Module: Common & Episodic Conditions

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Common & Episodic Conditions
Module Code	NUR1124 (ITS: NS5067P)
Faculty	Nursing, PsyT & Comm Health	School	Science & Health
NFQ level	9	Credit Rating	10

Description

This module uses a systematic approach in the diagnosis and comprehensive management of episodic conditions and acute exacerbation of chronic conditions across the lifespan. Students will build on their knowledge of physical assessment and advanced pathophysiology to establish differential diagnoses, and their knowledge of pharmacotherapeutics to effectively treat episodic conditions in diverse populations. Students will differentiate primary, secondary and tertiary intervention strategies; health promotion initiatives and focus on the development of clinical judgment skills in the management of a wide array of episodic conditions and acute exacerbation of chronic conditions.

Learning Outcomes

1. Arrange knowledge from health, psychological and social sciences to perform focused health assessments in individuals with episodic health conditions.
2. Implement appropriate differential diagnoses and diagnoses based on analysis and interpretation of subjective and objective data.
3. Construct treatment plans based on current practice guidelines and include lifestyle management, pharmacotherapeutics and alternative therapies to optimize health outcomes.
4. Demonstrate a collaborative approach, intra- and inter-disciplinary, in the management of individuals and families with emphases on safety, cost and efficacy.
5. Create a comprehensive treatment plan that includes health promotion strategies with a focus on scientific rationale and standards of care.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	38	The learning process will be facilitated by the module coordinator with face-to-face interaction.
Tutorial	10	Students will be guided through SOAP notes and PBL that they will have an opportunity to work on during the sessions.
Tutorial	202	Students will construct SOAP notes and manage specified PBL cases and practice OSCEs. The activities will be facilitated via synchronous and asynchronous methods of delivery (recorded webinars and online resources).
Total Workload: 250

Section Breakdown
CRN	20838	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Siobhan Rothwell	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Group assignment	Students will work in teams to comprehensively manage the care of specific acute / episodic conditions.	30%	n/a
Assignment	Students will write SOAP notes on specific cases.	30%	n/a
Objective structured clinical examination (OSCE)	Students will demonstrate their knowledge of diagnoses and treatment in a final OSCE.	40%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Indicative Content and Learning Activities

Indicative Content
• Comprehensive approach to person-centred care; introduction to SOAP (Subjective, Objective, Assessment and Plan) notes • Subjective data: chief complaint, history of present illness past medical, surgical, social history, review of systems • Objective data: physical exam, diagnostic findings • Differential diagnoses and diagnosis • Therapeutic plan, safety, cost, practice guidelines, evidence-based practice • Health promotion and disease prevention • Acuity scoring system (qualifying clinical judgment) • Multidisciplinary team approach to care and referral • Legal and ethical issues as applicable to the health condition • Pharmacotherapeutics • Individual and family issues as applicable to the health condition • Systematic approach to specific health problems • Incorporation of Inquire / Problem based learning activities.

Indicative Reading List

Books:

Terry Mahan Buttaro,JoAnn Trybulski,Joanne Sandberg-Cook,Patricia Polgar-Bailey: 2021, Primary Care: Interprofessional Collaborative Practice, 6th, Mosby, 1424, 9780323355018
Wallach, J.: 2011, Interpretation of Diagnostic Tests, 9th, Lippincott Williams & Wilkins, Philadelphia, 978-160547667
Domino, F.J.: 2018, The Five-Minute Clinical Consult, 26th, Lippincott Williams, Philadelphia, 978-149637462
Wolff, K., Johnson, R.A., Saavedra, A.P, & Roh, E.K: 2017, Fitzpatrick's Color Atlas and Synopsis of Clinical Dermatology,, 8th, McGraw-Hill Education, 978125964219
Papadakis, MA et al.: 2017, Current Medical Diagnosis and Treatment, 56th, McGraw Hill, New York, 978-125958511
Hamilton, R.: 2017, Tarascon Pocket Pharmacopoeia 2016 Deluxe Lab-Coat Edition, 18, Jones and Bartlett, Massachusetts, 978-128411897
Goolsby, M.J. & Grubbs. L.: 2019, Advanced Assessment Interpreting Findings and Formulating Differential Diagnoses, 4th, Davis Company, Philadelphia, 978080366894

Articles:
None

Other Resources

None