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Repeat examination
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Description
This module provides knowledge and an understanding of the principles of nursing practice and practice decision making in intellectual disability nursing. The module enables the student to assist the individual with intellectual disability experience optimum health and well-being and the promotion of optimal physical health.
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Learning Outcomes
1. Examine a range of health assessments and management of multiple health conditions that impact on those with intellectual disability fostering the ability of the nurse to work as an independent practitioner.
2. Apprise the physiological basis of neurological disorders, analyses the psycho-social impact of epilepsy, exploring the dimensions of caring for an individual with an intellectual disability
3. Explore the strategies, which support therapeutic nursing practice in relation to the assessment, management and prevention of pain in individuals with an intellectual disability.
4. Describe factors affecting sleep patterns, sleep disorders and explain the therapeutic interventions that induce sleep.
5. Discuss the management of complex needs in terms of infection control
6. Discuss continence promotion in people with an intellectual disability and indicate appropriate interventions in continence promotion.
7. Discuss nutrition, swallowing, feeding problems experienced by people with intellectual disability and indicate appropriate interventions
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| Workload |
Full-time hours per semester |
| Type |
Hours |
Description |
| Lecture | 30 | Lectures and interactive learning | | Tutorial | 4 | Student discussion | | Laboratory | 12 | Clinical Skills | | Independent Study | 80 | Student should spend at least 5 hours direct learning on each subject in the indicative content | | Clinical laboratory | 15 | Practice work on clinical skills Peg and nasograstric, tracheotomy care, urinealysis, specium collection | | Independent Study | 15 | review of literature material, search retrive store and analysis | | Online activity | 5 | A review of clinical skills on u-tube | | Seminars | 9 | guest lecturers, incontience, nasogastric and tube feeding and SLT | | Directed learning | 10 | review of pass papers and examination preparation | | Directed learning | 10 | reading and research | | Total Workload: 190 |
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
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Indicative Content and Learning Activities
Physical health needsPhysical health needs and the role of the nurse.Nursing role and modelsNursing role and models of care in managing health needsPhysical assessementPhysical assessment head to toeNursing assessmentNursing assessments and medical, physical, mental health history takingCare planningCare planning and nursing process (workshop)Nursing skillsNursing care intervention skills, assessment observation and decision making skillsInfection controlNursing management of infectionsNeurological disordersThe management and promotion of neurological disorders epilepsy, Cerebrovascular accident (CVA) and Parkinson’sPainThe management of pain and promotion of pain free nursing careSleepThe management and promotion of sleep in intellectual disabilitiesContienceThe management and promotion of continence in intellectual disabilitiesNutrition, swallowing, feedingThe management and promotion of nutrition, swallowing, feeding problems and supports in intellectual disabilities |
| Assessment Breakdown | | Continuous Assessment | 100% | Examination Weight | 0% |
| Course Work Breakdown |
| Type | Description | % of total | Assessment Date |
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| Completion of online activity | Students are required to complete 6 Elsevier clinical skills certificates using the Elsevier clinical
skills platform. The 6 skills are taken from under the following headings
l Peg and Naso-gastric feeding,
l Trachea support
l Suctioning,
l Dysphasia,
l Specimen collection
l Continence,
l Epilepsy
l Pain
l Health assessment
l Sleep
Students make a choice of six skills to complete using the above heading to guide the students
to the skills they want to complete. Students are required to follow the Elsevier learning tools
for each skill notable, Skill Overview, Demonstration, Equipment, Self-test, Quick sheet and
References. On completion of each skill students are required to | 10% | n/a | | Presentation | Students are required to plan, prepare, monitor and present a baseline health skill
measurement over the 8 weeks of this module. Student are required to present a short
description of the measurements they have recorded and present the results outlining a
short critical analysis of the outcomes measured and monitored with background
references. This will be completed and submit to the module leader by email at the end
of 7 to 8 weeks. Students need to pick a personal assessment for baseline measures and
monitoring practice and the following is a short outline of a number of examples
· Physical activity monitoring
· Pedometers
· Blood Pressure
· Weight
· Body fat analyser
· Sleep
| 10% | n/a | | Assignment | Students are required to plan, prepare, write and present 3 written assignment essays/
articles (500 words each). Assignment essays comprising of the following headings,
introduction, literature review, arguments, outcomes, conclusion and a reference list
using the Harvard reference style. The aim of this assessment is to enable the student to
develop skills in academic assessment writing while focusing on the subject learning
outcomes of the modules. Students are required to pick three topic to write their essay
on. The student have a choice of 7 topics to choice 3. The topics are:
l Pain,
l Sleep,
l Continence,
l Nutrition,
l Child and adolescent,
l Epilepsy
l Health assessmen | 70% | n/a | | Objective structured clinical examination (OSCE) | Objective Structured Clinical Examination (OSCE) will test either Testing a urine
specimen for urinalysis and or testing Nasogastric Tube Insertion. The OSCE will take
place at 10 to 1, on the 5 th December 2022 in the CEC and student will be required to attend
in uniform. | 10% | n/a |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component |
| This module is category 1 |
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Indicative Reading List
- Ruth Endacott (Editor), Phil Jevon (Editor), Simon Cooper (Editor): 2009, Clinical Nursing Skills, Oxford,
- Gates and Barr: 2009, Oxford Handbook of Learning and intellectual disability nursing, University Press, Oxford,
- Atherton and Crickmore: 2012, Learning Disabilities Toward Inclusion, Sixth Edition, Churchill Livingstone, UK,
- Getliffe and Dolman: 2003, Promoting Continence A clinical and research resource, Bailliere Tindall, UK,
- Strurmey and Didden: 2014, Evidence-based Practice and Intellectual disabilities, Wilet Blackwell, Oxford UK,
- Harris, James: 2010, Intellectual disability, A guide for families and professionals, University Press, Oxford UK,
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Other Resources
None |
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Programme or List of Programmes
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