MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Module code
Credit value
Level
Mark the box to the right of the
appropriate level with an ‘X’
Intensive Care Specialities
NH6144
20
Level 4
Level 5
Level 6
Level 0 (for modules at foundation level)

Level 7
Level 8
Entry criteria for registration on this module
Pre-requisites
Specify in terms of module codes or
equivalent
Normal course entry requirements apply. Or, if taken as a free standing
module, pre-requisites are: health care professionals working in an area of
acute care with normally 1 years’ post-registration experience. Students
from areas other than an intensive care unit may also take the module but
must demonstrate 200 hours of contact time with critical care patients
during the course of the module (to be confirmed by the clinical mentor).
Co-requisite modules
Specify in terms of module codes or
equivalent
Module delivery
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Taught
Distance
Placement 
Online
Other
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Pattern of delivery
Weekly
Block
Other
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When module is delivered
Semester 1
Semester 2
Throughout year
Other
Brief description of module This module prepares students to develop the specialist knowledge and
content and/ or aims
skills required while caring for patients with gastrointestinal, renal and
Overview (max 80 words)
neurological dysfunction in the intensive care setting.
Module team/ author/
Heather Baid, Jessica Hargreaves, Chrissie Spiers, Erika Thorne,
coordinator(s)
Intensive Care Pathway Board
School
School of Nursing and Midwifery
Site/ campus where
Falmer, Brighton
delivered
Mode of delivery
Course(s) for which module is appropriate and status on that course
Course
BSc (Hons) Acute Clinical Practice
Graduate Certificate in Acute Clinical Practice
BSc (Hons) Professional Practice
Status (mandatory/ compulsory/
optional)
O
O
O
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
Learning outcomes
To develop the student’s specialist intensive care knowledge, skills and
awareness in the assessment and therapeutic management of critically
ill patients with dysfunction of the gastrointestinal, renal and
neurological systems.
On successful completion of the module, the student will be able to:
1 Explain the pathophysiology of common illnesses / injuries
causing abnormality to the gastrointestinal, renal and
neurological systems and rationalise the intensive care
management of these conditions
2
3
4
Content
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Learning support
Demonstrate a systematic assessment of the gastrointestinal,
renal and neurological function of intensive care patients,
critically analyse abnormal assessment findings and rationalise
appropriate actions
Critically analyse and demonstrate the intra-hospital transfer of
a mechanically ventilated patient
Critically analyse and demonstrate the assessment and
intensive care management of a choice of 2 out of the following
topics: burns, intra-cranial pressure, renal replacement
therapy, trauma, discharge / rehabilitation and non-technical
skills
Gastrointestinal, renal and neurological pathophysiology related to
the intensive care setting
Abdominal and neurological physical assessment
Mental health assessment of intensive care patients
Nutritional assessment and provision for intensive care patients
Blood glucose control of intensive care patients
Acute kidney injury and renal replacement therapy of intensive care
patients
Prevention, assessment and management of delirium with
intensive care patients
Traumatic brain injury, trauma, spinal cord injury burns and organ
donation as relevant for intensive care
Rehabilitation, discharge, patient diaries and follow-up clinics for
intensive care patients
Non-technical skills in intensive care – communication, teamwork,
time management and situation awareness
Intensive care unit response to major incidents
End of life care for intensive care patients
Experience of intensive care patients and their families
Textbooks
American Academy of Orthopaedic Surgeons and American
College of Emergency Physicians. 2011. Critical Care Transport.
Sudbury: Jones and Barlett.
Bench, S. and K. Brown. 2011. Critical care nursing: learning from
practice. Chichester: Wiley-Blackwell.
Kellum, J.A., R. Bellomo and C. Ronco. 2010. Continuous renal
replacement therapy. Oxford: Oxford University Press.
McGloin, S. and A. McLeod. 2010. Advanced practice in critical
care: a case study approach. Chichester: Wiley-Blackwell. E-book
also available.
Wijdicks, E.F.M, and A.A. Rabinstein. 2012. Neurocritical care.
New York: Oxford University Press.
Websites
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http://www.braintrauma.org/
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http://www.icudelirium.co.uk/
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http://www.mc.vanderbilt.edu/icudelirium/
Journals
 Nursing in Critical Care
 Intensive and Critical Care Nursing
 Critical Care
S. a
Teaching and learning activities
Details of teaching and
learning activities
Lectures
Group discussions
Clinical demonstrations
e-Learning activities
Allocation of study hours (indicative)
Study hours
Where 10 credits = 100 learning hours
SCHEDULED
This is an indication of the number of hours students
can expect to spend in scheduled teaching activities
including lectures, seminars, tutorials, project
supervision, demonstrations, practical classes and
workshops, supervised time in workshops/ studios,
fieldwork, external visits, and work-based learning.
60
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided
independent study which includes wider reading/
practice, follow-up work, the completion of assessment
tasks, and revisions.
70
PLACEMENT
The placement is a specific type of learning away from
the University that is not work-based learning or a year
abroad.
70
TOTAL STUDY HOURS
200
Assessment tasks
Details of assessment for
this module
The assessment consists of two parts: parts one and two. Both parts
must be passed in order to pass the module.
Part one - Theoretical assessment – 50%
Poster presentation about an intensive care topic related to the module
content as chosen by the student (LO1, other learning outcomes will be
LO2, LO3, and / or LO4 depending on the topic chosen for the theory
assignment). The theory assignment will include both of these
elements:
 Poster – A1 size presented in an electronic format
 Viva – 10 minute presentation followed by 10 minutes of
questions
Part two - Clinical Assessment – 50%
Students will demonstrate the knowledge, psychomotor skill and
professional attributes required for specific clinical skills related to the
module content. Theoretical links and relevance to current clinical
practice will be expected throughout each skill. A total of 6 skills will be
assessed through:
 Skills Inventory – skills assessed by assessors in a critical
care unit practice setting (LO1, LO2, LO3, LO4)
Types of assessment task1
% weighting
Indicative list of summative assessment tasks which lead to the award of credit or which are required for
progression.
(or indicate if
component is
pass/fail)
WRITTEN
COURSEWORK
Poster presentation
50%
PRACTICAL
Skills book
50%
EXAMINATION INFORMATION
Area examination board
Undergraduate CPE (Acute Clinical Practice) AEB
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name
Position and institution
Date appointed
Carol Greenway
Principal lecturer – De Montfort
University
Jan 2011
Date tenure
ends
Jan 2015
QUALITY ASSURANCE
Date of first approval
Nov 1998
Only complete where this is not the
first version
Date of last revision
Nov 2010
Only complete where this is not the
first version
Date of approval for this
version
Version number
Modules replaced
June 2013
6
(old code NH3144)
Specify codes of modules for which
this is a replacement
Available as free-standing module?
1
Yes

No
Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.