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 Ventilation
NH6142
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 respiratory dysfunction in the
Overview (max 80 words)
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
professional attributes for the assessment and therapeutic
management of critically ill patients with respiratory abnormality.
On successful completion of the module, the student will be able to:
1 Explain the pathophysiology of common illnesses / injuries
causing abnormality to the respiratory system and rationalise
the intensive care management of these conditions
2
Demonstrate a systematic assessment of the respiratory
function of intensive care patients, critically analyse abnormal
assessment findings and rationalise appropriate actions
Content
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Learning support
3
Critically analyse and demonstrate the assessment and
intensive care management of a sedated, mechanically
ventilated patient
4
Critically analyse and demonstrate the care involved with
weaning a patient off of mechanical ventilation
5
Critically analyse measures for preventing and managing
intensive care acquired infections and demonstrate
interventions for preventing ventilator associated pneumonia
Respiratory pathophysiology related to the intensive care setting
Principles of invasive and non-invasive mechanical ventilation
including indications, modes, complications, protective lung
strategies, weaning, patient positioning, on-going care and
psychological / family support
Overview of care of the child requiring mechanical ventilation
Respiratory physical assessment
Interpretation of arterial blood gases and chest Xrays
Sedation, analgesia, therapeutic paralysis and sleep deprivation
related to the intensive care setting
Infection prevention and control in intensive care
Advanced respiratory interventions for the severely hypoxic patient
Use of care bundles and protocols in intensive care
Research and audit in intensive care
Textbooks
Bench, S. and K. Brown. 2011. Critical care nursing: learning from
practice. Chichester: Wiley-Blackwell.
McGloin, S. and A. McLeod. 2010. Advanced practice in critical
care: a case study approach. Chichester: Wiley-Blackwell. E-book
also available.
Morton, P.G. and D.K. Fontaine. 2013. Essentials of critical care
nursing. Philadelphia: Lippincott Williams & Wilkins.
West, J.B. 2012. Respiratory physiology: the essentials. 9th ed.
Philadelphia: Lippincott Williams & Wilkins.
Wilkins, R.L., J.R. Dexter and A.J. Heuer. 2010. Clinical
assessment in respiratory care. 6th ed. St. Louis: Mosby.
Websites
 http://www.vectors.cx/med/apps/abg.cgi
 http://www.ardsnet.org/
 http://www.med.ucla.edu/wilkes/lungintro.htm
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%
2500 word case study about an intensive care patient requiring
mechanical ventilation (LO1, LO2, LO3).
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, LO5)
 OSCE - skills assessed using simulation in the University
setting (LO1, LO2, LO3)
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
Case study
50%
PRACTICAL
Skills book and OSCE
50%
1
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.
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 NA3142)
Specify codes of modules for which
this is a replacement
Available as free-standing module?
Yes

No