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 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 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