Latest Module Specifications
Current Academic Year 2025 - 2026
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Description The aim of this module is to consolidate the student’s learning from the previous three years and to prepare them for their internship. Students will have the opportunity to critically examine and respond to current trends in the care of people with intellectual disabilities across the lifespan and within a variety of settings. Particular attention is given to the unique contribution of intellectual disability nursing within health and social care. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Domain 1: Professional values and conduct of the nurse competences Knowledge and appreciation of the virtues of caring, compassion, integrity, honesty, respect and empathy as a basis for upholding the professional values of nursing and identity as a nurse. 2. Domain 2: Nursing practice and clinical decision making competences Knowledge and understanding of the principles of delivering safe and effective nursing care through the adoption of a systematic and problem-solving approach to developing and delivering a person-centred plan of care based on an explicit partnership with the person and his/her primary carer. 3. Domain 3: Knowledge and cognitive competences Knowledge and understanding of the health continuum, life and behavioural sciences and their applied principles that underpin a competent knowledge base for nursing and healthcare practice. 4. Domain 4: Communication and inter personal competences Knowledge, appreciation and development of empathic communication skills and techniques for effective interpersonal relationships with people and other professionals in health care settings. 5. Domain 5: Management and team competences Using management and team competences in working for the person’s wellbeing, recovery, independence and safety through recognition of the collaborative partnership between the person, family and multidisciplinary health care team. 6. Domain 6: Leadership potential and professional scholarship competences Developing professional scholarship through self-directed learning skills, critical questioning/ reasoning skills and decision-making skills in nursing as the foundation for lifelong professional education, maintaining competency and career development. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Contemporary issues Intellectual disability contemporary issues including: Healthcare trends, advocacy, person-centred practice, HIQA standards, models of living, social inclusion, Disability Quality Improvement. Clinical Topics Consolidate clinical skills knowledge; teaching clinical skills to junior colleagues Health in Intellectual Disability Explore access and barriers to healthcare, hospital passports, reasonable adjustments, cancer care, Sepsis signs and symptoms, role of the Advanced Nurse Practitioner (ANP) and the Clinical Nurse Specialist (CNS). The future development of intellectual disability nursing Future trends in intellectual disability nursing. Career pathways. Personal Development, a key to professional development The importance of personal, and professional development over the course of their professional career, raising concerns, interdisciplinary working, working with families and carers. Models of learning and service change. Ways of learning in practice, HSE change management, negotiation skills. Preparing for the Internship Preparing for the internship/practice placements, policy and legal issues, organisation and administration, leadership skills, person-centred cultures of care. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||