and leader of care using research evidence.
  3. Assimilate and skilfully articulate a range of concepts which are integral to the advancement of value based care such as dignity, compassion, self-awareness and competence into a personal philosophy for practice.
  4. Articulate how own knowledge skills and attributes reflect those required of a registered nursing professional and offer reflections on the expression of this within practice.
  5. Demonstrate a critical understanding of the tensions between the technical and therapeutic aspects of the nursing role and articulate how these are personally resolved.
  6. Critically analyse an understanding and formulation of the autonomous nature of the nursing role and the legal and ethical obligations of professional practice being mindful of local and national policy drivers and strategic vision.

Assessment

Task Length % of module mark
Essay/coursework
Essay - 2000 words
N/A 100

Special assessment rules

Non-compensatable

Reassessment

Task Length % of module mark
Essay/coursework
Essay - 2000 words
N/A 100

Module feedback

  • Viva feedback will be given orally and immediately.
  • Written feedback for summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

Indicative reading

  • Banks, S. (2009). Ethics in Professional Life: Virtues for Health and Social Care. Houndmills: Palgrave Macmillan.
  • Benner, P. (2001). From Novice to Expert: Excellence and Power in Clinical Nursing. Commemorative edn. Upper Saddle River, N.J.: Prentice Hall.
  • Benner, P., Tanner, C.A. and Chesla, C. (2009). Expertise in Nursing Practice: Caring, Clinical Judgement and Ethics, 2nd edn. New York: Springer.
  • Carper, B. (1978). Fundamental Patterns of Knowing in Nursing, Advances in Nursing Science, 1(1), 13-23.
  • Department of Health (2013). Delivering high quality, effective, compassionate care: Developing the right people with the right skills and the right values. A mandate from the Government to Health Education England: April 2013 to March 2015. London: Crown Copyright.
  • Department of Health (2013). NHS constitution. London: Crown Copyright.
  • Fawcett, J. (1995). Analysis and evaluation of conceptual models of nursing. Philadelphia: F.A. Davis.
  • Fawcett, J. (2013). Contemporary nursing knowledge: analysis and evaluation of nursing models and theories. Philadelphia, PA: F. A. Davis Co.
  • George, J.B. (2010). Nursing Theories: the Base for Professional Nursing Practice. 6th edn. London: Prentice Hall.
  • Lave, J. and Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  • Master, K. (2014). Role development in professional nursing practice. 3rd edn. Burlington: Jones and Bartlett Learning.
  • McMahon, R. and Pearson, A. (1998). Nursing as therapy. 2nd edn. Cheltenham: Stanley Thornes.
  • Theodosius, C. (2008). Emotional Labour in health Care: the Unmanaged Heart of Nursing. Abingdon: Routledge.
  • Watson, J. (2008). Nursing: the Philosophy of Science and Caring. Rev. edn. Colorado: University Press of Colorado.
  • Wenger, E. (1998). Communities of Practice. Cambridge: Cambridge University Press.



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.

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