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’
Physical assessment of adults
NH6157
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 currently working in
clinical practice with normally 1 years’ post-registration experience.
Students cannot take this module as well as the ‘Physical assessment of
the cardiac and respiratory systems’ module.
Co-requisite modules
Specify in terms of module codes or
equivalent
Module delivery


Taught
Distance
Placement 
Online
Other

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 conduct a comprehensive health history
content and/ or aims
and physical assessment of 9 major body systems for adults:
Overview (max 80 words)
cardiovascular, respiratory, abdominal, neurological, musculoskeletal,
ears/nose/throat, eyes, skin and mental health. Students will also
interpret abnormal assessment findings and plan clinical decisions within
the context of their professional roles in the practice setting.
Module team/ author/
Heather Baid, Annie Chellel, Chrissie Spiers, Jessica Hargreaves
coordinator(s)
School
School of Health Sciences
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
BSc (Hons) Nurse Practitioner
BSc (Hons) Community Specialist Practice
Status (mandatory/ compulsory/
optional)
O
O
O
M
O
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
To develop the student’s knowledge and skills in the process of a
holistic health history and physical assessment of nine major body
systems for adults (cardiovascular, respiratory, abdominal,
neurological, musculoskeletal, ears/nose/throat, eyes, skin and mental
health).
To develop the student’s ability to interpret abnormal assessment
findings and plan clinical decisions.
Learning outcomes
On successful completion of the module, the student will be able to:
1 Demonstrate and explain the process for a focused health
history of the 9 major body systems for adult patients
2
Demonstrate and explain the process for a physical
assessment of the 9 major body systems for adult patients
3
Critically discuss normal and common abnormal health history
and physical assessment findings of the 9 major body systems
for adult patients
Critically analyse abnormal health history and physical
assessment findings of adult patients for a choice of 5 out of
the 9 major body systems
Rationalise clinical decisions while acting upon abnormal
health history and physical assessment findings of adult
patients for a choice of 5 out of the 9 major body systems
including direct actions, further investigations and referrals
4
5
Content
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
Learning support
Legal, ethical and professional issues while undertaking a health
history and physical assessment of adults
Principles and processes for taking a comprehensive health history
and focused health history of the 9 major body systems
Tools, techniques and equipment required for physical assessment
Principles and processes for conducting a head to toe physical
assessment and focused physical assessment of the 9 major body
systems
o Cardiovascular – inspection, palpation, auscultation
o Respiratory – inspection, palpation, percussion,
auscultation
o Abdominal – inspection, palpation, percussion,
auscultation
o Neurological – higher mental function, cranial nerves,
motor-sensory
o Musculoskeletal – inspection, palpation, range of motion
o Eyes, Ears/Nose/Throat, Skin – inspection, palpation
o Mental health – affective, behaviour, cognition
Interpretation of common abnormalities for the 9 major body
systems identified through health history and physical assessment
Clinical decision making to act upon abnormal health history and
physical assessment findings
Textbooks
Bickley, L.S. 2013. Bates’ guide to physical examination and
history taking. 11th ed. Wolters Kluwer Health | Lippincott Williams
& Wilkins.
Douglas, G., F. Nicol and C. Robertson. 2009. Macleod’s clinical
examination. 12th ed. Edinburgh: Churchill Livingstone.
Hogan-Quigley, B., M.L. Palm and L. Bickley. 2012. Bates’ nursing
guide to physical examination and history taking. Philadelphia:
Wolters Kluwer Health | Lippincott Williams & Wilkins.
Jarvis, C. 2012. Physical examination and health assessment. 6th
ed. St. Louis: Elsevier/Saunders.
Talley, N.J and S. O’Connor. 2010. Clinical examination: a
systematic guide to physical diagnosis. 6th ed. Chatswood, New
South Wales: Elsevier Australia.
Websites
http://www.nice.org.uk/
http://www.wilkes.med.ucla.edu/intro.html
http://www.meddean.luc.edu/lumen/MedEd/medicine/pulmonar/pd/
b-sounds.htm
Journals
 British Journal of Nursing
 British Journal of Cardiac Nursing
 Practice Nurse
S. a
Teaching and learning activities
Details of teaching and
learning activities
Lectures
Group discussions
Clinical demonstrations and practice
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% of overall mark)
Students will choose 5 out of the 9 major body systems for the
theoretical assignment which will be presented in the practice portfolio:
 Practice Portfolio (Clinical Reasoning Accounts) – for each
of the chosen 5 body systems, a 500 word analysis will be
written interpreting the significance of abnormal findings and
how these abnormalities were acted upon using supporting
literature to substantiate the discussion (clinical reasoning
account total = 2500 words). The 500 word analysis for each
body system will have a preface to summarise in bullet points
the health history findings, physical assessment findings and
actions taken. (LO3, LO4, LO5)
Part two - Clinical Assessment (50% of overall mark)
Students will demonstrate the knowledge, psychomotor skill and
professional attributes required to undertake a focused health history
and physical assessment:
 Practice Portfolio (Patient Assessments) – physical
assessment for the 9 body systems using adult patients in the
practice setting and assessed as pass/fail by a designated
practice-based assessor (LO1, LO2, LO3)
 OSCE – physical assessment for a selection of 3 out of these 5
body systems (cardiovascular, respiratory, abdominal,
neurological and musculoskeletal) and graded using OSCE
marking criteria 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
Practice Portfolio – clinical reasoning accounts
50%
PRACTICAL
OSCE
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
Dr. Julia Maz
University of Leeds
Oct 2014
Date tenure
ends
Sept 2018
QUALITY ASSURANCE
Date of first approval
June 2008
Only complete where this is not the
first version
Date of last revision
Only complete where this is not the
first version
Date of approval for this
version
Version number
Modules replaced
April 2015
2
(old code NH3157)
Specify codes of modules for which
this is a replacement
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.
Available as free-standing module?
Yes

No